Abstract
The purpose of this study was to determine the degree to which Kouzes and Posner’s Transformational Leadership Model is being practiced by school principals as perceived by their teachers in Jordanian schools. Means, standard deviations, t-tests, and one-way analysis of variance (ANOVA) were utilized in this study. Results indicated that transformational leadership is being moderately practiced and applied by Jordanian principals. Furthermore, statistical results indicated that gender and school type had an influence on teachers’ perceptions in favor of female teachers and basic schools respectively. Finally, there were no significant differences among the three experience level groups of teachers (new hiring, middle career, and long experience) in their perceptions of each dimension of Kouzes and Posner’s model.
Citation
Abu-Tineh, A.M., Khasawneh, S.A. and Omary, A.A. (2008), "Kouzes and Posner's Transformational Leadership Model in Practice: The Case of Jordanian Schools", Journal of Leadership Education, Vol. 7 No. 3, pp. 265-283. https://doi.org/10.12806/V7/I3/RF10
Publisher
:Emerald Publishing Limited
Copyright © 2008, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/