Marks and Printy (2003) state that there have been few studies that have empirically studied how transformational leadership and instructional leadership complement each other and contribute to student learning. In addition, they suggest that there is a need for more research to evaluate how leadership contributes to pedagogical quality. Marks and Printy conducted a quantitative non-experimental study that investigated the concept of school leadership and attempted to measure how leadership affected school performance. Twenty-four nationally selected restructuring schools were chosen from elementary, middle, and high school. The relationship of transformational leadership and shared instructional leadership was studied in relation to the quality of teaching and learning. It is hypothesized that transformational leadership by itself is insufficient to achieve high-quality teaching and learning. In order to improve teaching and learning, the authors suggested that instructional leadership was needed to complement the tenets of transformational leadership. Marks and Printy found that when transformational and shared instructional leadership coexist, the influence on school performance 21
Canadian Journal of Educational Administration and Policy, Issue #54, June 26, 2006. © 2006 by CJEAP and the author(s).
is substantial. The notion of integrated leadership-both transformational and instructional is one possible answer to settling the discourse between the two leadership constructs.