ABSTRACT
This chapter presents case studies of transformational leadership in higher education, transformational leadership in schools and Cavellian notion of educational leadership and doctoral supervision, research and community engagement. It offers an interpretive account based on personal reflection and critique of the leadership capabilities in engendering a communicative environment in faculty. The chapter highlights deliberative engagements with colleagues and students in order to transform the teaching and learning contexts. Cairns and Stephenson aver that capable educational leadership is most appropriately demonstrated when leaders take appropriate action, communicate well, collaborate with others, and learn from others and their experiences in changing and unfamiliar situations. The transformation of schools has to be considered in tandem with communal transformation, which, in turn, has to be considered in relation to the ethical responsibility of the individual, which includes learners, parents, teachers, the principal, community members, and political leaders.
