The Moderating Role of Transformational Leadership on Instructional Leadership Professional Learning

January 25, 2025

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Professional Learning

While integrated leadership is a well-researched field, most studies focus on its impact on student achievement and often overlook its relationship with instructional practices. This study examines the moderating role of transformational leadership (TL) in the relationship between instructional leadership (IL) and teacher practices, focusing on teacher professional learning (TPL).

The Role of an Instructional Leader

Instructional leadership (IL) involves guiding a school’s vision with a focus on student learning, coordinating curriculum, monitoring progress, and providing feedback to teachers. IL also includes professional development inside and outside the school.

Teacher professional learning (TPL) refers to ongoing, school-embedded practices that allow teachers to improve their knowledge and skills. Transformational leadership (TL) focuses on creating a shared vision, motivating and supporting individuals to achieve organizational goals.

Key Differences Between Instructional Leadership and Transformational Leadership

1. IL focuses on curriculum and instruction, while TL builds community and inspires action toward a shared vision.
2. IL is top-down, whereas TL is about empowering others.
3. IL drives school reform by focusing on curriculum; TL drives change by fostering a supportive culture.
4. While IL has transactional elements, TL focuses on inspiration and development.

The Moderating Role of Transformational Leadership

This study surveyed 616 teachers in primary and secondary schools in Turkey, exploring:

1. Teachers’ perspectives on the principal’s IL (e.g., managing instructional climate, school mission).
2. Teachers’ perspectives on the principal’s TL (e.g., vision building, intellectual stimulation).
3. Teachers’ engagement in professional learning (e.g., collaboration, experimentation).

The findings show that TL moderates the relationship between IL and teachers’ instructional practices through TPL.

• IL has a direct, statistically significant effect on TPL.
• A stronger perception of TL leads to more positive effects on IL and TPL.
• Teachers involved in TPL modify their instructional practices.
• High levels of TL increase the impact of IL on instructional practices via TPL.

Combining Transformational Leadership and Instructional Leadership for Greater Impact

The study highlights that TL can enhance the effect of IL. Principals who motivate and inspire teachers while focusing on teaching and learning are more likely to support improved instructional practices through professional learning. This shows that while IL and TL differ, they can work together to maximize their impact.

The study confirms that teacher professional learning (TPL) is linked to instructional practice, supporting its role in school reform initiatives. It demonstrates that instructional leadership (IL) influences teacher learning and practice through TPL and reinforces the importance of IL in school improvement efforts, highlighting its effect on instructional practice.

Quotes

“Transformation may be hindered if teachers are demotivated and isolated.”

“Principals who combine IL and TL effectively transform their schools and influence instructional practice.”

“Principals should address individual teacher needs, establish a clear vision, and encourage creativity to maximize the impact of IL on learning and practices.”

Personal Takeaway

The research here seemed to be more focused on forwarding this field of research than giving very specific and tangible take-aways that teachers/leaders can apply in their practice. For me it emphasized the role trust plays between teachers and leaders and how that has an effect on the quality of instruction that will take place in the classroom.

Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776-814.