Transformational Leadership of School Administrators and the Development of Learning Organization Culture

Abstract

This conceptual paper aims to synthesize the relationship between transformational leadership of school administrators and the creation of a learning organization culture by integrating the theoretical perspectives of Burns, Bass, Senge, and Watkins & Marsick with empirical evidence from the Thai educational context. The analysis indicates that transformational leadership functions as a critical mechanism that drives organizational learning through inspirational motivation, shared vision, intellectual stimulation, and individualized consideration. These dimensions encourage teachers and staff to develop shared ownership of the school’s goals and continuous professional growth. Furthermore, the development of a learning organization requires a systemic integration of leadership, organizational structures, and cultural processes. School leaders act as architects of organizational learning, fostering environments that enable collective reflection and knowledge sharing. The paper proposes an integrated conceptual framework—the Transformational–Learning Culture (TLC) Model—that elucidates the interactive dynamics between transformational leadership and learning culture within schools. Finally, the article offers practical and policy implications for educational leadership development in an era of ongoing change.