This study, conducted by Elmi Zulkarnain Osman, a Doctoral Candidate in Educational Leadership at Harvard Graduate School of Education (HGSE), investigates the implementation of transformational leadership practices in Singaporean schools. The research emphasizes the importance of effective school leadership in fostering student achievement and teacher development within the context of Singapore’s education system.

This is just the introductory part of the thesis that I retrieved from ProQuest Dissertations. For the full dissertation, you can visit the HGSE Office of the Registrar. Please note that you will need Dr. Elmi’s consent due to privacy policies. Use the HGSE Education Verification Request Form found on their website.

Key Points:

  1. Background:

    • The Singaporean education landscape has transformed significantly, driven by governmental emphasis on developing a world-class education system.
    • Effective school leadership is critical in this dynamic environment.

  2. Problem Statement:

    • There’s a gap in understanding how transformational leadership is implemented in Singaporean schools, as most studies focus on Western contexts.
    • The study addresses how school leaders translate policies into actionable strategies in Singapore.

  3. Objectives:

    • Explore the enactment of transformational leadership by school leaders.
    • Examine the challenges and opportunities faced in implementing such leadership.
    • Identify the impact on teacher motivation, school culture, and student outcomes.

  4. Research Questions:

    • How do school leaders define and perceive transformational leadership?
    • What strategies do they use to inspire and empower staff?
    • What contextual factors influence implementation?
    • How does transformational leadership impact stakeholders?

  5. Significance:

    • Provides insights into the application of transformational leadership in Singapore.
    • Offers practical recommendations for policymakers, school leaders, and educators.

  6. Methodology:

    • Qualitative case study approach with data collected through interviews, focus groups, and document analysis.

  7. Thesis Structure:

    • Literature review, research design, findings, discussion, and conclusion with recommendations.

This study aims to bridge the gap between theory and practice in educational leadership, contributing to the advancement of leadership practices in Singapore’s culturally unique and policy-driven environment.

Exploring Transformational Leadership Practices in Singapore Schools: A Case Study Approach

By Elmi Zulkarnain Osman, Doctoral Candidate in Educational Leadership, Harvard Graduate School of Education

Primary Supervisor:

  • Professor Danielle S. Allen – James Bryant Conant University Professor

Co-Supervisor(s):

  • Professor Karen Brennan – Timothy E. Wirth Professor of Practice in Learning Technologies
  • Professor Ebony N. Bridwell-Mitchell – Herbert A. Simon Professor in Education, Management, and Organizational Behaviour

Committee Members:

  • Professor Elizabeth Bonawitz – David J. Vitale Associate Professor of Learning Sciences
  • Professor Kathryn Parker Boudett – Senior Lecturer on Education
  • Professor Gretchen Brion-Meisels – Senior Lecturer on Education

Chapter 1: Introduction

1.1 Background of the Study

The education landscape in Singapore has undergone significant transformation over the past few decades, driven by the government’s emphasis on developing a world-class education system. As a small yet dynamic nation, Singapore places great importance on equipping its students with skills that meet the demands of a globalised world. In this context, effective school leadership has become a critical factor in fostering student achievement and teacher development.

Among various leadership models, transformational leadership has emerged as a compelling approach, characterised by its focus on inspiring and empowering individuals to exceed their perceived potential. In Singapore schools, where the culture often prioritises academic excellence and innovation, transformational leadership holds promise in driving meaningful changes. However, there is limited research exploring how transformational leadership is enacted in the unique cultural and policy-driven environment of Singaporean schools.

1.2 Problem Statement

Despite the recognised importance of school leadership in shaping educational outcomes, there is a gap in understanding how transformational leadership practices are implemented in Singapore. Existing studies have largely focused on Western educational contexts, which may not fully align with the distinctive cultural norms and hierarchical structures prevalent in Singapore. This lack of contextualised research poses challenges for school leaders who aim to adopt transformational practices effectively.

Moreover, while policies such as the “Teach Less, Learn More” initiative and the emphasis on 21st-century competencies highlight the need for adaptive and innovative leadership, there is limited empirical evidence on how school leaders translate these policies into actionable strategies. This study seeks to address these gaps by examining the practices and perceptions of transformational leadership in Singapore schools through a case study approach.

1.3 Research Objectives

This study aims to achieve the following objectives:

  1. To explore how transformational leadership practices are enacted by school leaders in Singapore.
  2. To examine the challenges and opportunities faced by leaders in implementing transformational leadership.
  3. To identify the impact of transformational leadership on teacher motivation, school culture, and student outcomes.

1.4 Research Questions

The research is guided by the following key questions:

  1. How do school leaders in Singapore define and perceive transformational leadership?
  2. What specific strategies do school leaders employ to inspire and empower their staff?
  3. What are the contextual factors that influence the implementation of transformational leadership in Singapore schools?
  4. How does transformational leadership impact key stakeholders, including teachers, students, and the wider school community?

1.5 Significance of the Study

This study contributes to the growing body of literature on educational leadership by providing insights into the application of transformational leadership in the Singaporean context. The findings will offer practical recommendations for policymakers, school leaders, and educators on fostering leadership practices that align with Singapore’s educational goals. Additionally, the study will serve as a valuable resource for leadership training programmes aimed at equipping future school leaders with the skills necessary for driving innovation and excellence in education.

1.6 Overview of the Methodology

A qualitative case study approach will be employed to investigate transformational leadership practices in selected Singapore schools. Data will be collected through semi-structured interviews with school leaders, focus group discussions with teachers, and document analysis of school policies and initiatives. The case study method allows for an in-depth exploration of leadership practices within their real-life context, providing nuanced insights into the challenges and successes experienced by school leaders.

1.7 Structure of the Thesis

The thesis is organised as follows:

  • Chapter 2: Literature Review – This chapter examines existing literature on transformational leadership, its theoretical underpinnings, and its application in educational settings.
  • Chapter 3: Methodology – This chapter details the research design, data collection methods, and analytical framework employed in the study.
  • Chapter 4: Findings and Analysis – This chapter presents the results of the study, highlighting key themes and patterns identified from the data.
  • Chapter 5: Discussion – This chapter interprets the findings in relation to the research objectives and existing literature.
  • Chapter 6: Conclusion and Recommendations – This chapter summarises the key contributions of the study, discusses its limitations, and offers practical recommendations for future research and practice.

By exploring transformational leadership practices in Singapore schools, this study aims to bridge the gap between theory and practice, contributing to the advancement of educational leadership in a culturally unique and policy-driven environment.