Skip to main content
SpringerLink
Log in

Total quality leadership: Expert thinking plus transformational practice

  • Published:
Journal of Personnel Evaluation in Education Aims and scope Submit manuscript

As organizational leaders struggle to lead their organizations to become higher performing, quality organizations, there is an increasing recognition that a new leadership paradigm is required to successfully develop and sustain a motivated and committed workforce (Horine & Bass, 1993. p. 1)

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Bandura, A. (1986).Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (1977).Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bass, B.M. (1985).Leadership and performance beyond expectations. New York: The Free Press.

    Google Scholar 

  • Bass, B.M., & Avolio, B.J. (1989). Potential biases in leadership measures: How prototypes, lenience, and general satisfaction relate to ratings and rankings of transformational and transactional leadership constructs.Educational and Psychological Measurement, 49, 509–527.

    Google Scholar 

  • Bass, B.M., Waldman, D.A., Avolio, B.J., & Bebb, M. (1987). Transformational leadership and the falling dominoes effect.Group and Organizational Studies, 12, 73–87.

    Google Scholar 

  • Begley, P., & Leithwood, K. (1991). The influence of values on school administrators' practices.Journal of Personnel Evaluation in Education, 3(4), 337–352.

    Google Scholar 

  • Bonstingl, J. (1992). The quality revolution in education.Educational Leadership, 50(3), 4–9.

    Google Scholar 

  • Bradley, L.H. (1993).Total quality management for schools. Lancaster: Technomic Publishing Company.

    Google Scholar 

  • Bransford, J. (in press). Who ya gonna call? Thoughts about teaching problem solving. In P. Hallinger, K.A. Leithwood & J. Murphy (Eds.),Cognitive perspectives on educational leadership, New York: Teachers College Press.

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

    Google Scholar 

  • Campbell-Evans, G. (1988). The relationship between principals' values and their decision-making processes. Unpublished doctoral dissertation, Toronto, OISE.

    Google Scholar 

  • Conger, J. (1989).The charismatic leader. San Francisco: Jossey-Bass.

    Google Scholar 

  • Ericsson, K.A., & Simon, H.A. (1984).Protocol analysis: Verbal reports as data. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Ford, M. (1992).Motivating humans: Goals, emotions and personal agency beliefs. Newbury Park: Sage.

    Google Scholar 

  • Gagné, E.D. (1985).The cognitive psychology of school learning, Boston: Little, Brown & Co.

    Google Scholar 

  • Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser & M. Farr (Eds.),The nature of expertise (pp. xv-xviii). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Green, T.F. (1987). The conscience of leadership. In L. Sheive & M. Schoenheit (Eds.),Leadership: Examining the elusive. 1987 yearbook of the Association of Supervision and Curriculum Development.

  • Greeno, J.G. (1978). A study of problem solving. In R. Glaser (Ed.),Advances in instructional psychology, Volume 1 (pp. 13–75). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Hallinger, P., Leithwood, K., & Murphy, J. (Eds.). (in press).Cognitive perspectives on educational leadership. New York: Teachers College Press.

  • Hayes, J. (1981).The complete problem solver, Philadelphia: The Franklin Institute Press.

    Google Scholar 

  • Hayes, J.R. (1980). Teaching problem-solving mechanisms. In D. Tuma & R. Reif (Eds.),Problem solving and education (pp. 141–150). New York: John Wiley.

    Google Scholar 

  • Horine, J. & Bass, B. (1993).Transformational leadership: The cornerstone of quality. CLS Report 92–3 (January).

  • Hunt, J.G. (1991).Leadership: A new synthesis. Newbury Park, CA: Sage.

    Google Scholar 

  • Kelsey, J.G.T. (in press). Learning from teaching: Problems, problem formulation, and the enhancement of problem-solving capability. In P. Hallinger, K. Leithwood & J. Murphy (Eds.),Cognitive perspectives on school leadership. New York: Teachers College Press.

  • Leithwood, K. (1992). The move toward transformational leadership.Educational Leadership, 49(5), 8–12.

    Google Scholar 

  • Leithwood, K., Begley, P., & Cousins, B. (1992).Developing leaders for future schools. London: Falmer Press.

    Google Scholar 

  • Leithwood, K., & Duke, D. (in press). Defining effective leadership for Connecticut's future schools.Journal of Personnel Evaluation in Education.

  • Leithwood, K., Jantzi, D., & Fernandez, A. (1993, April).Secondary school teacher commitment to change: The contributions of transformational leadership. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.

  • Leithwood, K., Jantze, D., Silins, H., & Dart, B. (in press). Using the appraisal of school leaders as an instrument for school restructuring.Peabody Journal of Education.

  • Leithwood, K., & Stager, M. (1989). Expertise in principals' problem solving.Educational Administration Quarterly, 25(2), 126–161.

    Google Scholar 

  • Leithwood, K., & Steinbach, R. (1991). Indications of transformational leadership in the everyday problem solving of school administrators.Journal of Personnel Evaluation in Education, 4(3), 221–244.

    Google Scholar 

  • Leithwood, K., & Steinbach, R. (1991a). Components of chief education officers' problem solving. In K. Leithwood & D. Musella (Eds.),Understanding school system administration (pp. 127–153). New York. Falmer Press.

    Google Scholar 

  • Leithwood, K., & Steinbach, R. (1992). Improving the problem-solving expertise of school administrators: Theory and practice.Education and Urban Society, 24(3), 317–345.

    Google Scholar 

  • Leithwood, K., & Steinbach, R. (in press). The relationship between variations in patterns of school leadership and group problem-solving processes. In K. Leithwood, P. Hallinger, J. Murphy (Eds.),Cognitive perspectives on educational leadership. New York: Teachers College Press.

  • Leithwood, K., Steinbach, R., & Raun, T. (submitted for publication). Prospects for organizational learning in expertly managed group problem solving. In K. Leithwood (Ed.),Transforming politics into education: Perspectives on effective school system leadership.

  • Murphy, J. (1991). Restructuring schools:Capturing and assessing the phenomena. New York: Teachers College Press.

    Google Scholar 

  • Newell, A. (1975). Discussion of papers by Robert M. Gagné and John R. Hayes. In B. Kleinmuntz (Ed.),Problem solving: Research, method and theory (pp. 171–182), Huntington, NY: Robert E. Kreiger.

    Google Scholar 

  • Newell, A., & Simon, H. (1972).Human problem solving, Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Newell, A., Roseblum, P., & Laird, J. (1989). Symbolic architectures for cognition. In M. Posner (Ed.),Foundations of cognitive science (pp. 133–160). Cambridge, MA: The MIT Press.

    Google Scholar 

  • Newmann, F. (1993). Beyond common sense in educational restructuring.Educational Researcher, 22(2), 4–13.

    Google Scholar 

  • Nickerson, R.S. (1988–1989). On improving thinking. In E.Z. Rotherkopf (Ed.),Review of research in education, Volume 15 (pp. 3–57). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Podsakoff, P.M., MacKenzie, S.B., Moorman, R.H., & Fetter, R. (1990). Transformational leaders' behaviors and their effects on followers' trust in leader, satisfaction, and organizational citizenship behaviors.Leadership Quarterly, 1(2), 107–142.

    Google Scholar 

  • Podskoff, P.M., Todor, W.D., Grover, R.A., & Huber, V.L. (1984). Situational moderators of leader reward and punishment behavior: Fact or fiction?Organizational Behavior and Human Performance, 34, 21–63.

    Google Scholar 

  • Posner, M. (Ed.). (1989).Foundations of cognitive science. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Reitman, W. (1965).Cognition and thought. New York: Wiley.

    Google Scholar 

  • Rumelhart, D.E. (1989). The architecture of mind: A connectionist approach. In M. Posner (Ed.),Foundations of cognitive science (pp. 93–132). Cambridge, MA: The MIT Press.

    Google Scholar 

  • Sashkin, M., & Kiser, K. (1992).Total quality management. Seabrook, MD: Ducochon Press.

    Google Scholar 

  • Seltzer, J., & Bass, B. (1990). Transformational leadership: Beyond initiation and consideration,Journal of Management, 16(4), 693–703.

    Google Scholar 

  • Sergiovanni, T.J. (1990).Value-added leadership: How to get extraordinary performance in schools. San Diego: Harcourt Brace Jovanovich.

    Google Scholar 

  • Shamir, B. (1991). The charismatic relationship: Alternative explanations and predictions.Leadership Quarterly, 2(2), 81–104.

    Google Scholar 

  • Showers, C., & Cantor, N. (1985). Social cognition: A look at motivated strategies.Annual Review of Psychology, 36, 275–305.

    Google Scholar 

  • Silins, H.C. (1992). Effective leadership for school reform.The Alberta Journal of Educational Research, 38(4), 317–334.

    Google Scholar 

  • Sims, H., & Lorenzi, P. (1992).The new leadership paradigm. Newbury Park: Sage.

    Google Scholar 

  • Van Lehn, K. (1989). Problem solving and cognitive skill acquisition. In M.I. Posner (Ed.),Foundations of cognitive science (pp. 527–579). Cambridge, MA: The MIT Press.

    Google Scholar 

  • Voss, J.F., & Post, T.A. (1988). On the solving of ill-structured problems. In M.T.H. Chi, R. Glaser & M.J. Farr (Eds.),The nature of expertise (pp. 261–285). Hillsdale, NJ: Larence Erlbaum.

    Google Scholar 

  • Willis, S. (1993). Creating total quality schools.ASCD Update, 35(2), 1–4.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Leadership Development, The Ontario Institute for Studies in Education, 252 Bloor Street West, M5S 1V6, Toronto, Ontario, Canada

    Kenneth Leithwood & Rosanne Steinbach

Authors
  1. Kenneth Leithwood
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Rosanne Steinbach
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Leithwood, K., Steinbach, R. Total quality leadership: Expert thinking plus transformational practice. J Pers Eval Educ 7, 311–337 (1993). https://doi.org/10.1007/BF00972508

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00972508

Keywords

Search

Navigation