Influence of School Administrators’ Transformational Leadership on the Innovation Ability of University Teachers

Abstract

With the development of higher education, the improvement of teachers' innovation ability has become an important issue. This article aims to explore the impact of transformational leadership of school administrators on the innovative ability of college teachers. Through literature review and empirical research, we analyze the difficulties and challenges faced by school administrators in improving teachers' innovation capabilities and propose effective countermeasures. The results show that transformational leadership demonstrates significant value and positive impact in higher education. Its core characteristics include being visionary, inspiring, focusing on individual and team growth, and driving organizational change. Transformational leadership plays a role in stimulating teachers' innovative thinking, promoting organizational changes, creating a positive organizational culture, and establishing effective communication mechanisms, which effectively promotes the improvement of university teachers' innovative capabilities. The composition of teachers' innovative ability involves three aspects: teaching, scientific research and practice, and is affected by multiple factors such as individuals, organizations and society. In order to improve teachers' innovation ability, these factors need to be comprehensively considered and targeted measures and support need to be adopted. There are differences in the perception and identification of transformational leadership among university teachers, which may be related to factors such as personal background, organizational culture and external environment. Strengthening communication and exchanges with teachers, establishing a fair and transparent incentive mechanism and evaluation system, providing sufficient resources and support, and advocating an open and inclusive organizational culture are key measures to enhance perception and recognition. In different subject areas and types of universities, the application of transformational leadership needs to be tailored to local conditions. Develop targeted change strategies based on the different characteristics of science and engineering, humanities and social sciences, and the differences between research-oriented and teaching-oriented universities. Finally, transformational leadership has a positive impact on teachers’ professional development, including promoting professional growth, increasing career satisfaction, and increasing intention to stay. However, during implementation, attention should be paid to possible differences in effects due to differences in context and conditions. Therefore, higher education institutions should strengthen the cultivation and introduction of transformational leadership to help teachers achieve better development and satisfaction at different levels.