Chapter 4 Assignment

Principal's Behavior and Instructional Leadership

Knowledge-Based Question # 6

What is the fundamental difference between transformational and transactional leadership

behavior?

A comprehensive understanding of different leadership behaviors is essential for school principals in

order to turn the art of leadership into science and get the job done. Leaders are required to affect
and guide their subordinates in the most appropriate way to keep the organization running and
profitable since the quality of leadership is an important factor in determining the success or failure
of the organization. Although there are numerous behavioral leadership styles, two prominent ones
are; the transactional leadership and transformational leadership style.

Transactional leadership, as the term implies, is based primarily on an exchange of benefits. It is a

task- oriented approach and stems from the basic psychological assumption of stimulus versus
response; that's to say these leaders motivate subordinates by offering a reward for
accomplishment. It's believed that most people are willing do their best when the know they'll get
benefits if they get the job done or get punishment if they refuse or fail (Burns, 1978). A
transactional leader sets the goals and expectations, the criteria, the procedures and the deadlines,
and the staff follows through. When the desired outcome is achieved, a contingent reward is offered
in the form of pay raise or a bonus, but if they miss, penalty will occur. In that sense, transactional
leaders require complete compliance from the staff, and the staff do what they're told to do because
it's their responsibility. Obviously, this leadership behavior is responsive and reactive in nature and
addresses a middle level of management and a lower level on Maslow's hierarchical needs. It is
considered an easy leadership behavior since following the standard operating procedures is all
that's required in order to keep the organization running. Transactional leaders work within the
structure of an organization and are considered a stabilizing factor of the status quo. Therefore,
transactional leaders shouldn't expect to get innovative ideas or real partnership from their
subordinates. Nevertheless, transactional leadership behavior is the preferred behavior in middle
management organizations where maintaining the structure is necessary and it does work in
bringing about the desired outcome.

There are many examples of transactional leadership in the education setting. For instance, when a
school principal urges his teachers to take part in preparing a good booklet for a text book, or
organize a field trip and in return, they would get a free computer course or a day off, is a kind of
transactional behavior. Transformational leadership behavior, by comparison, is a relationship-
oriented behavior focusing on bringing about a real change in the work environment and in the
mindset of subordinates. (Bass,1985) argues that transformational leaders, give prominence to a
vision, through inspiring and motivating their subordinates to excel their performance, to innovate
and to boost their commitment for the general good of the organization. They help subordinates
understand and appreciate the value of their work so that they would put the organization's interest
before theirs.

Transformational leadership behavior addresses a higher level of management and satisfies a higher
stratum on Maslow's hierarchical needs i.e., self-esteem and self-actualization, i.e., personal worth
and personal growth. They give an optimistic and realistic vision for the future of the school and the
staff. Their motto is, ' work for a better tomorrow as we can excel today's status', in other words;
they're proactive leaders and transcend the structure in a quest for a positive change. They give and
receive positive feedback in order to improve the staff intellectually and further enhance
performance. They build, maintain and communicate well a high degree of trust and integrity with
their staff through infixing mutual respect, collaboration and team work spirit. They also inspire their
followers, in group and individually, by being a role model of what they preach, by assuming
responsibility in different situations, and by acknowledging their staff.

There are many examples of transformational leaders who changed the culture and mindset of their
societies. In the education setting, a principal can encourage staff to share the vision for innovation,
creativity and genuine critical thinking, as opposed to mere 'do your homework to get the mark in
transactional leadership'. William Wilberforce was also a typical transformational leader who
changed the common practice of slave trade in England in 1807 into an act of aggression and a crime
against humanity. Last but not least, Huda Sha'arawi was a famous feminist and advocator of
women's right to education in Egypt in the early 20th century. She was the first woman in modern
history to dare to take off her face veil publicly in a defying courageous moment against deeply
rooted rituals. Ever since, Egyptian women have been going to schools and universities and have
assumed their rightful place in the society.

To conclude, behavioral approaches to leadership provide two major types; task-oriented behavior
and relationship-oriented behavior. The former is represented by the transactional leadership
behavior which focuses job accomplishment through rewards or punishment. In doing so the leader
works within the structure of the organization and keeps the status quo of the organization. The
latter, by comparison, focuses on changing the work environment for the betterment of both the
organization and the staff by remaining proactive and changing the structure of the organization. It's
worth mentioning that there is no one leadership behavior that fits for all. Several factors affect the
principal's choices. It's important for the school principal to carefully choose the most appropriate
behavior or possibly switch between behaviors for the best interest of his school and his staff.

References:

Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.

Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.