Beattie, M. (2002). Educational Leadership: modeling, mentoring, making and re-making a learning community. European Journal Of Teacher Education, 25(2/3), 199-221. doi:10.1080/0261976022000036439
The paper presents a view of educational leadership that is based on relational learning, collaboration, connectedness and commitment to self, to others and to community. The main target of the study is a community high school where teacher-leaders are responsible for the governance, the daily administration and the teaching in the school. The interconnectedness of teaching, learning and leading is acknowledged by teacher-leaders whose work is based in an understanding that the intellectual, emotional, social, moral, spiritual and aesthetic dimensions of human beings are inextricably interconnected. The focus for school leaders is on working to co-create a learning environment which emphasizes authentic self-expression, the development of relationships, and the development of the whole person within the school, the local and global communities. Two major themes are used to explicate and discuss the enactment of these issues and to outline the boundaries and obstacles encountered in the realities of everyday practice. These themes are: (a) the development of an authentic voice and identity: supportive relationships, dialogue and shared governance; (b) learning from and with others: creating a culture of collaboration, connectedness and commitment to community.
Walumbwa, F. O., & Hartnell, C. A. (2011). Understanding transformational leadership-employee performance links: The role of relational identification and self-efficacy. Journal Of Occupational & Organizational Psychology, 84(1), 153-172. doi:10.1348/096317910X485818.
The article studies how employee perceptions of relational identification with the supervisor and self-efficacy mediate the relationship between transformational