Effective Educational Leadership Training for Improving Student Learning Outcomes


In the required course work of many programs in Educational Leadership, doctoral candidates typically engage in various forms of analysis and synthesis about transformative leadership. Coursework in ethical education; transformational learning; creativity, inquiry, and innovative leadership; quantitative research methods; qualitative research methods, and leading organizational change form the basis of many courses of study. Evidence in the literature overwhelmingly support the position that educational leaders are highly effective, when engaging in both transformational and organizational development practices. Their effectiveness can also benefit student learning outcomes. This paper draws from the main points of all of the afore mentioned to illustrate how the effective educational leadership training can benefit student transformative educational leaders. The paper concludes that investment in educational leadership training is a pathway for large-scale education improvement.


Educational Leadership; K-12; Training; High Education

Full Text:



Beghetto, R. A. & Kaufman, J. C. (2013). Fundamentals of creativity. Educational Leadership 70(5), 11- 15

Bonhoeffer, D. (1995). Ethics. (N. H. Smith, Trans.). New York, NY: Touchstone

Borgmann, A. (2006). Real American ethics: Taking responsibility for our country. Chicago, Il: University of Chicago Press

Branch, G., Hanushek, E., & Rivkin, S. G. (2013). School leaders matter: measuring the impact of effective principals. Education Next, 13.

Brown, L. M., & Posner, B. Z. (2001). Exploring the relationship between learning and leadership. Leadership & Organization Development Journal, 22(6), 274-280. doi:10.1108/01437730110403204

Ciulla, J. B. (2004). Ethics and leadership effectiveness. The nature of leadership, 302-327.

Contino, C.J. (2004). Call and occupation, vocation. Center for Christian Ethics at Baylor University. Retrieved from http://www.baylor.edu/ifl/christianreflection/vocation.pdf

Cranton, P.A. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 6(109), 5-13. doi:10.1002/ace.203

Deaner, C. D. (1994). A model of organization development ethics. Public Administration Quarterly, 435-446.

Eden, T. D., Avolio, B. J., & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: Field experiment. Academy of Management Journal, 45, 735-744. doi:10.2307/3069307

Fullan, M. (2011). Change leader: Learning to do what matters most. San Francisco, CA: John Wiley & Sons.

Hallowell, E. M. (2011), Shine: Using brain science to get the best from your people. Boston, MA: Harvard Business Review Press

Henry, O. (2009). Organizational Conflict and its effects on Organizational Performance. Research Journal of Business Management, 2(1), 16-24. doi:10.3923

Kumi Yeboah, A. (2012). Factors that promote transformative learning experiences of international graduate-level learners. Retrieved from www.scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5309&context=etd

Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Center for Applied Research and Educational Improvement. University of Minnesota. Retrieved from http://conservancy.umn.edu/handle/11299/2035

Markie, P. J. (1994). A professor’s duties: Ethical issues in college teaching. Rowman & Littlefield.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.

Nass, C., & Yen, C. (2012). The man who lied to his laptop: What we can learn about ourselves from our machines. New York, NY: Penguin Group

Noland, A., & Richards, K. (2014). The relationship among transformational teaching and student motivation and learning. JET, 5. Retrieved from http://files.eric.ed.gov/fulltext/EJ1060434.pdf

Printy, S., Marks, H., & Bowers, A. (2010). Integrated leadership: How principals and teachers share transformational and instructional influences. Jsl Vol 19-N5, 19, 504.