Understanding Transformational Leadership Experiences: Insights from School Principals
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Abstract
Educational leadership in the digital era represents a critical intersection between technological innovation and human experience. Within this evolving context, school principals are challenged to reinterpret their roles as transformational leaders who guide institutions through digital and cultural change. However, current research has primarily focused on leadership behaviors and institutional performance, leaving the subjective experience of principals largely unexplored. This study addresses this gap by examining the lived experiences of eight school principals—representing diverse school types and lengths of service—who navigated digital transformation within their institutions. Using an Interpretative Phenomenological Analysis (IPA) approach, the research captures the lived experiences of eight school principals through in-depth interviews and thematic interpretation. The analysis reveals four interrelated dimensions of leadership meaning: identity redefinition, emotional negotiation, collaborative vision-building, and ethical reflection. These findings demonstrate that leadership transformation is an interpretive and moral process grounded in self-awareness, empathy, and relational trust. By foregrounding the phenomenological essence of leadership, the study provides new insights into how digital transformation is experienced as both a professional and existential journey. The results highlight the importance of reflective practice and ethical consciousness in leadership training, offering a framework for fostering more human-centered leadership in digital education. Future research may extend these insights to cross-cultural contexts and longitudinal designs to explore how leadership meaning evolves over time.
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