Leadership Transforming Education: Leadership Style and Local Authority Involvement in Education
Nivi Gal-Arieli, firstname.lastname@example.org
Itai Beeri, email@example.com
Eran Vigoda-Gadot , firstname.lastname@example.org
Amnon Reichman, email@example.com
This paper describes research examining the relationship between the leadership styles of educational policymakers in local government authorities and the involvement of these authorities in education in their jurisdictions. The research is based on questionnaires that examined personal reflective reports on leadership style and personal reports on educational policies within the local authorities. The questionnaires were answered by 107 local authority heads and educational directors in 100 local government authorities who responded to requests distributed to all the local authorities in Israel. The findings reveal a relationship between transformative leadership style and local government involvement in education. This relationship is moderated by the soundness of local authorities. In local authorities that are relatively sound, the relationship is positive: the more that leaders are characterized by a transformational leadership style, the more a local authority is involved in education. Yet in local authorities that are less sound, the relationship between transformative leadership style and local authority involvement in education is negative: the more the leaders are marked by a transformational leadership style, the less the local authority is involved in education. The paper examines the theoretical bases for decentralization as a concept in the study of public policy and for transformational leadership style as distinct from transactional leadership in the field of organizational study. These bases create a theoretical framework that can explain the relationship between leadership style and local government involvement in education as manifested in the notion of new localism.