Transformational Leadership as an Approach to Building the Egyptian Secondary Schools Capacity

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 Egyptian secondary school capacity and commitment. Much less evidence is available, however, about whether these socio-psychological effects of transformational leaders actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of (102) Teachers and (57) Heads in one large education district in Egypt were used to explore the relative effects of transformational leadership practices on selected organizational conditions and school capacity. Results demonstrated strong significant effects of such leadership on organizational conditions and institutional capacity.