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The paper reviews leadership research to link teacher behaviors, school climate, student wellness, and student performance outcomes, arguing that wellness mediates the teacher–outcome relationship and that climate amplifies the benefits of teacher leadership. It distinguishes teacher-centered transformational education from traditions emphasizing administrators as primary leaders and clarifies how teacher leadership fosters supportive learning contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-proposed-model-for-transformational-education/601996/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-proposed-model-for-transformational-education/601996.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Transformational Education (TE) model clarify?","Question",{"text":112,"@type":113},"The TE model clarifies a dynamic process in which teachers and other school staff embrace educational leadership. It connects teacher behaviors to school climate, student wellness, and performance outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are teacher behaviors expected to affect student outcomes in the model?",{"text":117,"@type":113},"Teacher transformational leadership behaviors influence student performance outcomes both directly and indirectly. Student wellness outcomes mediate the relationship, and a positive school climate creates a context that maximizes teacher leadership benefits.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does this model differ from work that focuses mainly on administrators?",{"text":121,"@type":113},"Most research on effective school leadership treats administrators as leaders and teachers mainly as mediators of student outcomes. This paper is distinctive by applying transformational leadership to teachers and emphasizing how teachers benefit students within supportive classroom and school contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601996,1792145045,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Proposed Model for Transformational Education  \nG.T. Freeman  \nThe Lincoln Center for Family and Youth  \nJared Blackstone  \nAzimuth Impact  \nMaryJo Burchard  \nConcord Solutions  \nThe proposed Transformational Education (TE) model clarifies a dynamic process where teachers and other school staff embrace their contribution to educational leadership. Reworking Transformational Leadership (TL) constructs for a stronger fit within the classroom, this concept paper reviews the literature to construct a model illustrating the relationship among teacher behaviors, school climate, student wellness, and performance outcomes. The proposed conceptual framework describes teacher TL behaviors that directly and indirectly influence student performance outcomes. Student wellness outcomes mediate this relationship, and a positive school climate creates a context where teacher leadership benefits are maximized. Most work on effective school leadership posits administrators as leaders, with teacher factors only as mediators of student outcomes. The TE model described here is distinctive in its approach to apply TL to teachers, describing the means by which teachers benefit students in a supportive classroom and school context.  \nICPEL Education Leadership Review, Vol. 21, No. 1– December, 2020 ISSN: 1532-0723 © 2020 International Council of Professors of Educational Leadership  \nLeadership within organizations has received a great deal of scholarly attention for the last century. While all this work proceeds from the basic premise that leadership involves influence, understandings ofthe nature of this influence have varied greatly (Vroom & Jago, 2007). Initially, heroic conceptions of leadership focused on traits yielded to behavior-based formulations, and these have been expanded into education through instructional leadership (Coladarci, 1992) and transformational school leadership (Leithwood, 1992), among others.  \nTransformational school leadership emerges from transformational leadership (TL), arguably the most widely researched leadership theory among organizational researchers in the last three decades (Anderson, 2017; Bass, 1985; Berkovich, 2016) . Core characteristics include increasing others’ commitment to a compelling vision, motivating followers to accomplish shared values and goals, providing empathy and individual support, and developing others’ intellectual capacities for higher performance (Bass, 1985, 1990; Bass & Avolio, 1994; Leithwood & Jantzi, 2006) . Transformational leaders are often described as charismatic and trusting (Bass, 1990) . Notably, authority does not stem from formal positions but instead from the ability to foster a collective environment of inspiration and mastery, and a collective capacity to achieve goals (Leithwood & Jantzi, 2006) .  \nMany researchers have highlighted the use of TL by school principals (e.g., Allen et al., 2015; Leithwood & Jantzi, 1999, 2006) . Principal TL behaviors have been correlated with student academic improvement, both directly and through numerous mediators (Basham, 2012; Day et al., 2016; York et al., 2015). Other studies have found benefits for teachers’ job satisfaction (Podsakoff et al.,1996), organizational commitment (Yammarino et al., 1998), and individual and collective self-efficacy (Ninković & Knežević Florić, 2018) .  \nThis model of leadership, like others, suffers shortcomings. One is a lack of attention to the situation and complexity of leadership (Van Knippenberg & Sitkin, 2013; Vroom & Jago, 2007) . More recent theories posit that leadership is distributed, embedded in the network of roles and interactions creating an organization (Ogawa & Bossert, 1995; Spillane, 2005) . For schools, these oversights have led to research focused only on principals as leaders, with teachers as followers. Only few studies have examined the leadership behaviors of teachers; those that have done so have revealed the positive impact of teacher leadership on student and school outc","cbCaimRlTV5FfA5W","https://ap.wps.com/l/cbCaimRlTV5FfA5W","pdf",316813,18,"English","# Development of the Transformational Education Model\n## Reworking transformational leadership for classroom fit\n## Linking teacher behaviors to school climate and student outcomes\n## Mapping teacher influence through a conceptual framework","[{\"question\":\"What does the Transformational Education (TE) model clarify?\",\"answer\":\"The TE model clarifies a dynamic process in which teachers and other school staff embrace educational leadership. It connects teacher behaviors to school climate, student wellness, and performance outcomes.\"},{\"question\":\"How are teacher behaviors expected to affect student outcomes in the model?\",\"answer\":\"Teacher transformational leadership behaviors influence student performance outcomes both directly and indirectly. Student wellness outcomes mediate the relationship, and a positive school climate creates a context that maximizes teacher leadership benefits.\"},{\"question\":\"Why does this model differ from work that focuses mainly on administrators?\",\"answer\":\"Most research on effective school leadership treats administrators as leaders and teachers mainly as mediators of student outcomes. This paper is distinctive by applying transformational leadership to teachers and emphasizing how teachers benefit students within supportive classroom and school contexts.\"}]","A Proposed Model for Transformational Education | PDF",1792093834,45]