NAME : VIOLET ODENDA NAMUHISA

REG NO. : EPS/H/01-52848

COURSE CODE : EPM 935

COURSE TITLE : CONTEMPORARY AND EMRGING

ISSUES IN EDUCATIONAL
ADMINISTRATION

LECTURER : DR. NDIKU JUDAH

ASSIGNMENT :SUBMITTED TO MASINDE MULIRO

UNIVERSITY OF SCIENCE AND
TECHNOLOGY AS A PARTIAL
FULLFILMENT OF A DOCTOR OF
PHYLOSPHY DEGREE IN
EDUCATION MANAGEMENT AND
POLICY STUDIES

DATE : 10/11/2018
ASSIGNMENT

1. Review the transactional and transformational leadership theories and how they inform the
education sector.
2. What is transformative education? does transformative education have a place in Kenya
today? Justify;

1. Introduction
2.
Transactional leadership theory focuses on supervision, organization and perfomance. Leaders
promote compliance by followers through rewards and punishments. It doesn’t look at
changing the future but leaders attention is on followers work in order to find faults and
deviations.
Transformational leadership theory focuses on revolutionary change in organizations through
a commitment to the organizations vision. Transformational leadership redefines people’s
missions and visions, reviews their commitment and restricting their systems for goal
accomplishment through a relationship of mutual simulation and elevation that converts
followers into leaders and leaders into moral agents. Transformational leadership serves to
enhance the motivation, morale and job performance of followers through variety of
mechanisms, these include connecting the followers sense of identity and self to a project and
to the collective identity of the organization.

MAIN TENETS OF THE THEORIES

Transactional and transformational leadership styles and the education sector.

Transactional leaders do not interfere with the functioning systems of the organization coming
before hand (Bass, 1997), they motivate the employees with rewards, they promise authority,
status to their employees for their success ( Howell and Avolio, 1993). The leaders in the
educational sector are not interested in changing the system.
The principals, motivate teachers and learners with rewards for high performance. The teacher
management organ rewards performance with authority and status.

Transactional leaders are not interested in individual characteristics, entrepreneurial and

innovative aspects of the employees (Deluga 1990), activities keep going in this way in
accordance with the mission and vision of the organization. This leadership style is beneficial
in managing the organization and in guiding and managing the system with the framework of
mission, vision and values of the organization (Bass, 1997). It is weak in reorganizing the
organization and the institutional structural quickly in the face of innovation, entrepreneurship,
reform and needs which are virtually obligations in today competitive environment, and in
presenting outputs beyond expectations by collaborating with employees and acting with team
spirit (Yukl, 1989, 2001)

Transformational leaders establish a strong relation among their employees (Bass, 1997) they
lead employees regarding the interests of the organization (Deluga, 1990); they deeply
encourage their employees to work very hard and make sacrifice for success of the organization
(Leithwood, 1992). They Ideally analyze and recognize the employees beliefs values and needs
thus motivate them by considering their individual differences and encourage them in
displaying performance beyond expectations (Leithwood et al 1996); they are in constant
personal and organizational development (Bogler, 2001) they pursue innovation with an
everlasting energy and desire (Bess and Holdman 2001). This leadership style is a sense of
leadership closer to success in educational sector in today’s conditions in which change is
inveritable competition is experienced drastically, and school and other educational institutions
need to find fast and flexible solutions to succeed at the local and global level, to maintain their
existence by coping with problems to management and restructured based on individual
characteristics and success achieved by a team spirit.

DEVELOPMENT OF MAIN CONTRIBUTORS OF THE THEORIES

History of the transactional leadership theory
Max Weber, a 20th-century German sociologist, made an extensive study of leadership styles
and divided them into three categories: traditional, charismatic and rational-legal, or
bureaucratic. In 1947, Weber was the first to describe rational-legal leadership — the style that
would come to be known as transactional leadership — as “the exercise of control on the basis
of knowledge.”

Transactional leadership theory is based on the idea that managers give employees something
they want in exchange for getting something they want. It posits that workers are not self-
motivated and require structure, instruction and monitoring in order to complete tasks correctly
and on time.

The transactional leadership style was widely used after World War II in the United States.
This was a time when the government concentrated on rebuilding and required a high level of
structure to maintain national stability.

Political scientist James McGregor Burns was one of the most prominent authors to advance
Weber’s theories. In his 1978 book “Leadership,” Burns argued that both transactional and
transformational leaders must be moral and have a higher purpose. In Burns’s model,
transactional leaders espouse honesty, fairness, responsibility, and honoring commitments.
 In the 1980s and 90s, researchers including Bernard M. Bass, Jane Howell and Bruce Avolio
defined the dimensions of transactional leadership:

Contingent reward, the process of setting expectations and rewarding workers for meeting
them
Passive management by exception, where a manager does not interfere with workflow unless
an issue arises
Active management by exception, in which managers anticipate problems, monitor progress
and issue corrective measures
Many current leadership theorists agree that principals of transactional and transformational
leadership can be combined for ideal outcomes for both management and the workforce.
transactional and transformational leadershipLeadership is a trait of influencing the behavior
of individuals, in order to fulfill organizational objectives. A number of leadership theories
have been propounded by various management experts considering behaviour, traits, nature,
etc. namely, Authoritarian, Laissez-faire, Transactional, Transformational, Paternalistic and
Democratic. Transactional Leadership or otherwise known as management leadership, refers,
to a leadership style which lays emphasis on the transaction between leader and its
subordinates.
On the other hand, Transformational Leadership is a type which becomes are reasons for the
transformation (change) in the subordinates. In this style, the leader works with the
subordinates to ascertain the desired change in the organization.

Conclusion

Raising individuals who are innovative entrepreneurial and self aware; who have a leadership spirit
and strong character is an important issue today. These individuals should use their capacities in
the most efficient way being aware of the opportunities and capabilities.The education sector
should have managers who can bring out individuals with these traits. The sector has to perform
critical tasks of training and development of desired individuals.

References

Bass BM (1997). Does the transactional transformational leadership paradigm transcend

organizational and national boundaries?

Bess JL, Goldman P (2001).Leadership ambiguity in universities and K-12scools and the limits
of contemporary leadership theory. Leadership.

Bogler R (2001). The influence of leadership style on teacher job satisfaction.

Deluga RJ (1990). The effects of transfomatrual, transactional and Lausse Z Faire leadership
characteristics on subordinate influence behavior.
Howel JM, Avolio BJ (19930. Transformational leadership, transactional leadership, locus of
control and support for innovation key predictors of consolidated business unit
performance.

Leithwood K (1992). The move toward transformative leadership.

Yukl G (1989). Managerial leadership; A review of theory and research.

3. Introduction
Transformative education is based on a reading of contemporary society or the kinds of
capacities for knowing that children need to develop in order to be good workers in a
knowledge, economy, participating citizens in a globalized cosmopolitan society and balanced
personalities in a society that affords a range of choices that times seems overwhelming. The
essence of education is transformation of self and environment which may enable learners to
do their best in the given social conditions or making the world a better place.

Justification of transformative education in Kenya today.

Transformative education is new and a better orientation to the educational encounter than
what has come before. Teaching should no longer be thought of as an act of transferring
knowledge from the teacher to student, merely informing students of what they will need to
get by in the world, rather education should transform our relations to others, to ourselves, and
to the world around us.
As one source has it, our mission should be transformational rather than informational
(Roozebrough & Leverett, 2011).

In Kenya transformative education has a place. Through this education an ignorant, ill
mannered, unskilled, unqualified persons is transformed through instruction and learning
activities into an informed well mannered skilled and qualified person. Education leads out of
the learner the actualization of his or her many personal possibilities. Transformative education
leads the learned adolescent out of the child and the responsible adult out of the adolescent.
Importantly it leads the human being out of the human. For many human beings, the treasures
of humanity, relationship to truth, relationship to right, genuine love, loyal friendship,
responsible freedom, inner relationship to human society interior relationship to an Almighty
God – are but dark secrets trapped within. Transformative education leads what is potential
within to actualization and so transforms the human being.

In Kenya the education should be such that adults know how to speak and argue rationally,
how to express one’s emotions and convictions other than through cause words, how to read
habitually how to navigate the world of internet, how to add and subtract, how to be faithful to
a friend. Where a human being has not been transformed by education he is at risk of being an
inhuman being.

In Kenya Basic education is free for all and sundry. So every Kenyan gets to know the basics
of this transformative education. Every Kenyan must know the basics of reading, writing,
numeracy science literature, natural science so that he/she can funtion in a work place or take
on the challenges of higher education in college. But every Kenyan is also to learn the basics
of right manners and good conduct. They are to learn the basics of citizenship, but also basic
to civilized society, respect to elders, respect for authority and courtesy, even as in socialization
they are introduced to friends and the joys and challenges of friendships and eventually love.

Conclusion

Transformative education has a place in the Kenya education since there is need to change the
inactive way of living to bringing out innovations, researchers who will fit into this ever
transforming global World. Revisions are needed in the education to a accommodate
experience.

Reference
Rosebrough I.R & leveret R.G (2011). Transformational teaching in the information age,
making why and how we teach relevant to students.
Shields, C.M. (2004) Dialogic Leadership social justice overcoming pathologies of silence.
Educational Adminstration Quarterly 40(1),109-132