𝐏𝐎𝐒𝐓 𝐓𝐇𝐈𝐑𝐓𝐘 𝐒𝐄𝐕𝐄𝐍 𝐄𝐋 𝐋𝐢𝐝𝐞𝐫 : (𝐢𝐢) 𝟐𝟕 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞𝐬 𝟗. 𝐓𝐫𝐚𝐧𝐬𝐚𝐜𝐭𝐢𝐨𝐧𝐚𝐥 𝐋𝐞𝐚𝐝𝐞𝐫𝐬𝐡𝐢𝐩 𝐒𝐭𝐲𝐥𝐞

Transactional Leadership Style 

Introduction

Transactional leadership is one of the most influential and widely implemented leadership theories in modern organizational settings, including education. Originally conceptualized by Max Weber (1947) and later expanded by Bernard M. Bass (1985), transactional leadership emphasizes exchanges or transactions between leaders and followers to achieve established goals. In educational institutions, transactional leadership is primarily concerned with maintaining routine, enforcing rules, and achieving performance-based outcomes through contingent rewards and corrective measures.

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Definition and Theoretical Foundations

Transactional leadership is a style of leadership in which the leader promotes compliance and performance from followers through both rewards and punishments. Bass (1985) categorized it as one of the two major components of his Full Range Leadership Model—the other being transformational leadership.

According to Bass and Avolio (1994), transactional leaders:

• Set clear goals and expectations.

• Monitor performance and give rewards based on achievement.

• Use corrective actions when standards are not met.

The main components of transactional leadership include:

1. Contingent Reward – providing rewards when followers meet agreed-upon objectives.

2. Management-by-Exception (Active) – actively monitoring for deviations and intervening when necessary.

3. Management-by-Exception (Passive) – only intervening when problems become serious.

These mechanisms are instrumental in ensuring accountability, consistency, and performance in hierarchical institutions such as schools (Northouse, 2022).

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Application in Educational Settings

In educational institutions, transactional leadership is commonly practiced by school principals and administrators to maintain organizational order and meet performance metrics (Leithwood & Jantzi, 2006). The style is particularly effective in settings where:

• Rules and procedures are clearly defined.

• Tasks and goals are measurable and time-bound.

• Immediate performance outcomes are needed, such as standardized test scores or attendance.

For example, a school principal might set academic targets and offer performance-based incentives to teachers or students. If expectations are not met, disciplinary or corrective actions may follow (Bush, 2008).

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Strengths of Transactional Leadership in Education

1. Clarity and Structure:
   Transactional leadership offers a clear system of expectations, which is beneficial in bureaucratic or large educational organizations (Hoy & Miskel, 2012).

2. Performance-Driven Results:
   Through contingent rewards, it can drive short-term performance, especially in exam-oriented systems (Bass & Bass, 2008).

3. Efficient Crisis Management:
   In situations that demand quick compliance or adherence to regulations (e.g., safety, emergencies), transactional leadership proves highly effective (Marzano, Waters, & McNulty, 2005).

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Limitations in Educational Contexts

Despite its utility, transactional leadership also has significant limitations, particularly in environments that value innovation, collaboration, and intrinsic motivation.

1. Lack of Vision and Innovation:
   It emphasizes maintaining the status quo and may stifle creativity and transformational change (Leithwood et al., 1999).

2. Limited Emotional Engagement:
   Transactional leaders focus on tasks rather than people, which can lead to low morale and disengagement among staff (Burns, 1978).

3. Dependent Motivation:
   Motivation relies heavily on external rewards rather than fostering intrinsic commitment to educational values (Sergiovanni, 2009).

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Comparative Perspective

While transformational leadership seeks to inspire and elevate followers' intrinsic motivations, transactional leadership ensures that baseline functions are executed properly. As such, scholars argue for a balanced leadership approach—where transactional leadership ensures organizational stability and transformational leadership drives improvement and innovation (Bass & Riggio, 2006).

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Conclusion

In the context of educational leadership, transactional leadership plays a crucial role in managing systems, ensuring compliance, and achieving measurable outcomes. However, its limitations in fostering deeper commitment, creativity, and school culture transformation mean that it is most effective when complemented by transformational and instructional leadership practices.

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References

• Bass, B. M. (1985). Leadership and Performance Beyond Expectations. New York: Free Press.

• Bass, B. M., & Avolio, B. J. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage Publications.

• Bass, B. M., & Bass, R. (2008). The Bass Handbook of Leadership: Theory, Research, and Managerial Applications (4th ed.). New York: Free Press.

• Burns, J. M. (1978). Leadership. New York: Harper & Row.

• Bush, T. (2008). Leadership and Management Development in Education. London: Sage Publications.

• Hoy, W. K., & Miskel, C. G. (2012). Educational Administration: Theory, Research, and Practice (9th ed.). New York: McGraw-Hill.

• Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227.

• Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing Leadership for Changing Times. Buckingham: Open University Press.

• Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School Leadership That Works: From Research to Results. Alexandria, VA: ASCD.

• Northouse, P. G. (2022). Leadership: Theory and Practice (9th ed.). Thousand Oaks, CA: Sage.

• Sergiovanni, T. J. (2009). The Principalship: A Reflective Practice Perspective (6th ed.). Boston, MA: Allyn & Bacon.

• Weber, M. (1947). The Theory of Social and Economic Organization. New York: Free Press.