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Journal articles on the topic 'Transformational learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Foote, Laura S. "Transformational Learning." Adult Learning 26, no. 2 (2015): 84–86. http://dx.doi.org/10.1177/1045159515573017.

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Clark, M. Carolyn. "Transformational learning." New Directions for Adult and Continuing Education 1993, no. 57 (1993): 47–56. http://dx.doi.org/10.1002/ace.36719935707.

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Jajko, Pamela. "Librarians and Transformational Learning." Medical Reference Services Quarterly 15, no. 2 (1996): 75–80. http://dx.doi.org/10.1300/j115v15n02_07.

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4

Drago-Severson, Ellie, and Jessica Blum-DeStefano. "Leadership for Transformational Learning." Journal of Research on Leadership Education 9, no. 2 (2014): 113–41. http://dx.doi.org/10.1177/1942775114527082.

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Young, Curtis J. "Transformational Learning in Ministry." Christian Education Journal: Research on Educational Ministry 10, no. 2 (2013): 322–38. http://dx.doi.org/10.1177/073989131301000205.

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Ntseane, Peggy Gabo. "Culturally Sensitive Transformational Learning." Adult Education Quarterly 61, no. 4 (2011): 307–23. http://dx.doi.org/10.1177/0741713610389781.

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Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spi

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7

Hoskins, Barbara J. "Is Distance Learning Transformational?" Journal of Continuing Higher Education 61, no. 1 (2013): 62–63. http://dx.doi.org/10.1080/07377363.2013.759488.

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Stevens, Karen, Dan Gerber, and Rick Hendra. "Transformational Learning Through Prior Learning Assessment." Adult Education Quarterly 60, no. 4 (2010): 377–404. http://dx.doi.org/10.1177/0741713609358451.

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VanDerLinden, Kim. "Blended Learning as Transformational Institutional Learning." New Directions for Higher Education 2014, no. 165 (2014): 75–85. http://dx.doi.org/10.1002/he.20085.

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Tusmiarifudin, Syamsul Hadi, and Widiyanti. "Principals' Transformational Learning Leadership in Digital Lifestyles and Teachers' Digital-Based Learning." Jurnal Imiah Pendidikan dan Pembelajaran 8, no. 1 (2024): 34–43. https://doi.org/10.23887/jipp.v8i1.66714.

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Combining the two concepts of learning and transformational leadership into one new leadership concept is believed to make schools run more effectively. The effectiveness of teachers' digital lifestyles and digital-based learning will be studied in more detail. This research examines how transformational leadership influences teachers' digital-based learning with digital lifestyle as a mediator variable. This type of research is survey research. This research design uses a correlational research study. The population of this research was 197 teachers. The sample for this research was 137 teach

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Aguas, Pedro P., Liliana Valle Zapata, and Danilsa Lorduy Arellano. "Transformational Leadership Plans." World Journal of Education 7, no. 4 (2017): 1. http://dx.doi.org/10.5430/wje.v7n4p1.

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Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into theirdoctoral programs to ensure successful leadership development. However, in attempting to integrate learning intostudents’ future performance, it appears that there is no general agreement upon the most effective assignments. Theplethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will usetheir leadership skills in their current or future workplaces. One way to incorporate current learning into professionalperformance is to

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12

Imran, Muhammad Kashif, Muhammad Ilyas, Usman Aslam, and Ubaid-Ur-Rahman Ubaid-Ur-Rahman. "Organizational learning through transformational leadership." Learning Organization 23, no. 4 (2016): 232–48. http://dx.doi.org/10.1108/tlo-09-2015-0053.

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Purpose The transformation of firms from resource-based-view to knowledge-based-view has extended the importance of organizational learning. Thus, this study aims to develop an organizational learning model through transformational leadership with indirect effect of knowledge management process capability and interactive role of knowledge-intensive culture. Design/methodology/approach Different statistical analyses were done to check the direct, indirect and interactive effects on 204 valid responses. Findings The results are clearly depicting that transformational leadership has significant p

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13

Allara, Pamela, and Kim Berman. "Transformational Practices in Community Learning." International Journal of Learning: Annual Review 12, no. 8 (2007): 113–24. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45448.

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14

Mercer, Joyce. "Transformational Adult Learning in Congregations." Journal of Adult Theological Education 3, no. 2 (2006): 163–78. http://dx.doi.org/10.1558/jate.2006.3.2.163.

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15

Shor, Rachel, Lauren Cattaneo, and Jenna Calton. "Pathways of Transformational Service Learning." Journal of Transformative Education 15, no. 2 (2017): 156–73. http://dx.doi.org/10.1177/1541344616689044.

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This study extended research on transformational service learning by examining the impact that a community placement context can have on college students’ transformational processes. Kiely’s Transformational Service-Learning Process Model was used as a framework to better understand how context, dissonance, and student reactions are interrelated. Using the consensual qualitative research method of qualitative analysis, we examined 43 essays written by students in a service-learning course that focused on the development and maintenance of poverty in the United States. The essays described an e

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16

Camps, Joaquín, and Hannia Rodríguez. "Transformational leadership, learning, and employability." Personnel Review 40, no. 4 (2011): 423–42. http://dx.doi.org/10.1108/00483481111133327.

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Choy, Sarojni. "Transformational Learning in the Workplace." Journal of Transformative Education 7, no. 1 (2009): 65–84. http://dx.doi.org/10.1177/1541344609334720.

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18

Pohland, Paul, and Breda Bova. "Professional development as transformational learning." International Journal of Leadership in Education 3, no. 2 (2000): 137–50. http://dx.doi.org/10.1080/136031200292786.

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19

Nieves, Yolanda. "Dialogue Journals and Transformational Learning." International Journal of Adult Vocational Education and Technology 5, no. 1 (2014): 1–14. http://dx.doi.org/10.4018/ijavet.2014010101.

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This article explores how dialogue journals can lead to a transformative learning experience. Adult Latino students enrolled in a community college developmental reading class agree to speak truth to power through this critical writing process. Using Mezirow's(2002) transformational learning theory, Brookfield's (2000) concepts on teaching for critical thinking, and Cranton's (2000) ideas of individuation and strategy for fostering self-awareness in students, the students and professor “talk-back” to each other through dialogue journals. The complexities of discourse, culture, and individuatio

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20

Coad, Alan F., and Anthony J. Berry. "Transformational leadership and learning orientation." Leadership & Organization Development Journal 19, no. 3 (1998): 164–72. http://dx.doi.org/10.1108/01437739810210211.

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Baumgartner, Lisa M. "An Update on Transformational Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 15. http://dx.doi.org/10.1002/ace.4.

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22

Artika, Floriberta Endar, and Ardi Ardi. "Pengaruh Principal Transformational Leadership terhadap Teacher Professional Learning dengan Mediasi Teacher Efficacy, Teacher Trust dan Teacher Collaboration." JIIP - Jurnal Ilmiah Ilmu Pendidikan 7, no. 4 (2024): 3448–55. http://dx.doi.org/10.54371/jiip.v7i4.3609.

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Penelitian ini bertujuan untuk menguji pengaruh antara variabel principal transformational leadership, teacher efficacy, teacher trust, teacher collaboration, dan teacher professional learning. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Sampel yang digunakan dalam penelitian ini adalah guru di SD XYZ Jakarta yang berjumlah 111 responden. Data penelitian diperoleh dari hasil pengisian kuesioner dan dianalisis dengan menggunakan teknik statistik SEM PLS dengan program SmartPLS. Hasil penelitian ini menunjukkan bahwa (1) principal transformational leadership ber

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23

Salman, Saadoon Mohsin, Noor Khalil Ibrahim, and Alaa Abdulkareem Ghaleb Almado. "The Role of Transformational Leadership in Building Learning Organizations: An Analytical Study." Journal of Management World 2024, no. 4 (2024): 703–19. https://doi.org/10.53935/jomw.v2024i4.501.

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This study investigates the relationship between transformational leadership and the adoption of a learning organization culture. Specifically, it aims to answer the following questions: How does transformational leadership influence the adoption of organizational learning? Which dimensions of transformational leadership are most critical in fostering a learning culture? And what are the mechanisms through which transformational leadership creates a learning-oriented environment? A quantitative research methodology was employed, using a survey to collect data from a sample of academicians. The

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24

Binti, Masruroh, Ma'rufah Afni, Kolis Nur, and Sugiyar. "Learning Leadership Transformational Teacher in the Independent Learning Program at Garuda Kindergarten and Tunas Bangsa PKK Kindergarten, Ponorogo District, Indonesia." International Journal of Social Science And Human Research 06, no. 08 (2023): 5177–84. https://doi.org/10.5281/zenodo.8286796.

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This study analyzes the role and learning leadership strategies of Transformational teachers in implementing the Freedom to Learn Program at Garuda Kindergarten and Tunas Bangsa PKK Kindergarten, Ponorogo Regency. The research method used is qualitative research with a case study approach. The study population included the transformation force teachers involved in the Independent Learning Program in the two kindergartens. The research sample was selected based on specific criteria, and data were collected through participant observation, in-depth interviews, and document analysis. Data analysi

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McComish, Dayna, and Jim Parsons. "Transformational Learning and Teacher Collaborative Communities." Teachers' Work 10, no. 2 (2013): 239–45. http://dx.doi.org/10.24135/teacherswork.v10i2.581.

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An abundance of literature on transformational learning and teacher professional learning communities (PLCs) exists; yet, few, in any, have linked the presence of one within the other. We believe Mezirow’s Transformational Learning Theory should be acknowledged as a viable theoretical framework for better understanding the power of how teachers work together. Evidence of its presence can be identified within the current school practices of PLCs and other collaborative activities. In this paper, we will first overview Mezirow’s theories of transformational learning and then attempt to show how

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Park, Jong-Suk, and Chan-Gyu Hwang. "The Mediating Role of Self-Efficacy in the Effect of Polytechnic Professors’ Transformational Leadership on Students’ Learning Outcomes." Korea Industrial Technology Convergence Society 29, no. 2 (2024): 163–76. http://dx.doi.org/10.29279/jitr.2024.29.2.163.

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This study verified the impact of the transformational leadership of professors at Korea Polytechnics in the South Chungnam region on students' learning outcomes through self-efficacy. The research model was verified using transformational leadership as the independent variable, learning outcomes as the dependent variable, and self-efficacy as the mediating variable. The results showed that transformational leadership had a direct effect on self-efficacy and learning outcomes. Self-efficacy was found to play a partial mediating role in the relationship between transformational leadership and l

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27

Park, Sunyoung, and Eun-Jee Kim. "Fostering organizational learning through leadership and knowledge sharing." Journal of Knowledge Management 22, no. 6 (2018): 1408–23. http://dx.doi.org/10.1108/jkm-10-2017-0467.

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Purpose The purpose of this study is to examine the relationships among transformational leadership, knowledge sharing climate and behavior, interpersonal trust and organizational learning. Design/methodology/approach Data from 209 participants from a manufacturing company in Korea were analyzed using the structural equation modeling method. Findings The findings of the study indicated that transformational leadership directly affected the knowledge sharing climate and behavior, interpersonal trust and organizational learning of an organization. Transformational leadership also indirectly affe

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Lokugamage, Amali U., Sarah H. M. Wong, Nathan M. A. Robinson, and Sithira D. C. Pathberiya. "Transformational learning to decolonise global health." Lancet 397, no. 10278 (2021): 968–69. http://dx.doi.org/10.1016/s0140-6736(21)00371-8.

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29

Fallad, Jalil, EvaJudith Hueso, and BlancaR Silva. "TRANSFORMATIONAL LEARNING: CRITICIZING THE MEZIROW’S THEORY." International Journal of Advanced Research 4, no. 8 (2016): 733–38. http://dx.doi.org/10.21474/ijar01/1270.

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30

Devereux, Taryn, and Anna Glenn. "Transformational Learning Through Shifting Global Perspectives." Journal of International Students 12, S3 (2022): 96–115. http://dx.doi.org/10.32674/jis.v12is3.4642.

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The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better

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31

Gillam, Tony. "Learning to be a transformational leader." Mental Health Practice 19, no. 8 (2016): 36–39. http://dx.doi.org/10.7748/mhp.19.8.36.s21.

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32

Roessger, Kevin. "Threshold Concepts and Transformational Learning Rotterdam." Journal of Transformative Education 8, no. 4 (2010): 286–88. http://dx.doi.org/10.1177/1541344611428505.

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33

Boone, Joyce. "Leading learning organizations through transformational change." International Journal of Educational Management 29, no. 3 (2015): 275–83. http://dx.doi.org/10.1108/ijem-06-2013-0096.

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Purpose – There are two conditions that threaten to derail the American education system as we know it: the poor state of the US economy in America and the less than effective structure of the American education system. Researchers and practitioners are searching to identify tools and strategies that can help to restore confidence in the soundness of the US education system. One such strategy is blended learning delivery formats. The purpose of this paper is to examine implications of and recommend blended learning strategies. Design/methodology/approach – This writing presents a description o

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Loon, Mark, Yet Mee Lim, Teck Heang Lee, and Cai Lian Tam. "Transformational leadership and job‐related learning." Management Research Review 35, no. 3/4 (2012): 192–205. http://dx.doi.org/10.1108/01409171211210118.

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35

Cox, Thomas D. "Transformational Learning and the AAACE Conference." Adult Learning 18, no. 1-2 (2007): 18. http://dx.doi.org/10.1177/104515950701800106.

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36

Tucker, Allison, and Bailey Chitty. "Research partnerships as transformational learning experiences." International Journal for Students as Partners 8, no. 2 (2024): 226–32. http://dx.doi.org/10.15173/ijsap.v8i2.5785.

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A common partnership between faculty and students in post-secondary education is that of researcher as a primary investigator (PI) and research assistant (RA). In this reflective essay, we examine an unconventional research partnership between Allison, a PI, and Bailey, an RA. Our experiences as PI and RA prompted us to reflect upon our learning partnership. We asked: In what ways might the role of RA be transformative (Mezirow, 1994) in teacher education for both researcher and student when it is approached through partnership? This partnership is unique because of its relational approach, wh

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Hall, Martin, Mike Keppell, and John Bourne. "Learning technology and organisations: transformational impact?" ALT-J 18, no. 3 (2010): 161–64. http://dx.doi.org/10.1080/09687769.2010.529314.

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Leming-Lee, Susie, Terri Davis Crutcher, and Betsy Babb Kennedy. "The Lean Methodology Course: Transformational Learning." Journal for Nurse Practitioners 13, no. 9 (2017): e415-e421. http://dx.doi.org/10.1016/j.nurpra.2017.06.022.

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39

Bochman, David J., and Michael Kroth. "Immunity to transformational learning and change." Learning Organization 17, no. 4 (2010): 328–42. http://dx.doi.org/10.1108/09696471011043090.

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40

Vergara, Raymond Allan. "Delivering A Transformational Learning Experience Online." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (2022): 2726–37. http://dx.doi.org/10.11594/ijmaber.03.12.24.

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This study aims to explore how to deliver a transformational learning experience in an online classroom. Using qualitative action research, it examined expectations and experience of learners who participated in an online event marketing undergraduate course for a term. This study finds that experiential lessons, such as storytelling lectures and collaborative project requirements, and the teacher’s caring attitude and enthusiasm help learners master concepts, enhance skills, and develop positive attitudes, values, and beliefs towards learning. It also finds that teachers should focus on nurtu

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Raes, Elisabeth, Stefan Decuyper, Bart Lismont, et al. "Facilitating team learning through transformational leadership." Instructional Science 41, no. 2 (2012): 287–305. http://dx.doi.org/10.1007/s11251-012-9228-3.

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42

Akay, Esin, and Ayse Gonul Demirel. "Transformational Leadership and Innovation: An Empirical Study of Direct and Indirect Effects in HR Consulting Companies." International Journal of Business and Management 13, no. 1 (2017): 131. http://dx.doi.org/10.5539/ijbm.v13n1p131.

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This study aims to examine the influence of transformational leadership on organizational innovation through the mediating effect of organizational learning and knowledge management in Turkish HR consulting companies. Sample is selected from small, medium size and large HR consulting companies located in Istanbul. Structural equation modeling and bootstrapping is used for data analysis. The research findings indicated that transformational leadership did not directly affect organizational innovation; transformational leadership directly affected organizational learning and knowledge management

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Rijal, Sapna. "Leadership Style And Organizational Culture In Learning Organization: A Comparative Study." International Journal of Management & Information Systems (IJMIS) 20, no. 2 (2016): 17–26. http://dx.doi.org/10.19030/ijmis.v20i2.9642.

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Scholars and practitioners have identified transformational leadership and organizational culture as important factors that influence the development of learning organization. Yet, few studies have empirically examined the impact of transformational leadership and organizational culture on learning organization. This study proposes hypotheses to understand the impact of transformational leadership and organizational culture on the development of learning organization. Data was collected from the pharmaceutical sector and a comparison was drawn between India and Nepal. Results indicate transfor

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44

Syarifuddin, Samsinar, Andi Tahir, Fatimah Fatimah, Kurniati Abidin, and Fitriyawany Syarifuddin. "School and Family Partnerships: Contribution of Transformational Teachers in Implementing the Autonomous Learning Curriculum Educational Institutions in Bone, Indonesia." Samarah: Jurnal Hukum Keluarga dan Hukum Islam 8, no. 3 (2024): 1476. https://doi.org/10.22373/sjhk.v8i3.22584.

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This study seeks to investigate the collaboration between schools and families, with a specific focus on the role of transformational teachers in promoting autonomous learning at educational institutions in Bone, South Sulawesi. The interaction between schools and families is undeniably crucial in the development of the three education centers in Indonesia. The study is conducted using a mixed-methods approach, which are examined through the lens of Islamic education philosophy employing a concurrent triangulation strategy model or design. The data were collected through interview, observation

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45

Sattayaraksa, Tharnpas, and Sakun Boon-itt. "CEO transformational leadership and the new product development process." Leadership & Organization Development Journal 37, no. 6 (2016): 730–49. http://dx.doi.org/10.1108/lodj-10-2014-0197.

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Purpose – The purpose of this paper is to examine the linkages between CEO transformational leadership and the new product development (NPD) process through organizational learning and innovation culture. Design/methodology/approach – A large-scale survey by a sample of 269 manufacturing firms in Thailand was conducted. Structural equation modeling was used to test the proposed relationships. Findings – CEO transformational leadership was strongly and positively associated with organizational learning and innovation culture. Additionally, organizational learning and innovation culture were pos

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46

Todd, Ross J. "Transformational Leadership and Transformational Learning: Information Literacy and the World Wide Web." NASSP Bulletin 83, no. 605 (1999): 4–12. http://dx.doi.org/10.1177/019263659908360502.

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Nandram, Sharda. "Vedic learning and management education." Journal of Management Development 33, no. 8/9 (2014): 860–70. http://dx.doi.org/10.1108/jmd-07-2013-0093.

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Purpose – The purpose of this paper is to discuss how management education in India can benefit from applying a Vedic Learning style. It argues that transformational learning, a key to transforming mindset, also increases the importance of ethical behavior in management education. Design/methodology/approach – The paper is based on a literature review of Vedic education principles and transformational learning. It focusses on how to apply it in the management education. Findings – It presents an analysis of Vedic Learning, the Indian mindset and the role of transformational learning in Indian

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Nofal, Razan, and Mais Jaradat. "The Impact of Transformational Leadership on Entrepreneurial Orientation via the Mediating Role of Organizational Learning Capability." Journal of Business & Management (COES&RJ-JBM) 8, no. 2 (2020): 65. http://dx.doi.org/10.25255/2306.8043.2020.8.2.65.111.

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The current research aims to investigate the effect of transformational leadership on entrepreneurial orientation in Jordanian commercial banks, and whether organizational learning capability mediates the effect of transformational leadership on entrepreneurial orientation. Adopting a quantitative research design, data were collected by means of a questionnaire-based survey of employees in Jordanian commercial banks. Based on 330 usable responses, the results revealed the significant effect of transformational leadership and two of its dimensions (inspirational motivation and intellectual stim

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Obeidat, Bader, Razan Nofal, and Ra’ed Masa’deh. "The Effect of Transformational Leadership on Entrepreneurial Orientation: The Mediating Role of Organizational Learning Capability." Modern Applied Science 12, no. 11 (2018): 77. http://dx.doi.org/10.5539/mas.v12n11p77.

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This study aims to investigate the effect of transformational leadership on entrepreneurial orientation in Jordanian commercial banks, and whether organizational learning capability mediates the effect of transformational leadership on entrepreneurial orientation. Adopting a quantitative research design, data were collected by means of a questionnaire-based survey of employees in Jordanian commercial banks. Based on 330 usable responses, the results revealed the significant effect of transformational leadership and two of its dimensions (inspirational motivation and intellectual stimulation) o

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50

Nizam, Zain, Rashid Rahman, and Sun Wei. "The Influence of Principal Transformational Leadership on Teacher Performance." International Journal of Educational Narratives 3, no. 2 (2025): 163–74. https://doi.org/10.70177/ijen.v3i2.2154.

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Background. Service learning has gained recognition as a valuable pedagogical approach in higher education, aiming to bridge the gap between academic theory and real-world practice. In the context of educational institutions, the role of leadership, particularly transformational leadership, plays a significant role in shaping the effectiveness of such programs. Purpose. This research explores the influence of principal transformational leadership on teacher performance within the framework of service learning in higher education institutions. Method. The study aims to assess how transformation

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