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Most school restructuring initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1818 teachers and 6490 students from 94 elementary schools in one large district were used to replicate an earlier study of the effects of transformational leadership practices on selected organizational conditions and student engagement with school. Similar in most respects to our earlier study, results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.
Leithwood et al. (Wed,) studied this question.