Running head: SUMMARY OF ARTICLES 1 SUMMARY OF ARTICLES 18 Article Summaries: Influence of Transformational Leadership on Student Performance and Engagement Article Summaries: Influence of Transformational Leadership on Student Performance and Engagement Munir, F. & Aboidullah, M. (2018). Gender Differences in Transformational Leadership Behaviors of School Principals and Teachers’ Academic Effectiveness. Bulletin of Education & Research, 40(1), 99–113. Summary While transformational leadership constructs are commonly understood across different groups of leaders, questions over their specific use among men and women leaders have been raised. In this article, Munir and Aboidullah (2015) explore the gender variations in the transformational leadership behavior of school heads and their effects on teachers’ academic effectiveness. Using four transformational leadership principles and constructs (idealized influence, individualized considerations, intellectual stimulation, and inspirational motivation), Munir and Aboidullah (2015) evaluate the gender differences in school principals’ transformational leadership characteristics. To this end, the researchers administered Multifactor Leadership Questionnaires to more than 250 school heads and 2300 instructors from both private and public learning institutions. The findings suggested that there were no significant variations in the application of transformational leadership behaviors across different genders. Furthermore, the study showed the existence of a strong negative relationship between transformational leadership behaviors and teachers’ academic effectiveness. Comment by Owner: Number these APA style Comment by Owner: Citation needed for instrument Description of How the Study Leads to the Research Gaps This study attempts to fill the research gaps by incorporating gender dimensions into transformational leadership in learning environments. The article also provides insights into the current study gaps by indicating that there are no gender variations in the application of transformational leadership by school heads. In so doing, it directs the dissertation research on the idea that investigations should also factor in gender dimensions to transformational leadership. Furthermore, the article suggests that school leaders are commonly viewed as the key to the success of their schools. In this respect, their successes are dependent upon the teachers’ academic effectiveness. Indeed, the study reflects previous researches that behaviors of the most influential leaders greatly affect the performance of teachers and students respectively. For instance, Munir and Aboidullah (2015) argue that transformational school leaders stimulate the employees for dramatic changes by improving their high order needs and motivate them for the realization of excellent performance that exceed their expectations. Their ability to promote excellent performance stems from the fact that .

1. Running head: SUMMARY OF ARTICLES 1
SUMMARY OF ARTICLES 18
Article Summaries: Influence of Transformational Leadership
on Student Performance and
Engagement
Article Summaries: Influence of Transformational Leadership
on Student Performance and
Engagement
Munir, F. & Aboidullah, M. (2018). Gender Differences in

2. Transformational Leadership
Behaviors of School Principals and Teachers’ Academic
Effectiveness. Bulletin of
Education & Research, 40(1), 99–113.
Summary
While transformational leadership constructs are
commonly understood across different groups of leaders,
questions over their specific use among men and women leaders
have been raised. In this article, Munir and Aboidullah (2015)
explore the gender variations in the transformational leadership
behavior of school heads and their effects on teachers’ academic
effectiveness. Using four transformational leadership principles
and constructs (idealized influence, individualized
considerations, intellectual stimulation, and inspirational
motivation), Munir and Aboidullah (2015) evaluate the gender
differences in school principals’ transformational leadership
characteristics. To this end, the researchers administered
Multifactor Leadership Questionnaires to more than 250 school
heads and 2300 instructors from both private and public
learning institutions. The findings suggested that there were no
significant variations in the application of transformational
leadership behaviors across different genders. Furthermore, the
study showed the existence of a strong negative relationship
between transformational leadership behaviors and teachers’
academic effectiveness. Comment by Owner: Number these
APA styleComment by Owner: Citation needed for instrument
Description of How the Study Leads to the Research Gaps
This study attempts to fill the research gaps by
incorporating gender dimensions into transformational
leadership in learning environments. The article also provides
insights into the current study gaps by indicating that there are
no gender variations in the application of transformational
leadership by school heads. In so doing, it directs the
dissertation research on the idea that investigations should also
factor in gender dimensions to transformational leadership.
Furthermore, the article suggests that school leaders are

3. commonly viewed as the key to the success of their schools. In
this respect, their successes are dependent upon the teachers’
academic effectiveness. Indeed, the study reflects previous
researches that behaviors of the most influential leaders greatly
affect the performance of teachers and students respectively.
For instance, Munir and Aboidullah (2015) argue that
transformational school leaders stimulate the employees for
dramatic changes by improving their high order needs and
motivate them for the realization of excellent performance that
exceed their expectations. Their ability to promote excellent
performance stems from the fact that they present themselves as
role models and gain follower trust and confidence by
empowering employees, and raising awareness about their
potentials. Comment by Owner: Very clearly stated. Good
for you. Comment by Owner: You have an interesting
question.
Allen, N., Grigsby, B., & Peters, M. L. (2015). Does Leadership
Matter? Examining the
Relationship among Transformational Leadership, School
Climate, and Student
Achievement. International Journal of Educational Leadership
Preparation, 10(2), 1-
22.
Summary
In this scholarly article, Allen, Grigsby and Peters (2015)
explore the potential relationship between transformational
leadership, school climate, and student mathematics and reading
attainment. Using survey design, the researchers gathered data
from a purposeful sample of elementary school heads and a
convenience sample of their respective educators who are
situated in small suburban school district of southeast Texas.
Thereafter, Allen, Grigsby and Peters (2015) used Multifactor
Leadership Questionnaires to assess the extent to which a
school principal displays the qualities of transformational
leadership based on the teachers’ perceptions. Additionally, the
researchers used the School Climate Inventory-Revised survey

4. to assess instructors’ perceptions of the school climate.
Nonetheless, the results of the study indicated that there was no
relationship between transformational leadership and student
academic achievement nor between school climate and student
achievement.. An investigation conducted by Allen, Grigsby
and Peters (2015) on whether a relationship exists between
principals’ perceptions of their own transformational leadership
qualities and their teachers’ perceptions of the same qualities,
showed that only 25 correlations were statistically significant.
Comment by Owner: You need citations for instruments
Description of How the Study Leads to the Research Gaps
This study contributes to giving a different dimension to the
transformational leadership hypothesis and school performance.
Its relevance to the current study stems from the fact that t it
indicates that there are no significant relationships between
transformational leadership and students’ academic
performance. In so doing, it dismisses the study’s hypothesis,
which holds that transformational leadership improves students’
academic achievement and engagement. Therefore, the article
can be insightful in explaining situations in which the current
research finds no relationship between transformational
leadership and school performance. While Allen, Grigsby and
Peters (2015) argue that there are no relationships between the
leadership variables and academic performance, they observe
that a principal’s leadership skills impact various teacher
characteristics, ranging from job satisfaction and efficacy to
engagement levels and academic emphasis. The study also
provides insights into the characteristics of school climates that
support teacher performance. Allen, Grigsby and Peters (2015)
view school climate as specifically important for the
investigation of the characteristics of schools that positively
influence students’ academic achievements.
Gill, A., Mand, H. S., Culpepper, A., Mathur, N., & Bhutani, S.
(2011). The relations of
transformational leadership and empowerment with student
perceived academic

5. performance: A study among Indian commerce
students. Business and Economics
Journal, 2011, 1-9.
Summary
Many scholars have revealed a strong relationship between
transformational leadership and student performance and
empowerment. For instance, Gill et al. (2011) indicate that there
exists a strong positive correlation between students’ perceived
transformational leadership strategies used by instructors and
principals, and students’ perceived academic performance. In
their attempt to evaluate the effects of transformational
leadership and empowerment with student perceived academic
performance, Gill et al. (2011) examined college and university
learners in Punjab and Delhi to determine their perceptions on
whether transformational leadership applied by faculty leaders
and empowerment enhance students’ perceived academic
performance. Their quantitative study found a strong positive
relationship between transformational leadership use and
perceived student empowerment. Comment by Owner: Your
format is effective.
Description of How the Study Leads to the Research Gaps
The study contributes to identification of research gaps by
offering useful information on how school principals and
learners can interact to optimize performance and engagement.
The article also informs the current study by indicating that the
fruits of transformational leadership in school can only be
realized through student involvement. According to Gill et al.
(2011) students are some of the most significant stakeholders in
a learning institution’s revenue generation goal. Nonetheless,
they pose some challenges for schools and universities due to
different learning styles. Students stem from different
geographical and cultural backgrounds. As a consequence, their
learning approaches and challenges may differ. These problems
pose leadership challenges to instructors and school leaders.
This is particularly true when the instructors are unable to
overcome the leadership challenges of improving performance,

6. students often tend to withdraw from the educational programs
that do not favor their academic institutions. Increased rates of
withdrawal can be attributed to low performance in the class
environment and examinations. According to Gill et al. (2011),
the application of transformational leadership by educators and
school provides the highest prospects for learning institutions
because they can be employed to enhance student perceived
academic performance. Since transformational leadership and
empowerment have a major promise for the enhancement of
students’ perceived intellectual performance, leaders can
empower students to handle their study issues, trust their
intelligence, and allow freedom in their studies.
Jovanovica, D., & Ciricb, M. (2016). Benefits of
Transformational Leadership in the
Context of Education. Logos Universality Mentality Education
Novelty.
Summary
There has been a surge in studies that profess the benefits of
transformational leadership in learning institutions. For
instance, in their article titled Benefits of Transformational
Leadership in the Context of Education, Jovanovica and Ciricb
(2016) note that schools are becoming complex in their
management and methods of organizing the learning.
Consequently, there have been significant changes in the styles
of leadership as the function of management. Modern strategies
to leadership such as transactional, charismatic, and
transformational leadership continue to be more common in
educational environments. According to Jovanovica and Ciricb
(2016), each of these leadership approaches hold theoretical
significance on their influence and values not just in time, but
also in various contexts. After assessing the influence of these
leadership styles on school performance, Jovanovica and Ciricb
(2016) indicate that transformational leadership is one of the
most appropriate approach for guiding learners in different
school conditions. The researchers indicate that the importance
of transformational leadership in school environments can be

7. seen in three various dimensions: ethical dimension founded on
moral standards, the validity of previous researchers, as well as
the evidences of the leaders’ practices within the educational
sector.
Description of How the Study Leads to the Research Gaps
This study is relevant to the research gaps because it provides
different dimensions of understanding the degree of
effectiveness of transformational leadership in influencing
student engagement and performance. One unique dimension
that the study brings out is comparing the degree of
effectiveness of transformational leadership and other
leadership approaches with respect to improving school
performance. Furthermore, unlike other research works, this
article provides ethical dimensions of the efficacy of
transformational leadership to explain how it generates desired
student performance. Furthermore, while other studies only
mention four major dimensions of transformational leadership
related to school performance, the article incorporates six
variables of this leadership theory. They include identifying and
articulating vision, promoting the acceptance of group goals,
offering individualized support, intellectual stimulation,
offering an appropriate model, as well as high level of
performance expectations.
Cruickshank, V. (2017). The influence of school leadership on
student outcomes. Open
Journal of Social Sciences, 5(9), 115-123.
Summary
In a journal article titled The Influence of School Leadership on
Student outcomes, Cruickshank (2017) remarks that the last
three decades have witnessed many educational reforms that are
meant to improve the level of student performance standards.
These policy changes have led to school leadership coming to
the spotlight in international education. According to
Cruickshank (2017), such changes emerge from the view that
school leadership can generate strong influence on the quality
of educating and learning in their schools, and hence student

8. academic attainment. In an exploration of different leadership
theories and approaches, Cruickshank (2017) states that both
transformational and instructional leadership approaches play a
critical role in improving school performance. Cruickshank
(2017) notes that the efficacy of transformational leadership in
generating desired academic outcomes can be identified in three
major ways. They include: promoting teaching and learning,
fostering collaborative establishment of school objectives and
vision, as well as creating awareness of and engagement with
external stakeholders and factors that affect the school.
Instructional leadership and transformational leadership are
some of the most commonly mentioned models in educational
literature. Scholars have attempted o endorse both of these
models as appropriate approaches of leadership for school
leaders to embrace (Cruickshank, 2017). While there is an
overlap between these models, there are also unique variations.
Comment by Owner: In this paper, your writing is very
strong.
Description of How the Study Leads to the Research Gaps
This study contributes to understanding the current research
gaps by exploring the dynamics of transformational leadership
and their relevance to the instructional environment. The article
is relevant to the current research topic because it provides
approaches for understanding transformational leadership within
a school’s instructional environment. For instance, the study
tries to link transformational leadership with instructional
leadership model that is commonly applied by teachers who
interact with their students on a daily basis (Cruickshank, 2017)
For instance, instructional leadership places emphases on the
academic developments of learners. Such foci include the value
of developing clear educational objectives, planning the
curriculum, as well as assessing the quality of instructors and
their teaching (Cruickshank, 2017) Thus, the instructional
leadership style is founded on the presumption that a principal’s
activities should be focused on the enhancement of desired
outcomes for students, as well as the significance of improving

9. the quality of classroom teaching and learning (Cruickshank,
2017) More precisely, instructional leadership emphasizes on
determining a school’s vision and goals, supervision of the
delivery of the curriculum, as well as promotion of positive
school learning environments. As such, the qualities of
instructional leadership bear resemblance to transformational
leadership principles. For instance, both transformational and
instructional leadership approaches promote goal and vision
development (Cruickshank, 2017) Furthermore, there is a
noticeable impact of transformational leadership on student
achievement primarily because it places more focus on the
quality of instructors and their teaching styles.
Boberg, J. E., & Bourgeois, S. J. (2016). The effects of
integrated transformational leadership on
achievement. Journal of Educational Administration, 54(3),
357-374.
Summary Comment by Owner: Excellent summary.
The aim of the research presented in the article was to evaluate
an integrated transformational leadership model with an
inclusion of three school mediators. The authors sought to shed
more light on the levels of understanding of the variables that
connect leadership and students’ academic achievement in the
dimension that leadership are the main determinant of students’
success depending on their leadership qualities. The research
approach involved a sample of 5,392 students who gave data
related to student’s engagement, and 569 tutors who provided
data on the nature of the school principals’ leadership as well as
the efficiency of the teachers collectively (Boberg & Bourgeois,
2016). Data analysis was conducted at the school level. The
results of the study indicate that the principal or school
leadership was mediated by student engagement and collected
teacher efficiency. This means that the transformational
leadership styles applied by the school leaderships were
determined by students’ performance and engagement and
teachers’ collective performance.
Description of How the Study Leads to the Research Gaps

10. The study results to understanding the current study’s
knowledge gaps by proposing ways in which transformational
school principals can improve teachers’ efficacy to enhance
student performance and engagement.This article’s findings also
lead to understanding the knowledge gaps by showing that the
transformational leadership models applied by the school heads
were influenced by students’ performance and engagement as
well as the overall teachers’ collective performance, which is
largely determined by students’ performance and attitudes
towards education. The article suggests that the interaction
between students’ performance and teachers’ efficacy ought to
be considered when choosing the models of transformational
leadership styles to apply. Nevertheless, the research does not
link the direct effects of principals’ transformational leadership
models on students’ performance and engagement. Instead, it
links students’ performance with teachers’ morale through the
principals’ transformational model. This dissertation seeks to
cover this gap by directly relating appropriate principals’
transformational leadership styles on students’ performance and
engagement rather than through the teachers. For instance, the
paper seeks to evaluate the relationship between the effects of
school leaderships’ transformational leaderships’ as it relates to
the students, and how it affects students’ performance and
perception of academic work and achievement.
Collins, J. D., & Rosch, D. M. (2018). Longitudinal leadership
capacity growth among participants of a leadership immersion
program: how much does structural diversity matter? Journal of
Leadership Education, 17(3), 175–194.
Summary
The aim of the study was to analyze the extent to which racial
diversity in leadership sessions foretell lateral leadership
strength amongst students. In the study, the researchers sought
to examine the extent to which racial diversity influence the
level of leadership gains in student leadership programs, and the
degree to which differences occur between students from
minority ethnic groups and majority groups with regards to

11. leadership qualities and performance (Collins, & Rosch, 2018).
Data was collected in 100 universities, and analysis was based
on the assessment of social justice and outcomes of students’
degree of responsibility based on the leadership styles. The
results indicate that white majority students expressed negative
or deteriorated leadership qualities in racially diverse settings
as compared to racial minority students such as African-
Americans. This had a negative effect on their performance and
engagement in relation to academic performance that was
directly linked to socially inappropriate attitudes as a result of
inappropriate leadership approaches amongst student leaders
from majority races.
Description of How the Study Leads to the Research Gaps
The article plays a major role in exploring the knowledge
gaps for the current study in various ways. For instance, the
article proposes that there is a strong link between the racial
perception of student leaders from majority races and their
leadership skills. However, the study failed to link academic
performance and the students’ leadership tendencies. For
instance, effect of the type of leadership and behaviors
exhibited by the White student leaders was not examined
against the performance of students from minority or majority
races. As such, the dissertation will seek to examine the effects
of such negative attitudes of White student leaders on
performance of both majority and minority students. The
different types of leadership styles practiced by the student
leaders will be examined against the overall performance to
check if there is a relationship between student leadership styles
on the overall class or school performance and how to apply
transformational leadership in order to improve academic
performance.
Gkolia, A., Koustelios, A., & Belias, D. (2018). Exploring the
association between transformational leadership and teacher’s
self-efficacy in Greek education system: a multilevel SEM
model. International Journal of Leadership in Education, 21(2),
176-196.

12. Summary
This article documents a study whose purpose was to evaluate
the effects that the head teachers’ transformational leadership
styles have on teachers’ efficiency as expressed through
students’ performance. The methodology and research approach
applied in the study involved selection of teachers from 77
elementary and secondary schools in Greek operating in a
centralized education or curriculum system (Gkolia, Koustelios
& Belias, 2018). The researchers applied a multi-level
Structural Equation Modelling (SEM) evaluation to investigate
teachers’ efficiency in the selected schools in recognition of the
centralized model of the schools. Data analysis was done
through the use of Mplus software and the Muthen method. The
researchers also factored in psychometric qualities in the
Principal Leadership Questionnaire, and Teachers’ Sense of
Efficacy scale tests (TSES), which were analyzed using
techniques that aid in modeling relevant equations for the
quantitative research (Gkolia, Koustelios & Belias, 2018). The
results of the study indicate that head teachers’ transformational
leadership qualities significantly affect teachers’ efficiency.
Teachers’ efficiency, which is indicated by the levels of
student’s engagement and teaching strategies have a
corresponding effect on students’ performance.
Description of How the Study Leads to the Research Gaps
This scholarly contributes to the exploration of research
gaps of the present study by examining how transformational
leadership can improve teacher efficacy to improve students’
performance and engagement. To this end, the research sheds
light on the importance of transformational leadership on the
part of the head teacher in that appropriate transformational
leadership practices have positive impacts on teachers’
efficiency. The results also suggest that the positive effects on
the teachers can translate to good performance on the part of the
students. However, the research was conducted on a centralized
school system, and only examined the effects of
transformational leadership behaviors by the principal on the

13. teachers. It did not address transformational leadership of the
teachers who engage directly with the students. As such, this
dissertation seeks to fill the gap by including the
transformational leadership of the teachers, the way it is
influenced by the leadership qualities of the principals, and the
overall effects on students’ engagement, attitudes towards
education, and performance. This is because principals’
transformational leadership on the teachers in not exhaustive in
that it only relates to the students indirectly so that its effects
on the students may not be as significant as required.
Marsh, H. W. (2016). Cross-cultural generalizability of year in
school effects: Negative effects of acceleration and positive
effects of retention on academic self-concept. Journal of
Educational Psychology, 108(2), 256–273.
Summary
This article presents the findings of a research doe to
investigate the causes and factors surrounding the issues of
students joining school late or repeating classes on
performance, and the relation to cultural perception. The study
investigates these effects in the dimension of transformational
leadership in school to determine whether there was an effect of
leadership on the performance of such students. The
methodology involved sampling students from different cultural
backgrounds from 40 schools across the US especially those
who fit the de facto effect-joining school late or repeating
classes (Marsh, 2016). The author included students who had
joined school earlier than their modal age, and compared their
perception or view of academic abilities. The results indicate
that students who had joined school early and late due different
reasons such as cultural issues had lower self-perception with
regards to their academic abilities than those who had joined
school in their modal age.
Description of How the Study Leads to the Research Gaps
This study contributes to understanding the research gaps
of the current study by examining exploring how
transformational leadership can influence students’ perception,

14. resulting in improved performance. For instance, the study
sheds light on the effects of students’ perceptions on their
academic abilities and the extent to which they value education
based on the age to which the join school and whether they
repeat school or not. The study is important in explaining the
decline in performance amongst students who join school early
and late depending on their attitudes and perceptions towards
education. However, there is a gap in the research with regards
to whether the performance of the students would improve if the
leadership style at school and in class would have been tailored
to the needs of the students. The research failed to link
transformational leadership with the students’ self-perception
with regards to their academic abilities. As such, the
dissertation seeks to link students’ self-perception of their
academic abilities with transformational leadership to find out
whether transformational leadership can improve students view
of their abilities irrespective of challenges such as repeating or
either joining school early or late.
Price, H. E. (2015). Principals’ social interactions with
teachers: How principal-teacher social relations correlate with
teachers’ perceptions of student engagement. Journal of
Educational Administration, 53(1), 116-139.
Summary
Price (2015) conducted a research to determine the levels of
success of instructional and transformational leadership on
students’ performance. The author also sought to demonstrate
the efficiency of a combination of different approaches to
transformational leadership as applied in improving students’
performance and engagement with time. The methodology of the
study involved a collection of empirical data on students’
performance that had been accumulated for three years that
involved impact study. Price (2015) critically surveyed the
existing literature on transformational leadership and analyzed
national examination performance that explored head teachers’
and tutors’ view of the appropriate strategies that they thought
had led to students’ better performance. The researcher then

15. conducted a case study of 20 schools to come up with the
findings. The results of the study indicate that schools’ abilities
to improve in terms of students performance with time and
sustain the high performance is dependent on the head teachers’
understanding and correction of the problems that affect
students’ performance.
Description of How the Study Leads to the Research Gaps
This research article contributes to demystifying the
current knowledge gaps by shedding light on the various ways
that experienced teachers and principals have used
transformational leadership to sustain high performance in the
institutions in which they have worked for more than three
years. However, the limitation of the study to the research gap
is that it examined ways through which school principals and
teachers applied transformational leadership in national
examinations, and the opinions were largely sourced from an
independent school agency. As such, the results are not
sufficiently reliable because students’ performance and
engagement is multidimensional and goes beyond the scores in
national exams only. As such, this dissertation will fill this gap
by analyzing transformational leadership approaches that can
increase students’ engagement and performance in all grades
and exams rather than in national exams alone. This paper also
seeks to focus on students’ motivation as induced by
transformational leadership in order to increase their positive
view and appreciation of academic work.
Tomsett, P. J. (2017). Transformational leadership in higher
education research supervision (Doctoral dissertation, Prifysgol
Bangor University). 1-225.
Summary
Tomsett (2017) assesses the different ways through which
transformational leadership is applied by different leaders in
institutions of higher learning and the extent to which they
improve students’ performance and view of the difficulty of
academic tasks. The aim of the research was to investigate ways
through which leaders in higher learning institutions applies

16. transformational leadership, and the mechanisms that determine
the success of the leaders’ application of transformational
leadership through measurement of the conventional
confirmatory factor analyses (CFA) as well as bi-factor models
(Tomsett, 2017). The methodology of the study involved 421
final year male undergraduate students between ages 25-57 from
three universities who were working under 93 supervisors
(Tomsett, 2017). The measures of transformational leadership
behaviors of the supervisors were determined by the use of
DTL-HE, and the indicators were characteristics such as being
considerate, provide inspirational motivation, and intellectually
stimulate the students (Tomsett, 2017). Data was analyzed by
the use of Mplus 7.0.
Description of How the Study Leads to the Research Gaps
The findings of this study informs research gaps in various
ways. For instance, the results suggest that students’ perception
of the ease of their tasks was directly associated with the
manner in which their supervisors applied different
transformational leadership measures. This article sheds light
on the importance of the application of transformational
leadership by supervisors since it determines students’ view of
the ease of the academic tasks that they are expected to fulfill.
However, the gap left by the research is in the other aspects of
education in higher learning institution. The research focused
only on the effects of transformational leadership style of
supervisors on doctorate students’ perception of the ease of
their work. The dissertation will be inclusive of the effects of
transformational leadership on students’ performance in the
whole institution and will focus on different school leaders
including the principal and other students. Comment by
Owner: What about gender?

17. References
Allen, N., Grigsby, B., & Peters, M. L. (2015). Does Leadership
Matter? Examining the
Relationship among Transformational Leadership, School
Climate, and Student
Achievement. International Journal of Educational Leadership
Preparation, 10(2), 1-
22.
Boberg, J. E., & Bourgeois, S. J. (2016). The effects of
integrated transformational leadership on
achievement. Journal of Educational Administration, 54(3),
357-374.
Collins, J. D., & Rosch, D. M. (2018). Longitudinal leadership
capacity growth among participants of a leadership immersion
program: how much does structural diversity matter? Journal of
Leadership Education, 17(3), 175–194.
Cruickshank, V. (2017). The influence of school leadership on
student outcomes. Open
Journal of Social Sciences, 5(9), 115-123.
Gill, A., Mand, H. S., Culpepper, A., Mathur, N., & Bhutani, S.
(2011). The relations of
transformational leadership and empowerment with student
perceived academic
performance: A study among Indian commerce
students. Business and Economics
Journal, 2011, 1-9.
Gkolia, A., Koustelios, A., & Belias, D. (2018). Exploring the
association between transformational leadership and teacher’s
self-efficacy in Greek education system: a multilevel SEM
model. International Journal of Leadership in Education, 21(2),
176-196.

18. Jovanovica, D., & Ciricb, M. (2016). Benefits of
Transformational Leadership in the
Context of Education. Logos Universality Mentality Education
Novelty.
Marsh, H. W. (2016). Cross-cultural generalizability of year in
school effects: Negative effects of acceleration and positive
effects of retention on academic self-concept. Journal of
Educational Psychology, 108(2), 256–273.
Munir, F. & Aboidullah, M. (2018). Gender Differences in
Transformational Leadership
Behaviors of School Principals and Teachers’ Academic
Effectiveness. Bulletin of
Education & Research, 40(1), 99–113.
Price, H. E. (2015). Principals’ social interactions with
teachers: How principal-teacher social relations correlate with
teachers’ perceptions of student engagement. Journal of
Educational Administration, 53(1), 116-139.
Tomsett, P. J. (2017). Transformational leadership in higher
education research supervision (Doctoral dissertation, Prifysgol
Bangor University). 1-225.