Version 1
: Received: 29 June 2022 / Approved: 30 June 2022 / Online: 30 June 2022 (07:43:16 CEST)
How to cite:
Pounder, J. Transformational Leadership and Workplace Engagement in Education: Implications of a Meta-analysis for Educational Leadership Research. Preprints2022, 2022060418. https://doi.org/10.20944/preprints202206.0418.v1
Pounder, J. Transformational Leadership and Workplace Engagement in Education: Implications of a Meta-analysis for Educational Leadership Research. Preprints 2022, 2022060418. https://doi.org/10.20944/preprints202206.0418.v1
Pounder, J. Transformational Leadership and Workplace Engagement in Education: Implications of a Meta-analysis for Educational Leadership Research. Preprints2022, 2022060418. https://doi.org/10.20944/preprints202206.0418.v1
APA Style
Pounder, J. (2022). Transformational Leadership and Workplace Engagement in Education: Implications of a Meta-analysis for Educational Leadership Research. Preprints. https://doi.org/10.20944/preprints202206.0418.v1
Chicago/Turabian Style
Pounder, J. 2022 "Transformational Leadership and Workplace Engagement in Education: Implications of a Meta-analysis for Educational Leadership Research" Preprints. https://doi.org/10.20944/preprints202206.0418.v1
Abstract
One of the major areas of research in a business setting has been the effect of the transformational leadership style on workplace engagement. Much debate has taken place on the definitions of both constructs but in recent years, general agreement appears to have been reached on the Multi-Factor Leadership Questionnaire (MLQ) (Avolio and Bass, 2004) as the measure of transformational leadership, and on workplace engagement measured by the Utrecht Work Engagement Scale (UWES) (Schaufeli et al, 2006). However, in the education setting, there is much less agreement on the definition of transformational leadership. Furthermore, there is less of a focus on workplace engagement than in the business field even though available evidence suggests that workplace engagement worldwide is in crisis. This study sought to address both the lack of agreement on the transformational leadership definition and the lack of focus on workplace engagement in educational research by means of a meta-analysis. The meta-analysis resulted in a significant pooled effect size although due recognition is given to the endogeneity problem in causal studies. The endogeneity issue together with the results of the meta-analysis are discussed with a view to furthering educational leadership research.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
