Leading Educational Change: reflections on the practice of instructional and transformational leadership

2003/11/01 by Philip Hallinger, PHILIP HALLINGER · 3 citations
Social Sciences · #Education Systems and Policy #Education and Technology Integration #Teacher Education and Leadership Studies

paper · doi:10.1080/0305764032000122005

openalex publication_date 2003/11/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02

Abstract

Over the past two decades, debate over the most suitable leadership role for principals has been dominated by two conceptual models: instructional leadership and transformational leadership. This article reviews the conceptual and empirical development of these two leadership models. The author concludes that the suitability or effectiveness of a particular leadership model is linked to factors in the external environment and the local context of a school. Moreover, the paper argues that the definitions of the two models are also evolving in response to the changing needs of schools in the context of global educational reforms.

Cited by

• Linking Leadership to Student Learning: The Contributions of Leader Efficacy
• The Nature and Effects of Transformational School Leadership
• Principals and vice-principals: exploring the history of leading and managing public schools in Ontario, Canada