TRANSFORMATIONAL LEADERSHIP AND TRANSFER OF TEACHER PROFESSIONAL DEVELOPMENT TO THE CLASSROOM IN THE KUWAITI PUBLIC HIGH SCHOOL CONTEXT GCES 2016 Ilene K. Winokur

Context  Low rankings on the TIMSS (math and science) in 2007 and 2011 and PIRLS (language skills) in 2006 and 2011  World Bank Report (2007) and suggested initiatives  Concerns of Minister of Education and other stakeholders  Kuwait government schools involved in reform initiative of the high school (grades 10-12) English curriculum but teachers trained in traditional teaching methods

The purpose of this study was to examine how teachers’ perceptions of transformational leadership behavior of head of department (HOD) as instructional leader related to their motivation to transfer learning through professional development in public high schools in Kuwait. The study also addressed two other training transfer factors: ability to transfer training and workplace factors (work environment). Problem Statement

Research Design Participants  Schools randomly selected from 3 school districts  158 English teachers out of a population of 610  75 % male/25% female responses  58% 0-5 years of experience

Methodology Research Question  This study explored the amount of variance in each transfer system factor that could be predicted by a higher perceived degree of transformational leadership behavior.

Methodology Hypotheses  H 1 A higher degree of teacher-perceived HOD transformational leadership behavior will be positively related to the motivation factors of motivation to transfer, transfer effort performance expectations and performance outcome expectations.  H 2 A higher degree of teacher-perceived HOD transformational leadership behavior will be positively related to work environment (school climate) factors of supervisor support, peer support, personal outcome positive, personal outcome negative, opposition to use, and performance coaching.  H 3 A higher degree of teacher-perceived HOD transformational leadership behavior will be negatively related to supervisor opposition.

Instrumentation Multifactor Leadership Questionnaire (MLQ)  The MLQ (form 5X) (Bass & Avolio, 2004) was used to assess teacher perception of HOD transformational leadership behavior  Bass (1985) determined that there were distinct differences among the styles, especially how each one affected followers, positively or negatively, in regards to effectiveness in the workplace.  As a result, Bass and Avolio (2004) created the MLQ to inform the leader and the leader’s organization to assist the process of organizational growth or change.

Instrumentation Learning Transfer System Inventory (LTSI)  LTSI (version 4R) was used to assess teacher perception of training transfer to the classroom  The LTSI measures 16 constructs that assess factors affecting the trainees’ ability to transfer learning, their motivation to transfer, and the transfer environment (Holton, Bates & Ruona, 2000; Holton, Bates, Booker & Yamkovenko, 2007)  Partial list of constructs  Transfer Effort-Performance Expectation  Motivation to Transfer  Supervisor Support  Performance Outcome-Expectation  Performance Self-Efficacy

Conclusions Findings  Transformational leadership behaviors Inspirational Motivation, Idealized Influence-attitude, Idealized Influence- behavior were positively and significantly related to several transfer system factors

Transformational Leadership Characteristics Inspirational Motivation Intellectual Stimulation Supervisor Support Idealized Influence- attributed Idealized Influence- behavior Inspirational Motivation Western research findingsKuwait research findings

Partial list of sources  Transformational Leadership- Behavioral Characteristics (Bass & Avolio, 1993, 2004)  Training Transfer in Organizations (Kirkpatrick, 1976; Baldwin & Ford, 1988; Blume, Baldwin, Ford & Huang, 2010)  Factors that Contribute to Training Transfer (Burke & Hutchins, 2008; Ruona, Leimbach, Holton & Bates, 2002; Baldwin, Ford & Blume, 2010; Antos and Bruening, 2006)  Transformational Leadership and Training Transfer Factors (Kurland, Peretz & Hertz- Lazarowitz, 2010; Antos & Bruening, 2006)  Leadership & PD in Schools (Aitken & Aitken, 2008; Newmann, Youngs & King, 2002; Egan, 2009; Graczewski, Knudson & Holtzman, 2009; Drago-Severson, 2007)

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