Alvina Gohar 1

MEd Assignment Front Cover

Student Name Alvina Gohar
Module Number and Name ED50047-Leadership and Organisational
Development (Sem 20/21)
Date of Submission 22/3/2021
Word Count 5001

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Please tick if any of the following apply:

I intend to register for an IB Advanced Certificate in Teaching and

Learning Research on completion of my studies and, accordingly, my
current IB school provides a context for this assignment.
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I intend to register for an IB Advanced Certificate in Leadership

Research and, accordingly, my current IB school provides a context for
this assignment.

Please note, for those not currently in an IB school but intending to register for the IB
Certificate in Leadership Practice or via pathway 1 for the IB Advanced Certificate in
Leadership Research, the Reflecting on Leadership in the IB module provides the required IB
context.
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Table of Contents
Main content Page no.

Introduction 4

a. Context (external, internal, and geographical) 6

b. Literature Review of Models of Leadership and theories of 8

Leadership
• Model of Transactional Leadership Management 8
• Model of Transformational Leadership 9
i. Individualized attention 12
ii. Idealized influence 13
iii. Stimulation of the Mind 14

c. Proposed Initiative's Chances of Success 15

d. Potential Roadblocks to the Proposed Initiative's Implementation 15

e. Examining the Arising Issues and Proposing a Solution 16

f. Breaking Through Obstacles 17

Conclusion. 19
The Key Learning Points and Their Meaning About My
Leadership Capabilities and Skills.

Reference. 22
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Early Influence Stages of Transformational and Direct Leadership Models on

Communication Skills Development of Distance Learning
A Brief Introduction

This document seeks to investigate the potential of using leadership models to positively affect

Distance Learning and teaching activities in early settings in the United Arab Emirates, to a

harness the linguists’ communication ability of early-year children attending Distance Learning-

DL classes (U.A.E.). This study would examine how a shift in Leadership affects the execution

of a new program by inspiring students, building confidence, and refining DL teaching

techniques.

In any part of life, communication skills are crucial (Mckenna, 2017). The value of this expertise

is recognized by the Early Years Statutory Framework, which has made it a priority in the

learning environment for EYFS environments. Because of the U.A.E.'s varied demographics,

communication and language (CL) success in the Early-Years Foundation Stage (EYFS) is

closely watching and reviewed regularly (Knowledge and Human Development Authority,

KHDA, 2019). After the (EYFS), a profile that is developed to keeps students’ preset

expectations for the leaders to understand their growth better.

The context of research is essential in an educational setting and its climate because it aids in

understanding the process of decision-making and policies of the environment (Moos, Kreisler,

Kofod, 2008). The current assignment takes place in a British curriculum school in Dubai,

United Arab Emirates, which offers an Early-Years (EY) program serving fifty nationalities,

creating it a diversified and multicultural environment. The bulk of the teachers and students are
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of Asian descent, including Arabs and South Asians, and are bilingual or second language

learners.

I observe the Statutory Framework for EYFS (DfE, 2017) in my daily educating practice since I

am a Foundation Stage (F.S.) 2 instructors. Blended Learning (B.L.) and Distance Learning (DL)

are two forms of lesson delivery used in my early childhood environment (DL). Students in B.L.

are physically present in class, while DL students take courses online. My Head of Junior School

(H.J.S.) and F.S. Coordinator regularly observe my classes, especially DL, to assess teaching and

learning consistency and recognize strengths and weaknesses in my teaching practice. Following

that, I have reflection sessions with the H.J.S. to exchange suggestions and discuss the following

steps to further my teaching techniques.

My DL students' language skills and communication have suffered from limited peer-to-peer and

student-teacher contact in their DL classes. As a result, my DL students' communication and

language skills development have been identified as a development area, I've been advised to

plan the next steps under the H.J.S. After reflecting on my teaching methods, I've concluded that

the lack of interaction is due to the limited time we have in our DL classes, which forces us to

use a monologue-based teaching method.

Even though coordination is critical to every DL curriculum, most lessons lack this element of

instruction (Spitzer, 1998). Young learners' cognitive performance is influenced by their

interactions with peers and adults (Vygotsky, 1978). As a result, if students can't interact with

their instructor or classmates, their social growth may be hampered. Furthermore, if the children

are bilingual and still working on their CL skills, they will feel more challenged and face more

trials and tensions in their everyday classroom learning (Bligh, 2014).

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According to Northouse (2016), leaders are supposed to take the initiative and lead the solution

to a crisis. As a result, as a leader, I would use scaffolding as a pedagogical technique (Vygotsky,

1978) to help DL students develop their communicative skills. According to Bruner et al. (1978

quoted in University College Dublin, Undated), the fundamental theory of scaffolding is to help

the learner in the early stages of learning and then increasingly reduce the support before the

pupil reaches mastery. As a result, scaffolding techniques in DL lessons may help to improve

communication skills. To incorporate reform in an Early Years (EY) environment, it is helpful to

analyze a leadership model (Lindon, Lindon, and Beckley, 2016). As a result, this task would

examine the transformational and transactional leadership models to enact my initiative.

a. Context (external, internal, and geographical)

The United Arab Emirates (U.A.E.) is dedicated to bringing the country's educational level up to

par with the rest of the world (Knowledge and Human Development Authority, KHDA, 2019).

This is particularly apparent in the United Arab Emirates' National Agenda 2021, which

addresses eight fields of educational growth, including strong leadership, high-quality teachers,

integration, and outstanding Early Childhood Education for children (National plan 2021, 2018).

This vision is also essential to private schools that follow England's National Curriculum.

Educators in Dubai's private schools are subjected to yearly inspections to achieve this vision

(KHDA, 2019). Schools are tested against pre-determined requirements during these evaluations

to ensure that they have a high-quality education. This inspection is crucial because expatriates

make up a significant portion of the U.A.E.'s population (Litz and Scott, 2017), and the KHDA

inspection report influences their preference for private schools (Gallagher, 2019). Schools that

follow the National Curriculum of England, like the EYFS, are included in the inspections.

Communication and Language is one of the most important fields of learning in the EYFS
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because it helps to deliver an equitable education by addressing the needs of all children

(D.F.E.,2007). As a result, during the inspection, the lessons are observed to ensure that adequate

support is provided to help students develop their communication skills based on their age and

according to the criteria outlined in Development Matters in the Early Years Foundation Stage

(2012) and The Statutory Framework for EYFS (2007).

Private schools in Dubai have offered two types of schooling since August 2020: distance

learning (DL) and formal face-to-face lessons (U.A.E. Government Portal, 2021). My school is

located in a private school in Dubai, the United Arab Emirates, that follows the National

Curriculum of England. Bilingual expatriate students make up the majority of the student body.

My school provides a high-quality on-campus and online curriculum consistent with the U.A.E.

National Agenda (2018) and KHDA success metrics. Parents are an essential part of the

education system and play a crucial role as partners. They and the school have a mission of

improving students' communicative and verbal abilities to fulfill the EYFS standards at the end

of the year.

To measure students' literacy progress, standardized assessments such as Progress in Reading

Assessment (PiRA) (Rising stars, Undated) are used. These assessments also reveal information

about the students' speech and language abilities. The school's policies and activities are

informed by both the annual KHDA inspection report and the PiRA examination results. I teach

both B.L. and DL lessons as an Early Years Foundation Stage (EYFS) classroom teacher at this

school. My staff consists of experienced teachers with over ten years of experience in the

classroom. Teaching and studying are supported by a professional atmosphere that is conducive

to both.
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b. Literature Review of Models of Leadership and theories of Leadership

It was critical to immerse myself in the literature surrounding various leadership theories and

models to determine which model would best suit the implementation of my initiative. The

relational view of Leadership is an all-encompassing model that emphasizes how Leadership is

most successful when good relationships are established between leaders and followers in a

society (Northouse, 2016). According to this theory, Leadership can be learned and found in both

formal and informal leaders (IL) (Lai and Cheung, 2015). Furthermore, according to Northouse

(2016), relational leaders are often morally responsible to others in their community.

I identify with relational leadership philosophy, and I want to incorporate my proposed proposal

as an I.L. (Pielstick, 2000). My relationships with my coworkers will determine my initiative's

progress, and I will be morally responsible for the choices I make to achieve my objectives.

According to Lindon et al. (2016), Early Years leaders should use the transformational

leadership paradigm to bring about a radical change in the EY environment. Since the

Transactional Leadership model (Bass and Riggio, 2006) is an enhancement of the

Transformational Leadership model, both models are being examined to determine the

appropriate leadership model for the execution of my initiative.

 Model of Transactional Leadership Management

Burns, (1978), quoted in Andersen, Jensen, Bro. Bllingtoft, Holten, Eriksen, Jacobsen,

Ladenburg, Nielsen, Salomon Sen, and Wester Gard-Nielsen, 2019) claims that transactional

chief achieves optimal outcomes by encounters with subordinates. In exchange for subordinate

encouragement and good results, the transactional leader rewards followers with attention, pay,

acknowledgment, or progression. This leadership model requires a leader to rely on their

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followers' success to determine whether or not they are meeting goals. Supervision,

organizational structure, and success are essential aspects of transactional Leadership

(Northouse, 2016).

The transactional leadership paradigm is widely used in my setting. However, in my personal

experience, I've seen several issues with this leadership style. First, followers become so used to

the rewards-punishment policy that their willingness to complete a mission is severely confined

to the task's limits. They don't feel compelled to break boundaries or work harder than they

believe they are capable of because the added effort will not result in more rewards, but there

will be consequences if they lose. This fear has deterred my coworkers from stepping outside of

their comfort zones and doing something different.

In a second, my program will necessitate more time from teachers to help students improve their

skills. My coworkers do not need to waste their time working to incorporate an incentive-based

program because there is no reward for it and the school did not implement it. Conversely, since

this time is used for other activities such as assessment or lesson preparation, using any of it can

result in them not completing their schoolwork on time and being reprimanded. As a result, if I

follow this leadership style, I would be unable to carry out my initiative.

 Model of Transformational Leadership

The transformational leadership model enables leaders to develop a special bond with their

supporters, allowing them to accomplish even more than predicted outcomes (Bass and Riggio,

2006; Northouse, 2016).

“Idealized influence, inspirational drive, individualized consideration, intellectual stimulation"

are four features of transformational leaders, (Riggio and Bass , 2006, page 6). Kouzes and
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Posner (2002, 2003, 2007 quoted in Litz and Scott, 2017) provide detailed descriptions of these

causes.

A leader with transformational ideas would have a strong view of the expectations they want the

school to attain, and they would encourage their supporters to strive for those goals while serving

as a role model for others to follow in their footsteps. Transformational leaders increase their

subordinates' inspiration, loyalty, and ownership, converting them into leaders themselves.

Transformational leaders also possess a development mentality. They encourage others to be

innovative by taking chances and owning their ideas while working for a common purpose,

promoting an atmosphere of creativity.

Finally, they chat and socialize with their coworkers, instilling a feeling of pride in everyone.

They are more mindful of their desires and motivations due to their engagement with those

around them.

Motivational Inspiration

According to Bass and Riggio (2006), leaders must have a vision for the organization to motivate

their followers. Sinek (2019) contributes to this point by stating that it is essential to look back in

time and recognize the trends and ideas that have led to consistent results. This will be the basis

for how individuals who work together in an organization interact with one another.

Transformational Leadership is determined by vision (Bennis, 1993 quoted in Pielstick, 2000;

Mohiuddin, 2015), and can be extended to the EY community.

A transformational leader in an EY setting, according to Lindon et al. (2016), would give

provision to a school with a framework that would give a facilitation in achievement and goal

setting. The framework is often shared with the followers, resulting in a collective vision.
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According to Bass and Riggio (2006), leaders will inspire supporters by explaining their concept

plainly and concisely, raising the bar on standards. The aims are not taken from an individual

viewpoint since the leader serves as a role model, but they are expressed by both the leader and

the followers. When both the leader and the supporters turn their sense of mission into a joint

mission that inspires the others, a chain reaction occurs.

The trick is to take the initiative and not force the vision on the followers, in this case, the

students. This autonomy allows teachers to express their thoughts on accomplishing the vision's

aims, enabling them to take control of the invention. The inspiration to effectively implement the

concept in an EY environment stems from a shared vision, morality, and values.

Sinek (2019) says that, despite having the money, only a few organizations can empower their

workers to accomplish what some aspire to. The explanation for this is that the founders of such

select organizations are mindful of their mission; this is also so in the EYFS.

Leaders are inspired to look back on their career experiences and recognize examples of active

programs or assignments through studying history. Sinek (2019) says that a person's intent

remains constant right through their lives, and it is for this purpose that it draws like-minded

individuals together to create bonds, this lays the groundwork for the organization's mission and,

as a result, its structure. Sharing this aim with friends and supporters helps them connect with the

leaders, motivating them to work against their objectives.

Understanding the intent of my program is critical to implementing it, as it will serve as the basis

for my vision. If I can effectively articulate my goal and reach out to my coworkers, they will

connect to it and be more supportive of my initiative. They will share my vision until they

appreciate the intent and reasoning.

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Individualized attention

According to research, good collaboration within an organization is critical to transformational

leadership performance (Pielstick 2000; Northouse, 2016). By cultivating relationships with his

or her fans, a transformational leader engages in constant dialogue and growth. Moreover, a

transformational leader demonstrates charisma, faith, and ethical ideals to positively and

explicitly clarify the shared vision in the organization (Lindon et al, 2016).

It enables the followers to do more and more than they possibly previously felt. (Litz et al, 2017)

states that leaders will benefit from effectively expressing their vision to their teachers in an

educational environment. This would make the teachers embrace it and as well, making the

concept a mutual one. A joint vision will therefore, empower teachers, and they will exceed their

own goals in the process.

Maslow's hierarchy of needs shows meaningful social interactions in the workplace contribute to

higher self-esteem, which leads to self-actualization (Lindon et al., 2016). To accomplish this,

the transformational leaders offer individualized mentorship to each follower, helping them in

improving their talents and ultimately become leaders. Individualized mentoring is particularly

relevant in an uncertain situation like the EYFS (Bass and Riggio, 2006). (Lindon et. al, 2016).

The growth of teacher practice will be aided by a high level of interest in the teachers' daily

routines.

Individualized communication necessitates leaders to engage with their followers and making

them conscious of their passions and interests (Riggio and Bass, 2006). This fosters a sense of

comradeship, which aids in developing a climate of trust with shared understanding, resulting in

a strong work in partnership between the leaders and their followers. Close professional
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relationships with followers in an EYFS environment would encourage a leader to do a strength-

weakness study that would aid the leaders in decision-making when assigning tasks (Lindon et

al, 2016). Once the mission has been commissioned, the administrator may take a practical

approach to monitor it.

In the light of my plan, I'd have to communicate with my coworkers constructively, encouraging

them to trust in me and be receptive to my proposal for an implementation, and as a chief, I'd

make sure that I'm not patronizing them, this would be possible if I were subtle when am

mentoring them.

Idealized influence

The term "idealized power" refers to leaders that are highly; charismatic and influential role

models (Zhu, Riggio, Avolio, and Sosnik, 2011). People want to be like these leaders because

they are spiritual and ethical role models. According to Bass and Riggio (2006), the two facets of

transformational Leadership are the leader's behavior and the followers' perceptions of the

characteristics a leader must emulate.

According to (Kouzes and Posner, 2003), quoted in (Litz and Scott, 2017), honesty is a central

aspect of transformational leadership. Leaders who exemplify idealized power cultivate faith by

being open and honest about the meaning and goals behind their vision and acts. They can also

be relied upon, to be frank with their behavior.

According to (Zhu et al., 2011), the four aspects of transformational leadership are dependent on

moral conduct. A transformational leader aims to favorably affect followers' spiritual and ethical

behaviors, making them more truthful and trustworthy. Individual followers' behaviors are

modified by leading by example, rather than tempting them with a promotion or instilling fear.
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When politicians and supporters work together or individually, the impact of ethical and moral

ideals can be seen.

According to Lindon et al. (2016), charisma is a psychological characteristic that attracts people.

Charismatic leaders have a deep spiritual conscience, which shows their vision and aspirations

for their followers. Furthermore, they successfully express their ideals and convictions to their

adherents by demonstrating them in practice. They are enthusiastic about their work; their

enthusiasm and dedication to their work are contagious, and it is passed on to their followers.

On the other hand, (Bass and Riggio 2006) caution on the negative consequences of such an

influential leader. Pseudo-transformational leadership is the term for this kind of leadership Bass,

(1998) cited in (Northouse, 2016). While these leaders have a charisma and a clear vision, they

have a skewed sense of morals that spreads to their supporters, negatively impacting their

environment.

Stimulation of the Mind

Transformational executives are intensely innovative and constantly criticize the status quo to

change the organization (Northouse, 2016). They are at ease in cases where traditional ideas

necessitate unconventional thought. They inspire their supporters by assisting them in their quest

for novel solutions to organizational issues. Since creative thinking necessitates trial and error,

transformational leaders are unafraid of defeat as long as their supporters learn from their failures

and persevere (Bass and Riggio, 2006). I would promote critical thinking to improve classroom

skills and participate in creative problem solving to incorporate my program in an EYFS

environment.
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c. Proposed Initiative's Chances of Success

People expect vision from a leader, but transformational leaders are usually well-received

(Northouse, 2016). The new plan can have a positive effect because I have created my mission

statement and identified my reason for carrying it out. Furthermore, as a transformational leader,

I will promote critical thought to identify ideas and contribute to the initiative's implementation,

while encouraging constructive contributions from my colleagues.

A transformational leader must be an ethical role model and persevere in adversity (Northouse,

2016), my dedication and perseverance in the face of adversity have served me well.

d. Potential Roadblocks to the Proposed Initiative's Implementation

A revolutionary strategy's beneficial effect cannot be realized in a brief amount of time (Lindon

et. Al, 2016). As a result, predicting the outcomes of my plan too early will be highly

complicated. Furthermore, the initiative's effectiveness is contingent on my coworkers. I've only

been at my school for a limited period and my fellow colleagues have established long-term

relationship with one another, persuading my colleagues will be difficult. Demand for joint

vision without first identifying myself as an informal leader could result in the proposal being

wholly rejected.

Furthermore, my colleagues' underdeveloped working relationships will cause them to be unsure

of the proposal, causing them to hesitate to implement it. I also accept that, in trying to mentor

them, I will come off as condescending to my coworkers, resulting in hostile feelings against me.

Employees in the U.A.E. are accustomed to transactional chiefs, according to Litz et al. (2017).

This may be a stumbling block because my plan is only in the early stages and has yet to be
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endorsed by the school's administration. I won't offer that to my peers if they seek school-wide

praise or financial rewards for collaborating on my project.

Finally, since I am advocating an initiative in which teachers devote personal time to the

children, I will depend heavily on my colleagues to recognize their spiritual obligation to the

children and, as a result, to put their interests aside and support the proposed initiative.

Northouse, (2016) also claims that there’s no conclusive evidence to show that the

transformational leaders change people and organizations; this leadership style is attributed to

giving positive results, but not to individual improvement. To make my initiative succeed, I'll

have to change my colleagues' moral responsibilities, mainly if they differ from mine. Suppose

they don't agree with me or their morality. In that case, teachers may need specialized

preparation to understand the pedagogical techniques used to incorporate this transition in

teaching methods, since this is a new initiative.

e. Examining the Arising Issues and Proposing a Solution

Humans learn well in a group setting by interacting with others around them (Mercer, 2013).

They communicate with familiar individuals such as their parents, relatives, or careers and begin

to make sense of the world around them (Rojas-Drummond, Torre Blanca, Pedraza, Velezand,

and Guzman, 2013). This demonstrates the importance of society in schooling (Illeris, 2020).

Even though learning occurs in society, cognitive development in a classroom prepares students

to function in society Vygotsky, (1978), Tharp and Gallimore, (1988) cited in Bliss, Askew, and

Macrae (2006). Because a cognitive development occurs naturally before entering any

educational institution. Learning in schools should reflect this so that students can develop and

nurture their talents. Robinson, (2010).

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Furthermore, students' communication skills have been influenced by computer literacy and

being exposed to online media content i.e., television shows, movies, and games, which have

long been a part of children's lives, Edwards, (2016). Online media content allows children to

acquire new vocabulary and educates them on the nuances of the English language. Edwards,

(2016) goes on to say that incorporating technology into daily classrooms would enable teachers

to improve their communication skills. Teachers could use these provisions to scaffold their

students' English language learning.

Benson (1997) also assumes that each learner learns uniquely, and that scaffolding should be

adapted to meet their needs. Before mastering can be attained, all learners must grasp and

internalize the information and expertise that is being offered. This shift in teaching and learning

can be implemented by objectively examining leadership styles that support teacher skills to

scaffold DL students' learning.

f. Breaking Through Obstacles

According to Northouse (2016), executives are advised to write a more detailed version of their

mission statement containing their five-year goals for the organization's future. I'd have to write

down my mission statement, not only for the academic year, but for the years to come. If I

wanted to develop myself as a transformational leader. This will mean that there is enough time

to enforce it and address any issues that might arise. To gain my colleagues' confidence, I'd have

to be steadfast in contributing to the initiative. I will have to focus about the new industry at my

discretion at first.
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Including my colleagues, I have to ask them to observe my Distance Learning sessions to see

how I teach DL students communication skills. They will be convinced by my perseverance and

follow my proposal as a result of this.

Allowing ample time to implement the transition and assess the effectiveness is critical to the

initiative's progress. Additionally, supplying teachers with preparation and mentoring will enable

them to implement techniques to improve young learners' communication skills and language

skills in an Early-Year classroom.

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Conclusion.

The Key Learning Points and Their Meaning About My Leadership Capabilities and Skills.

This module helped me to improve my leadership style by being both descriptive and analytical.

It allowed me to recognize various leadership styles while also comprehending their drawbacks.

My understanding of leadership models has helped me to consider the leadership styles of those

around me.

My education environment is experiencing a significant transformation, with teachers beginning

to provide lessons through the DL in addition to face-to-face instruction. All those involved in

the process find change disturbing (Lindon et al., 2016). The outcome of the transition is

impossible to predict at the outset. The authors conclude that pursuing vision with zeal during

transition is critical because this zeal propels an organization through the ups and downs that

come with such change.

According to Lindon et al. (2016), transformational Leadership should be used to implement the

transition. As a result of my research into the literature around this leadership style, I defined my

initiative's vision and intent. It has also made me realize that if my plan is solely my initiative, it

will fail; my team will need to control the enterprise and mission for it to become a joint vision

and ambition.

External considerations have a significant impact on the progress of my strategy. As previously

said, KHDA inspection results and student results in PiRA tests aid in the policy management of

my school's EYFS program. The results of the targets I set to fulfill my vision may be seen in

student success on the PiRA test in the framework of my initiative. Since communication skills
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influence classroom comprehension (Vygotsky, 1978), if my program is adopted as expected,

student success in PiRA would increase. Which could be used to help inspire my coworkers even

further.

To be effective, I will first concentrate on instilling a sense of pride in my employees (Sinek,

2009), ensuring that they feel valued and invested. Though I've learned that a joint mission is the

cornerstone of every meaningful transformation initiative (Bass and Riggio, 2006), I've also

learned that respecting my coworkers and their desires is critical. This will mean that to

accomplish my goal and, as a result, my vision, I would have to be versatile and change the

assignments.

While working collaboratively with my peers, the transformational leadership model helps me

learn from my experiences and develop new ideas. As a result, if no progress is detected, my

colleagues and I will work on measures to improve our initiative. It's important to note that the

focus of contemplation should be on the next move. This will give a sense of mutual

responsibility for the initiative's success, and or failure, which would motivate them to work

harder to make it a success.

About the fact that I clearly distinguished between transactional and transformational leadership,

my research has shown that they aren’t mutually exclusive, Bass and Riggio, (2006), Lindon et

al., (2016), Northouse, (2016). As a result, these leadership models should be used in the same

situation to accomplish a growing team-building objective. The transformational leadership style

could inspire my coworkers while still forging deep bonds with them, allowing them to think

creatively and take on new challenges. They will be able to become leaders due to this strategy

(Lindon et. Al, 2016).

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On the other hand, a model transactional leadership may offer a form of conditional reward-

based leadership, encouraging leaders to compliment teachers or provide financial incentives to

inspire them. The model ensures that team members meet defined goals and finish assignments

following the organization's criterion. A transformational leadership style in the chief, on the

other hand, will encourage creativity and vision for the organization's unprecedented success.

While transactional Leadership satisfies a person's fundamental non-negotiable needs,

transformational Leadership meets a person's moral and psychological needs, in relation to

Maslow's ranking of necessities. This choice of using all leadership styles is not only an option,

but it may also be helpful, based on the needs of the followers and the tasks at hand.

According to Bass and Riggio (2006), both transformational and transactional leadership styles

are widely accepted. Still, Litz et al. (2006) suggest that transactional Leadership is more

common in the U.A.E. This realization has helped me evaluate each problem I face at work to

better execute my strategy while considering whether a transformational or transactional

leadership solution will be more effective in resolving the issue.

The authors conclude that determining the requisite leadership style would involve the leader's

judgment skills to determine whether the scenario calls for a transformational or transactional

leader. In any case, a thorough understanding of leadership philosophies, methods, and models

will underpin the advancement of all potential projects, allowing me to demonstrate my ability to

lead effectively.
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