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dc.contributor.authorLennard, Jason
dc.date.accessioned2020-06-03T18:26:03Z
dc.date.available2020-06-03T18:26:03Z
dc.identifier.urihttp://hdl.handle.net/10464/14844
dc.description.abstractThis conceptual analysis of higher educational leadership explores the influence of transactional and transformational leadership theories on 21st century leadership discourse. Applying an in-depth understanding of transactional and transformational leadership theories amassed through the work of Burns (1978), Capra (2002), McGregor (1993), Mitchell and Sackney (2009), Senge, Scharmer, Jaworski, and Flowers (2005), and Wheatly (2007), this research identifies transactional leadership systemic concepts of standardization, control, and efficiency, and transformational leadership systemic concepts of collaboration, shared meaning, and change as indicators of leadership theory that lend significance within higher educational leadership literature. Utilizing a framework consisting of these systemic concepts, this research identifies essential insights within the espousal of transactional and transformational leadership theory in higher education leadership discourse.en_US
dc.subjectLeadershipen_US
dc.subjectTransactional Leadershipen_US
dc.subjectTransformational Leadershipen_US
dc.subjectEducational Leadershipen_US
dc.titleEducational Leadership: Examining the Influence of Transactional and Transformational Leadership Theory in Educational Leadership Discourseen_US


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