| In today's world of educational accountability, research is needed for understanding and identifying vigorous characteristics that embellish the concept of transformational leadership as perceived by teachers in the workplace. Responsibilities for initiating change, and implementing organizational procedure, signify a repertoire of responsibility for creating an effective school climate. This research study presented a significant response to this dilemma. The changing role of leadership must be risk-taking, developing a participatory involvement of teachers seeking proactive support and imaging diverging perspectives in defining the mysteries and ambiguities of the transformational leadership model. The implication for leadership results in a visionary, compassionate sharing of enormous energy impacting student learning. This research study is a viable solution in acknowledging the need for leadership training, reshaping and rethinking the organizational and managerial commitment of schools, and doing so in conjunction with the implementation and facilitation of President Bush's 2001 No Child Left Behind Act. Given the need for a renewed spirit of effectively committing to accountability, its impact and implications, this study evolves around the concept of acknowledging teachers' perceptions of the exhibited behavioral characteristics of the transformational leader to make recommendations for progressive leadership training, leadership directives, and dictate those standards in an ever-changing world facing current challenges in education. Future research will have the greatest impact in formulating a contingent plan for this query. |
