TY - JOUR
T1 - Occupying the principal position
T2 - Examining relationships between transformational leadership, social network position, and schools' innovative climate
AU - Moolenaar, Nienke M.
AU - Daly, Alan J.
AU - Sleegers, Peter J C
PY - 2010/12/1
Y1 - 2010/12/1
N2 - Throughout the world, educational policy makers, practitioners, and scholars have acknowledged the importance of principal leadership in the generation and implementation of innovations. In many studies, transformational leadership has emerged as a promising approach in response to increasing demands to develop and implement innovations in schools. Although research has suggested that having access to leaders with expertise can significantly stimulate innovation, the link between transformational leadership and principals' social network position has not yet been extensively studied. The goal of this study was to investigate the relationship between principals' positions in their schools' social networks in combination with transformational leadership and schools' innovative climate. It was conducted among 702 teachers and 51 principals in 51 elementary schools in a large educational system in the Netherlands. Using social network analysis and multilevel analysis, the authors analyzed a quantitative questionnaire with social network questions on work-related and personal advice and Likert-type scales for transformational leadership and innovative climate. Findings indicated that transformational leadership was positively associated with schools' innovative climate. Principals' social network position, in terms of centrality, was also related to schools' innovative climate. The more principals were sought for professional and personal advice, and the more closely connected they were to their teachers, the more willing teachers were to invest in change and the creation of new knowledge and practices. Moreover, work-related closeness centrality was found to mediate the relationship between transformational leadership and innovative climate. Implications of the study are discussed.
AB - Throughout the world, educational policy makers, practitioners, and scholars have acknowledged the importance of principal leadership in the generation and implementation of innovations. In many studies, transformational leadership has emerged as a promising approach in response to increasing demands to develop and implement innovations in schools. Although research has suggested that having access to leaders with expertise can significantly stimulate innovation, the link between transformational leadership and principals' social network position has not yet been extensively studied. The goal of this study was to investigate the relationship between principals' positions in their schools' social networks in combination with transformational leadership and schools' innovative climate. It was conducted among 702 teachers and 51 principals in 51 elementary schools in a large educational system in the Netherlands. Using social network analysis and multilevel analysis, the authors analyzed a quantitative questionnaire with social network questions on work-related and personal advice and Likert-type scales for transformational leadership and innovative climate. Findings indicated that transformational leadership was positively associated with schools' innovative climate. Principals' social network position, in terms of centrality, was also related to schools' innovative climate. The more principals were sought for professional and personal advice, and the more closely connected they were to their teachers, the more willing teachers were to invest in change and the creation of new knowledge and practices. Moreover, work-related closeness centrality was found to mediate the relationship between transformational leadership and innovative climate. Implications of the study are discussed.
KW - innovation
KW - leadership
KW - school improvement
KW - social networks
UR - http://www.scopus.com/inward/record.url?scp=78149393571&partnerID=8YFLogxK
U2 - 10.1177/0013161X10378689
DO - 10.1177/0013161X10378689
M3 - Article
AN - SCOPUS:78149393571
SN - 0013-161X
VL - 46
SP - 623
EP - 670
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
IS - 5
ER -