86 Global Education Review 4(4)

The Influence of Primary School Principals´ Leadership Styles

on Innovative Practices

Petra Heissenberger
University College of Teacher Education in Lower Austria

Nancy Heilbronner
Mercy College, New York

Abstract
This qualitative research explored the relationship between school principals’ leadership styles and their
innovative practices in schools. The Multifactor Leadership Questionnaire (MLQ; Avolio & Bass, 1995),
was administered to 38 school principals in Lower Austria, who, based on their responses, were then
categorized as leaders with stronger or weaker transformational leadership styles. Six of these principals
were then interviewed: three with strong transformational leadership styles (Transformational – High)
and three with weaker transformational leadership styles (Transformational – Low). Interview data were
coded qualitatively, and patterns and themes emerged relating to how these two groups viewed innovation
in their school. The two groups of leaders were similar in that they both viewed requirements for
innovation similarly. Both groups also believed that the results of innovation could lead to an
improvement in collegial collaboration and relationship. However, leaders with stronger
transformational leadership styles viewed innovation more positively and placed more importance on
innovation than participants with their weaker transformational counterparts. Implications for practice
are discussed.

Keywords
Leadership, Innovation, School Administration

Introduction frequently possess an emotional energy and

Leadership is a studied quantity in many commitment, exhibit a sense of social
domains. In the business world, for example, responsibility and the courage to think and act
entire courses are devoted to what makes a afresh. These characteristics indicate a potential
successful leader of corporations. While for leadership, but only through effective action
leadership in education is also an important can the leader translate such characteristics into
______________________________
concept, we focus on it less, especially from an
Corresponding Author:
international perspective. It might be argued Petra Heissenberger, University College of Teacher
that at the core of leadership is innovation, but Education in Lower Austria, Mühlg. 67, 2500 Baden, Austria.
what does it mean to be innovative when one is Email: petra.heissenberger@ph-noe.ac.at

an educational leader? Innovative leaders may

Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative
Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is
properly cited. Citation: Heissenberger, Petra, & Heilbronner Nancy (2017). The influence of primary school principals’ leadership styles on leadership
practices. Global Education Review, 4 (4), 86-101.
 87 Global Education Review 4(4)

purposeful and meaningful outcomes. innovation, it may not happen. Even the most
Leadership requires this effective well-meaning intentions of school principals can
transformation, because otherwise even the best be completely misunderstood by the teachers, if
leaders remain ineffective (Malik, 2014). they are put forward at a point of time where no
Effective action and management is cooperation is possible (Herrmann, 2014).
therefore a requirement for leaders to translate Leadership styles may be an important
their strengths and capabilities into performance link in the chain between personality traits and
and success (Malik, 2014). Drucker (1955) effective outcomes. Leaders may be more or less
stated, “Effectiveness means doing the right managerial. They may take a hands-off
things; efficiency means doing things right” (p. approach, or they may dive into the complexities
18); Drucker was among the first to highlight of overseeing a project. Each of these styles is
the significance of management for modern likely to produce different outcomes.
society and its organizations, and he was able to Complicating the matter is the issue of
communicate its complexity in simple terms. To vision. Does a leader need a vision to bring
be effective, he suggested, it is not so important about innovation, or can she effectively control
who someone is, but how someone acts the development of innovation through a hands-
(Drucker, 1955). on management approach? Recent studies in
Is the implementation of effective leadership have suggested links between school
leadership as simple as knowing the right steps innovation and the leader’s vision (e.g., Kurland,
to take in a situation? Behaviorists such as B. F. Peretz, & Hertz-Lazarotiz, 2010).
Skinner (1953) have suggested that behavior is School principals have had to become
simplistic and controlled with a series of more innovative over the past decades as a
reinforcers and punishment, leading to a good changing landscape of curricular practices,
output. However, such presumptions disregard teacher training requirements, and technological
human autonomy and individual experiences, advances have extended the role of the school
which shape who we are and how we react to building leader. This changing landscape has
situations. Context also frequently influences led to renewed interest in leadership styles. That
behavior, and so good management through is, which leadership style enables some school
punishers and reinforcers offered at the wrong principals to encourage innovative practices to
time and in an unsuitable situation can produce flourish at their schools, and how do the
the opposite of what has been originally different leadership styles encourage or hold
intended. back innovation at a school? These questions
School principals deal with this reality on were explored in the current research.
a day-to-day basis; they may view innovation as
simply a construct that may be managed by
planning for and encourage efficiency, but if the
context of the school does not support
The influence of primary school principals 88

Review of the Literature in the school climate. To avoid this disruption,

School principals’ leadership styles have been we need to understand the contextual factors

shown to have an effect on many different types and how they work with innovative practices.

of school variables, including organizational One of these contextual factors it the leadership

health (Cemalolu, 2011) and teacher satisfaction style of school building leaders. It would be

(Mota, 2010). Leadership styles are also beneficial to understand the impact of

recognized to be related to a faculty’s ability to leadership styles on innovative practices at

carry out a leader’s vision (Kurland, Peretz, & schools, and from this understanding gain

Hertz-Lazarotiz, 2010). Although a robust body insight as to how we may promote leadership

of literature investigates the relationship styles that encourage innovative practices

between the influence of school principals and aligned specifically with the context of the school

many different variables (eg, see Blase, 2001), they lead.

few comparisons have examined how their The study at hand distinguishes between

leadership styles influence innovation in schools. leaders with strong transformational leadership

Instead, these studies they tend to focus on the styles and those who tend toward weaker

impact of principals’ leadership styles on transformational styles. Bass (1985) has

teachers’ perceptions (e.g., Park, 2012), not on described three styles of leadership:

the perceptions of the principals themselves. transformational, transactional, and laissez-

It is important to consider the faire. According to Avolio and Bass (1995),

implications of leadership styles on school Transformational leadership is described as

innovation for a number of reasons. First, “inspirational, intellectually stimulating,

innovative practices are spreading, and one challenging, visionary, development oriented,

reason for this is that technology has enabled us and determined to maximize performance”

to communicate in powerful ways as never (Avolio & Bass, 1995, p. 3). Transformational

before – as of 2015, almost half (46.4%) of the leaders inspire and point the way towards the

world was online, an 832.5% increase from accomplishment of visions or missions. They

2000-2015 (Internet World Stats, 2015). And tend to be more visionary (Avolio & Bass, 1995),

because more opportunities to connect with and they may be less focused on managing the

others exist, innovation is moving quickly across everyday context, choosing instead to direct

the globe. This expansion of innovation is not their focus on the steps required to inspire and

only encouraging communication - it is also lead. They may be necessarily more open to the

encouraging cooperation and collaboration types of innovative practices we find

leading to new opportunities for innovations in transforming schools today.

our schools. Transactional leaders, on the other hand,

In schools, we see the evidence of large- tend to be more absorbed with day-to-day

scale innovative projects that may disrupt management as they utilize contingent rewards

teachers’ expectations (van den Berg & Sleegers, for a job well done, building loyalty as they do

1996) and actually lead to a sense of frustration so, or they practice management by exception,
 89 Global Education Review 4(4)

punishing followers when things don’t go well transformational leadership styles and
(Bass & Avolio, 1993) Laissez faire leaders those with weaker transformational
simply let events unfold without trying to leadership styles in terms of how they
intervene (Bass & Avolio, 1993). view and support innovation?
When considering these three
management styles, the researchers proposed Setting and Participants
that principals with a strong transformational Background of the Austrian Educational
leadership style would be more likely than Setting
colleagues with a weaker transformational The study was conducted with a sample of
leadership style to promote innovative practices convenience drawn from Lower Austria, a
in their schools. Transformational leaders federal state located in the upper northeast
would be interested in inspiring and corner of Austria. The annual net income in
implementing changes as a way to promote and Austria at the time of the study was € 21,685,
further their own mission and vision for the and in Lower Austria it was slightly higher at €
school. Leaders who are less transformational, 23,342
on the other hand, may be more focused on the (https://www.statistik.at/web_de/statistiken/in
day-to-day oversight of teachers through dex.html, 26.01.2017). There were 6,003 schools
rewards and management by exception practices in Austria with over 1.1 million students. In
to focus on the visionary aspects connected to Lower Austria there were 1.149 compulsory
innovation. schools, 47 grammar
The question at hand is how each of these In the Austrian system of education,
leadership styles influence school leaders’ compulsory schooling starts at the age of six.
perceptions and practices of innovation at their Students attend primary school for 4 years until
schools. We explored through interviews the the age of 10. Following primary school, students
relationships between principals’ leadership choose between two different types of secondary
styles and their perceptions and practices of schools – middle school or grammar school -
innovation. each with varying academic emphases and
admissions requirements. They attend a
Methodology secondary school for 4 years, usually until the

Research Questions age of 14. Upon successful completion of

Using a systematic approach, the researchers secondary school, students continue their

explored the following research questions: education by selecting a school that focuses on

1. How do primary school principals view either general or vocational education. If they

innovation in their schools? select a vocational education, they attend a

2. How do primary school principals polytechnic school for another year, followed by

support innovation in their schools? a three-or-four-year apprenticeship.

3. What are the similarities and differences In Austria, school leaders do not need a

between in leaders with strong formal Bachelor’s degree to become principal.

The influence of primary school principals 90

Instead, teachers apply for a directorate issued A large majority of the participants (n =
in the Official Gazette of the School Board. In the 32) were female, compared with six male
application form to be filled in by the candidates, participants. A majority of the participants were
they must describe and reflect their personal and experienced administrators in that 23
professional background. Next, candidates are participants had been principals for 5 years or
invited to a hearing conducted by an external longer. Most of the participants served as
personnel consulting agency. The hearing principals at larger schools in that 21 principals
consists of a self-portrayal, a presentation of a worked at schools with eight or more classes.
project and some other, profession - specific
questions. The candidate also has to declare Instrumentation
their personal and professional background and The Multifactor Leadership Questionnaire
some fields are monitored and evaluated by the (MLQ—Short Form, Avolio & Bass, 1995) has
personnel consulting agency. These areas are: been used over the last 30 years to identify and
communicative competence, organisational measure behaviors commonly associated with
capability, delegation ability, team orientation, different leadership styles and “is considered the
decision capacity and conflict skills. Since best validated measure of transformational and
September 1996 newly appointed principals transactional leadership” (Ozaralli, 2003, p.
have been legally obligated to take part in a 338). Participants rate themselves on 45 items
compulsory, extra-occupational school on nine subscales using a Likert-type rating
management course within the first four years in system of 0 (not at all) to 4 (frequently, if not
their new roles. always) on a series of subscales that relate to the
traits involved in transformational leadership.
Participants Higher scores on the subscales related to
Fifty participants received the online Multifactor participants’ transformational leadership styles
Leadership Questionnaire (MLQ; Avolio & Bass, were utilized in the study. Higher score indicate
1995) survey, and 38 participants completed and that participants exhibit more traits associated
returned it, a participation rate of 76% All with a transformational leadership style. The
except for one participant had earned degrees MLQ has an additional optional component that
which qualified them to teach in primary school; allows others to rate their leaders. However, for
in addition, two participants had earned the the purposes of the current research, only
middle school degree. Two of the primary school participants’ self-ratings on the transformational
teachers had gone on to earn a Bachelor’s leadership subscales were used.
degree, and three had earned a Master’s degree.
One was a middle school teacher with a Master’s Interview Participants
degree. Although all participants had served in Six principals were selected from the
either primary or middle school as a teacher, one participants who returned surveys, and these
principal had served as both. principals were invited to be interviewed. These
participants were invited based on their
 91 Global Education Review 4(4)

responses to the MLQ: three interview offices, were recorded and later transcribed for
participants were selected based on their high coding.
scores on the Transformational Leadership
subscale, and three interview participants were Data Analysis
selected based on their low scores on the Participants’ mean scores were calculated for the
Transformational leadership subscale. Each 45- Transformational Leadership subscales on the
minute semi-structured interview consisted of 13 MLQ. Participants’ mean scores were then rank-
questions (see Table 1). These questions were ordered from low to high. A higher score meant
used in order to ascertain important information that participants exhibited more traits
related to the study’s research questions. The associated with the transformational leadership
interviews were mostly held in small, quiet style (Transformational-High), or exhibited

Table 1

Interview Protocol

Interview Questions
Do you believe that your school is innovative? Why or why not?
How do you define innovation at your school?
What does a principal need in terms of support to promote innovation at his or her school?
What would you need to implement more innovations in your school? What would be helpful for
you?
Are there any barriers to implementing innovations in your school?
How well do you think the process works in your school/situation?
Can you describe some innovative activities that go on in your school?
Do you think that you are an innovative leader? Why or why not?
What are some characteristics of innovative principals?
How can principals support teachers to become more innovative?
Who is responsible for initiating innovative processes? (Ministry, school-board, superintendent,
principal, or other stakeholders?)
What do you think about your role in the innovation-process?

Do you think that innovations always need a top-down-process or do innovations come to schools by
bottom-up-processes too?
Do you have anything to add?

Table 1
The influence of primary school principals 92

them more strongly. A lower score meant that interviews were coded through three cycles. First
the participants displayed fewer traits associated cycle codes yielded individual ideas or concepts.
with the transformational leadership style Second cycle coding grouped these ideas into
(Transformational-Low), or exhibited them related categories, as the researchers searched
more weakly. These six participants with the for patterns and connections between the codes.
highest and lowest scores in transformational Finally, third cycle coding yielded themes that
leadership were invited to participate in a semi- related to individual research questions.
structured interview. All participants who were
invited agreed to be interviewed, and each
Findings
interview lasted 45 minutes, was recorded, and
Two themes emerged from the qualitative
was later transcribed. The mean score for the
interview data; these themes related to
group of Transformational – High leaders of
participants’ perceptions regarding the
participants (n = 3) was 3.63 and the mean score
requirements of innovation and the results of
for the group of Transformational – Low leaders
innovation.
of participants (n = 3) was 2.86.
Once participants were interviewed,
Requirements of Innovation
researchers transcribed the interview data and
The theme, Requirements of Innovation,
began the coding process. Data from the
contained a total of 152 first-cycle codes. These
interviews were coded separately for the three
152 codes were split evenly between the
transformational and three transactional leaders
comments of Transformational – High leaders
so that they could be compared for similarities
(n = 76) and Transformational – Low leaders (n
and differences. Using a process recommended
= 76; Table 2).
by Saldana (2009), qualitative data from the

Table 2
Coding Results for Theme: Requirements of Innovation
First-cycle Codes -
Transformational First-cycle Codes -
Second Cycle Codes –High Transformational – Low
Leaders Leaders
Importance of Getting It Right 25
Importance of Relationships 20 14
Interested in New Things 19
Mentoring System and Help for Principals 12 20
Principals as Managers 29
Concern about Change 13
Total 76 76
Table 2
 93 Global Education Review 4(4)

Transformational-High leaders mentioned the importance of having good mentoring

four second-cycle codes. First, they spoke about systems for faculty. However, a strong second-
the importance of getting innovation “right.” cycle code which emerged for Transformational-
They stated that they are aware of the important Low leaders that did not emerge for the other
role that principals play in setting goals. As one group concerned the principal as a manager.
Transformational-High participant stated, “We Transformational-Low participants spoke at
are responsible for the ideas and for better length about specific managerial actions that
planning” and establishing a climate for they took to encourage innovation, such as doing
innovation, and they mentioned that principals classroom walk-throughs. Others spoke about
need to be flexible in how they implement the specific actions that were needed to “be
change. Next, they discussed the importance of open-minded and … bring in new things.”
relationships, stating that principals must be Another second-cycle code that emerged for only
willing to listen to others’ ideas: “I like to listen Transformational-Low leaders involved
to others.” Transformational-High participants concerns about change. These participants
also stated that it was important for the faculty expressed the concern that change was being
and staff to be interested in new ideas or forced upon them from the top-down. As one
“things.” For example, a Transformational-High Transformational-Low participant discussed,
participant discussed how she had “There is too little bottom-up innovation.”
“implemented the project Healthy School,” These participants appeared to be concerned
focusing on initiatives such as proper nutrition that authoritative and governing structures were
and exercise for her faculty. Transformational- trying to force change, rather than change
High participants described how they are coming about organically from stakeholders’
responsible for making innovations popular— desire to improve teaching and learning.
that they are responsible for choosing the topics
and supporting ideas from their colleagues. Results of Innovation
Finally, they suggested that having a mentoring The theme, Results of Innovation, contained a
system in place for principals encouraged total of 32 first-cycle codes. These 32 codes were
innovation. fairly evenly split between the comments of
Transformational-Low leaders also Transformational-High leaders (n = 15) and
mentioned four second-cycle codes. Similar to Transformational-Low leaders (n = 17; Table 3).
their Transformational-High counterparts, they This theme contained three second-cycle codes
mentioned the importance of relationships. One that represented participants’ positive views
Transformational-Low participant stated, “A regarding what had come about as a result of
positive working-relationship is a breeding their efforts towards innovation. Coding also
ground for innovation.” They also mentioned revealed one negative second-cycle code.
The influence of primary school principals 94

Table 3

Coding Results for Theme: Results of Innovation

First-cycle Codes - First-cycle Codes

Second Cycle Codes Transformational -
– High Leaders Transformational-
Low Leaders
Results of Innovation – Positive Improvements
Improvement in Pedagogy 4 7
Improvement in Relationships and 6 6
Collaboration
Personal Development 3
Results of Innovation – Negative
Fear and Resistance 2 4
Total 15 17

Table 3

First, participants in both leadership Next, participants in both groups

groups spoke about how teaching or pedagogy described how innovation had brought about an
had improved as a result of innovation. improvement in their professional relationships
Specifically, participants described how and ability to collaborate with colleagues. As a
innovation led to practices which had removed participant from the Transformation-High group
the focus of instruction from the teacher and stated, “[It is] no longer [about] ´me and my
placed it onto the child. For example, one class,` but `[rather, it is about] ‘we and our
participant from the high transformational classes.’” Specifically, these leaders mentioned
group stated, “We focus on the child´s needs.” how communication with colleagues was
Participants also described improvements in important in the life of the school, and they
their ability to achieve goals, and, interestingly, described how innovative efforts had led to
how innovation had reinforced rituals at the improved communication.
school.
 95 Global Education Review 4(4)

However, only Transformational-High minded and that some teachers always say “no”
leaders discussed how innovation had led to a to new projects.
growth in their own personal development. It is
interesting to note that personal development Discussion
was considered by some Transformational-High Using qualitative methodology, researchers in
leaders to be both a cause of, and a result of the current study investigated how school
innovation, indicating that for these leaders, building leaders with different leadership styles
there is a cyclical nature and interrelationship view requirements for and results of innovations
between innovation and personal development: in their schools. Patterns of similarities and
personal development leads to innovation and differences in how these different types of
innovation leads to personal development. The leaders viewed innovation revealed themselves;
ways in which Transformational-High leaders these patterns may result in differences in how
developed personally varied. For example, one innovation is expressed and managed at their
participant described how she had become more schools.
knowledgeable and developed an ability to think
about and implement new ideas as she planned Transformational-High versus
for innovation, which, in turn, had led to her Transformational-Low Leaders
become more successful in her position. “[My] The leaders in the two groups
colleagues want to develop themselves and they (Transformational-High and Transformational-
want me to support them, ”one participant from Low) viewed certain requirements of innovation
the Transformational-High leaders mentioned. similarly. Both types of leaders spoke of the
This type of statement was missing from the importance of relationships to the
statements of Transformational-Low leaders. implementation of innovative practices, as well
One negative idea that surfaced was that as the importance of developing a mentoring
innovation had led to fear and resistance among system to support principals as they strive to
faculty and staff members. Transformational- effect innovative practices in their schools.
Low leaders mentioned this slightly more Similarly, both groups of leaders believed that
frequently (n = 4) than did their the results of innovation could lead to an
Transformational-Hih colleagues (n = 2). One improvement in pedagogy, as well as an
Transformational-High participant also improvement in relationships and collaboration.
described how she tries to learn how to deal with Both groups also felt fear and resistance as a
being unsure of results, and that she is always result of innovation, although fewer the leaders
unsure about the quality of her efforts. in the Transformational-High group expressed
Transformational-Low leaders specifically stated this view.
that some of their teachers are resistant to top- However, major differences emerged in
down-innovations, including one participant how each group viewed other aspects of the
who related that some colleagues are not open- requirements of innovation, specifically in terms
The influence of primary school principals 96

of how interested each group was in innovation Transformational-Low Leaders –

and how they viewed their roles as implementers Cautious Managers of Innovation
of innovation. Grossmann, Bauer & Scala (2015) describe
emotional stages in the process of changes, for
Transformational-High Leaders – example skepticism, shock, defense, resignation,
Visionary Agents of Change frustration and insight. Unlike their
Transformational-High leaders in the current Transformational-High counterparts who placed
study viewed innovation as being more an emphasis on innovation, none of the
important and positive than Transformational- Transformational-Low leaders spoke about the
Low leaders, and they suggested that innovation “importance of getting it [innovation] right.”
had a positive influence in their schools. For Nor did they express the idea that it was
example, they spoke more often about the important to innovation to develop and maintain
importance of “getting it [innovation] right.” an interest in new or novel ideas. Taken
Unlike Transformational-Low leaders, they together, these findings are intriguing, as they
expressed no reservations about change, and suggest that these Transformational-Low leaders
indeed, they saw themselves as agents of change exhibited through their comments both a
– change that is necessary to bring about diminished interest in, and a reduced emphasis
innovation. They described personal on, the importance of innovation in schools.
characteristics they believed they possessed, Based on these findings, Transformational-Low
such as an interest in new things, that they leaders, who expressed less interest in
believed to be necessary to become agents of innovation and placed less emphasis upon it,
change. They also seemed to understand the may be less able to weather the difficult early
importance of relationships when implementing stages—skepticism, shock, and defense-of the
innovative practices at their schools. change process that accompanies innovation.
In some ways, it is not surprising that They may also tend to dwell in the early stages,
Transformational-High leaders expressed a more because they are cautious managers of
positive view of innovation in their schools, for innovation. Leaders who are lower on the
they are, by their own nature, more visionary transformational scale may also not realize the
and focused on transforming their organizations connection between innovation and personal
through leadership (Avolio & Bass, 1995), and development, making persistence less likely.
vision is required for innovation. Further research is necessary to confirm or
Transformational-High leaders may also possess clarify these findings.
more intuition regarding what is required for Transformational-Low leaders also spoke
innovation, making them more naturally adept more frequently about the logistics of
at influencing change and innovation. management, emphasizing organizational skills
 97 Global Education Review 4(4)

necessary to support their faculty in the pursuit Transformational-high leaders may thus thrive
of innovation. For example, they supported their at a school with teachers who are ready to try
colleagues by organizing lessons together with new and different innovative practices. It may
them and emphasizing hands-on management help if these teachers are able to buy into the
and collaboration, rather than on setting a vision vision of the high transformational leader and
and allowing their faculty to work towards the believe in it themselves. It may also help if these
vision in their own way. Transformational-Low teachers need little or no scaffolding to
leaders overall also expressed more fear of, and accomplish what they set out to accomplish, as
resistance to, innovation, and they worried about high transformational leaders are likely to be
the impact of change. It is possible that this fear more hands-off with their faculty, involving their
and resistance is connected to a very hands-on colleagues in planning but not dictating the day-
approach; this management style may be an to-day activities for how to accomplish
attempt to control the implementation of innovative goals.
innovation. For both types of leaders, an emphasis on
mentoring may prove helpful in strengthening
Implications these leaders’ management outcomes. In Lower

A number of implications may be developed Austria, new principals who have completed a

from the results of the current research. First, it compulsory school management course are

is important to consider the match between invited to attend network groups consisting of

leadership style and the type of school in terms other school building leaders from the region.

of innovative practices. As noted by Avolio and The principals begin by discussing their schools,

Bass (1995), highly transformational leaders teachers, teams and general challenges, both in

tend to find leadership intellectually stimulating small groups and in larger groups. In written

and emphasize the development of a vision. evaluations at the conclusion of each session,

However, transformational-low leaders may feel newer principals describe these discussions as

more fear of and be less interested in innovation necessary and helpful to understanding

than their high transformational counterparts, themselves in their new roles. However, because

and thus they may resist the change process. the network groups are optional and they only

However, they may compensate by emphasizing take place for four years after the completion of

organizational skills and providing more the courses, these principals do not have ongoing

scaffolding in terms of training and resources, support.

which may prove helpful for leading a school Organizers of these network groups may

with many novice teachers or teachers who are also find it beneficial to allow participants to

less interested in innovation. develop a better understanding of their own

High transformational leaders are leadership styles. Because participants in the

visionary leaders. They feel responsible for current study with different leadership styles

defining goals, and they are interested in trying viewed innovation somewhat differently, it

out new strategies (Avolio & Bass, 1995). follows that it would be helpful for principals to
The influence of primary school principals 98

understand how their own style impacts the required to teach. Another area of future
outcomes of innovative practices at their schools. research would involve determining teachers´
A valid and reliable leadership survey such as the perceptions of innovative practices at schools
one used in the present research could be taken lead by high transformational or low
by the participants. Once their own leadership transformational principals.
styles are identified, principals in the networking
group could form discussion groups or even be Summary
provided different types of management training The current research utilized qualitative
focused on innovation based on their leadership methodology to explore the perceptions of
styles. Austrian principals regarding innovation in
It may also be useful for the school board their schools. Participants were asked to
to take into account leadership styles of the complete a survey and then their leadership
teachers who apply for principal positions. If the styles were evaluated. Three participants with
goal is to increase innovation at schools, college high transformational tendencies and three
and universities with teacher preparation participants with weaker transformational
programs could support the school board in tendencies were interviewed, and their responses
matching the leadership styles of these future were coded and analyzed for patterns and
principals with appropriate schools that fit their themes.
styles. That is, high transformational leaders Participants’ responses from the two
may be matched with schools employing groups differed in a number of ways. Overall,
teachers who seek visionary leaders but who high transformational leaders placed more
require less strategic support. Low emphasis on innovation and were more positive
transformational leaders may fare better in about it, describing its importance in the school,
schools employing teachers who need to be as well as the importance of having certain
guided, step by step. requirements for innovative practices –good
Further research is required in a number relationships and an interest in new things.
of areas related to leadership styles and They looked forward to seeing the results of
innovative outcomes. Longitudinally, it may innovation in their schools. Low
prove insightful to track the current participants transformational leaders, on the other hand,
for a number of years in order to understand the expressed more concerns about innovation –
lasting impact of leadership styles on innovative they were generally more fearful and talked
practices. Also, researchers may wish to about the importance of having mentors to
determine whether there is a fundamental “manage” the process. If we take into account the
difference in innovative outcomes between leadership styles of school principals, matching
principals with different leadership styles who these styles to the proper school context,
are required to teach and those who are not cultivating and nurturing these styles, these
 99 Global Education Review 4(4)

leaders may learn to be more effective in their Herrmann, P. (2014). Einführung in das
innovative educational practices. systemische Schulmanagement.
Heidelberg: Carl Auer.

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About the Author(s)

Petra Heissenberger, Mag., PhD, is deputy head of the
department of educational management and leadership at
the University College of Teacher Education in Lower
Austria. Her current research interests include school
management, school quality, primary
education, communication and leadership, and human
resource management. She is the holder of Magister of
Philosophy (Master) and Doctor of Philosophy (PhD) in
Educational Science, Special Needs Education and
Therapeutic Pedagogy from the University of Vienna; and a
Master of Science in School Building Leadership from Mercy
College, New York. She is involved with Project TEDCA
(Teachers' Education, Development and Career in Austria), a
professional biographical longitudinal study.

Nancy N. Heilbronner, Ph.D., is associate provost at

Mercy College in Dobbs Ferry, New York. Dr. Heilbronner
lectures internationally on topics related to gifted and science
education and is the author or co-author of a number of
books, including Think Data, Think Instruments, Let’s Be
Scientists, and Ten Things Not to Say to Your Gifted Child,
One Family’s Perspective, which was honored with the
Parent’s Choice and Texas Legacy Awards
101 Global Education Review 4(4)

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