The transformational leadership model in the field of education really needs to be applied such as school principals, heads of offices, director-general etc. This leadership model indeed needs to be implemented as one of the solutions for the crisis of educational leaders, especially in the field of education. The reasons for the need to apply transformational leadership models based on the opinion of Olga epitropika (2001: 1) suggest six things why transformational leadership is important for an organization, namely:

1. Significantly improve organizational performance
2. Positively associated with long-term marketing orientation and customer satisfaction
3. Generating a higher commitment to its members towards the organization
4. Increase workers' confidence in the management and daily behavior of the organization
5. Increase worker satisfaction through work and leaders
6. Reducing the stress of performance and improve welfare.

The implementation of transformational leadership models in educational organizations needs to pay attention to the following matters:

1. Refers to religious values ​​that exist in an organization or even a country
2. Adapted to the values ​​contained in the organization's system
3. Because the education system is a sub-system it must show a larger system that is above it like a state system
4. Explore the culture in the organization

Details

   
 The transformational leadership model in the field of education really needs to be applied such as school principals, heads of offices, director-general etc. This leadership model indeed needs to be implemented as one of the solutions for the crisis of educational leaders, especially in the field of education. The reasons for the need to apply transformational leadership models based on the opinion of Olga epitropika (2001: 1) suggest six things why transformational leadership is important for an organization, namely:

1. Significantly improve organizational performance
2. Positively associated with long-term marketing orientation and customer satisfaction
3. Generating a higher commitment to its members towards the organization
4. Increase workers' confidence in the management and daily behavior of the organization
5. Increase worker satisfaction through work and leaders
6. Reducing the stress of performance and improve welfare.

The implementation of transformational leadership models in educational organizations needs to pay attention to the following matters:

1. Refers to religious values ​​that exist in an organization or even a country
2. Adapted to the values ​​contained in the organization's system
3. Because the education system is a sub-system it must show a larger system that is above it like a state system
4. Explore the culture in the organization

1. Visionary Leadership

Visionary leadership is the ability of leaders to create, formulate, communicate / socialize / transform and implement ideal thoughts originating from themselves or as a result of social interaction between members of the organization that are believed to be the ideals of the organization in the future that must be achieved or realized through the commitment of all personnel.

Someone can be said as a visionary leader in producing productive education, if during carrying out his responsibilities as a leader can manage the educational process available (if possible to hold new resources) has succeeded in creating output in accordance with the vision set and efficient to be Reliable human resources in accordance with the expectations or desires of stakeholders/users of educational services, where the results can create graduates who have benefits for individuals who do it in the form of abilities / expertise relevant to life and can help themselves and families in their lives.

2. Transformational Leadership

Transformational leadership is built from two words, namely leadership and transformational. Leadership as explained earlier is every action taken by someone to coordinate, direct and influence others in choosing and achieving their stated goals. The term transformation comes from the word transform, which means transforming or changing something into another different form, for example transforming a vision into reality, or changing something that is potential to be actual.

Burns (1978), who was mentioned as the first to initiate it, defines transformational leadership as "a process in which leaders and followers raise to higher leves of morality and motivation". This kind of leadership style will be able to bring followers' awareness by generating productive ideas, synergistic relationships, accountability, educational concerns and shared ideals, leaders with transformational leadership are leadership who have a vision for the future and are able to identify environmental changes and are able to transform these changes into the organization, spearheading change and motivating and inspiring individuals to be creative and innovative and build solid cooperation. Yuki (1996) concluded that the essence of transformational leadership is to empower followers to work effectively by building their commitment to new values, developing their skills and beliefs, creating a climate conducive to the development of innovation and creativity.

Transformational leaders are actually agents of change, because they are closely related to the transformation that occurs in an organization. Its main function is to act as a catalyst for change, not as a control for change. A transformational leader has a clear vision, has a holistic picture of how the organization will be in the future when all its goals and objectives have been achieved.

Details

1. Visionary Leadership

Visionary leadership is the ability of leaders to create, formulate, communicate / socialize / transform and implement ideal thoughts originating from themselves or as a result of social interaction between members of the organization that are believed to be the ideals of the organization in the future that must be achieved or realized through the commitment of all personnel.

Someone can be said as a visionary leader in producing productive education, if during carrying out his responsibilities as a leader can manage the educational process available (if possible to hold new resources) has succeeded in creating output in accordance with the vision set and efficient to be Reliable human resources in accordance with the expectations or desires of stakeholders/users of educational services, where the results can create graduates who have benefits for individuals who do it in the form of abilities / expertise relevant to life and can help themselves and families in their lives.

2. Transformational Leadership

Transformational leadership is built from two words, namely leadership and transformational. Leadership as explained earlier is every action taken by someone to coordinate, direct and influence others in choosing and achieving their stated goals. The term transformation comes from the word transform, which means transforming or changing something into another different form, for example transforming a vision into reality, or changing something that is potential to be actual.

Burns (1978), who was mentioned as the first to initiate it, defines transformational leadership as "a process in which leaders and followers raise to higher leves of morality and motivation". This kind of leadership style will be able to bring followers' awareness by generating productive ideas, synergistic relationships, accountability, educational concerns and shared ideals, leaders with transformational leadership are leadership who have a vision for the future and are able to identify environmental changes and are able to transform these changes into the organization, spearheading change and motivating and inspiring individuals to be creative and innovative and build solid cooperation. Yuki (1996) concluded that the essence of transformational leadership is to empower followers to work effectively by building their commitment to new values, developing their skills and beliefs, creating a climate conducive to the development of innovation and creativity.

Transformational leaders are actually agents of change, because they are closely related to the transformation that occurs in an organization. Its main function is to act as a catalyst for change, not as a control for change. A transformational leader has a clear vision, has a holistic picture of how the organization will be in the future when all its goals and objectives have been achieved.

Teachers, homeroom teachers, school principals, supervisors, heads of education offices have all levels, all educators at the office of the directorate in the directorate general of education, heads of departments, deans, rectors and their assistants in high schools, academies, institutions and universities, educational experts and many more, they are educational leaders. Basically, everyone who has strengths in his abilities and personality, and with his strengths can influence, teach, guide, encourage, mobilize, and coordinate other education staff towards improving or improving the quality of education and teaching, so he has carried out the function of educational leadership, and he is classified as an education leader.

Thus the educational leader can be an official leader. official leadership is owned by those who occupy positions in the structure of the educational organization, both officially by superiors or the authorities or because they are formally elected as leaders by members of the education implementing staff where they work. For example, the principal, the head of the education service is included in the category of official leaders and has official leadership in terms of position and appointment system. Unofficial leadership can be had by those who influence, exemplify, and push toward improvement.

A headmaster is as an education leader

As an education leader, the school principal faces formidable challenges, for that he must have adequate preparation. Due to many responsibilities the principal needs a helper. He should learn how to delegate authority and responsibility so that he can focus his attention on developing teaching programs.

The principal as an education leader must be able to manage educational facilities and infrastructure, special school services and other educational facilities in such a way that teachers and students get satisfaction in carrying out their duties.

Details

Teachers, homeroom teachers, school principals, supervisors, heads of education offices have all levels, all educators at the office of the directorate in the directorate general of education, heads of departments, deans, rectors and their assistants in high schools, academies, institutions and universities, educational experts and many more, they are educational leaders. Basically, everyone who has strengths in his abilities and personality, and with his strengths can influence, teach, guide, encourage, mobilize, and coordinate other education staff towards improving or improving the quality of education and teaching, so he has carried out the function of educational leadership, and he is classified as an education leader.

Thus the educational leader can be an official leader. official leadership is owned by those who occupy positions in the structure of the educational organization, both officially by superiors or the authorities or because they are formally elected as leaders by members of the education implementing staff where they work. For example, the principal, the head of the education service is included in the category of official leaders and has official leadership in terms of position and appointment system. Unofficial leadership can be had by those who influence, exemplify, and push toward improvement.

A headmaster is as an education leader

As an education leader, the school principal faces formidable challenges, for that he must have adequate preparation. Due to many responsibilities the principal needs a helper. He should learn how to delegate authority and responsibility so that he can focus his attention on developing teaching programs.

The principal as an education leader must be able to manage educational facilities and infrastructure, special school services and other educational facilities in such a way that teachers and students get satisfaction in carrying out their duties.

a. Power Influence Approach

According to this approach, it is said that the success of the leader is seen in terms of the source and the occurrence of all authority that is in the leaders, and in a way that leaders use that authority to subordinates. This approach emphasizes the nature of reciprocity, the process of mutual influence, and the importance of exchanging cooperative relationships between leaders with subordinates.

b. The traits approach

This approach emphasizes the quality of leaders. The success of a leader is characterized by extraordinary abilities possessed by leaders such as: tireless or full of energy, sharp intuition, a view to the future that is not narrow, and the ability of confidence that is very interesting.

c. Behavioral approach

The behavioral approach of looking at leadership can be learned from behavior patterns and not their attributes. This study looks at and identifies typical behaviors of leaders in their activities to influence group members or followers. This leader's behavior can be oriented to organizational tasks or to relationships with group members. This approach emphasizes his views on two aspects of leadership behavior, namely: leadership functions and leadership styles.

d. Contingency / situation approach

The contingency approach emphasizes the personal characteristics of leaders and situations, expresses and tries to measure or predict these personal characteristics, and helps leaders with useful behavioral guidelines based on a combination of personality and situational possibilities.

Details

a. Power Influence Approach

According to this approach, it is said that the success of the leader is seen in terms of the source and the occurrence of all authority that is in the leaders, and in a way that leaders use that authority to subordinates. This approach emphasizes the nature of reciprocity, the process of mutual influence, and the importance of exchanging cooperative relationships between leaders with subordinates.

b. The traits approach

This approach emphasizes the quality of leaders. The success of a leader is characterized by extraordinary abilities possessed by leaders such as: tireless or full of energy, sharp intuition, a view to the future that is not narrow, and the ability of confidence that is very interesting.

c. Behavioral approach

The behavioral approach of looking at leadership can be learned from behavior patterns and not their attributes. This study looks at and identifies typical behaviors of leaders in their activities to influence group members or followers. This leader's behavior can be oriented to organizational tasks or to relationships with group members. This approach emphasizes his views on two aspects of leadership behavior, namely: leadership functions and leadership styles.

d. Contingency / situation approach

The contingency approach emphasizes the personal characteristics of leaders and situations, expresses and tries to measure or predict these personal characteristics, and helps leaders with useful behavioral guidelines based on a combination of personality and situational possibilities.

In assuming the position of educational leader who can carry out his duties and play his role as a good and successful leader, several physical, spiritual and moral requirements are required, even proper socio-economic requirements but in this section only the requirements will be stated personality requirements of a good leader. These requirements are:

· Simple and humble
· Be helpful
· Be patient and have emotional stability
· Believe in yourself
· Honest, fair and trustworthy
· Expertise in position

The existence of leadership requirements as described above shows that leadership not only requires the ability and ability, but even more so the ability and willingness of leaders.

Details

In assuming the position of educational leader who can carry out his duties and play his role as a good and successful leader, several physical, spiritual and moral requirements are required, even proper socio-economic requirements but in this section only the requirements will be stated personality requirements of a good leader. These requirements are:

· Simple and humble
· Be helpful
· Be patient and have emotional stability
· Believe in yourself
· Honest, fair and trustworthy
· Expertise in position

The existence of leadership requirements as described above shows that leadership not only requires the ability and ability, but even more so the ability and willingness of leaders.

Based on the concept, nature, attitude, and ways in which the leader conducts and develops leadership activities within the work the environment he leads, the educational leadership can be classified into 4 types, namely:

1. Authoritarian type

The type of authoritarian leadership is also called the "outhoritarian" leadership type. In authoritarian leadership, leaders act as dictators of their group members. Excessive domination easily turns on opposition or gives rise to apathy, or traits in group members towards their leader.

2. Type "Laissez-faire"

In this type of leadership the leader actually does not provide leadership, he let his subordinates do as they wish. The leader gives no control and corrections to the work of his subordinates. The division of tasks and cooperation is left entirely to subordinates without instructions or suggestions from the leader. The level of success of an organization or institution is due solely to the awareness and dedication of some group members, and not to the influence of the leader. The organizational structure is unclear and fuzzy, everything is done without a plan and without supervision from the leader.

3. Democratic type

The democratic type of leader interprets his leadership not as a dictator, but as a leader in the midst of his group members. Democratic leaders always try to stimulate their members to work productively to achieve common goals. In his actions and efforts he always stems from the interests and needs of his group, and considers the ability and ability of his group.

4. Pseudo-democratic type

This type is also called pseudo-democratic or diplomatic manipulation. Leaders who are of the type of democratic peseudo only seem to be democratic when in fact he is being democratic. For example, if he has ideas, thoughts, concepts that he wants to apply in the institution he leads, then they are discussed and discussed with his subordinates, but the situation is arranged and created in such a way that in the end the subordinates are urged to accept the ideas / thoughts / concepts as a joint decision.

Details

Based on the concept, nature, attitude, and ways in which the leader conducts and develops leadership activities within the work the environment he leads, the educational leadership can be classified into 4 types, namely:

1. Authoritarian type

The type of authoritarian leadership is also called the "outhoritarian" leadership type. In authoritarian leadership, leaders act as dictators of their group members. Excessive domination easily turns on opposition or gives rise to apathy, or traits in group members towards their leader.

2. Type "Laissez-faire"

In this type of leadership the leader actually does not provide leadership, he let his subordinates do as they wish. The leader gives no control and corrections to the work of his subordinates. The division of tasks and cooperation is left entirely to subordinates without instructions or suggestions from the leader. The level of success of an organization or institution is due solely to the awareness and dedication of some group members, and not to the influence of the leader. The organizational structure is unclear and fuzzy, everything is done without a plan and without supervision from the leader.

3. Democratic type

The democratic type of leader interprets his leadership not as a dictator, but as a leader in the midst of his group members. Democratic leaders always try to stimulate their members to work productively to achieve common goals. In his actions and efforts he always stems from the interests and needs of his group, and considers the ability and ability of his group.

4. Pseudo-democratic type

This type is also called pseudo-democratic or diplomatic manipulation. Leaders who are of the type of democratic peseudo only seem to be democratic when in fact he is being democratic. For example, if he has ideas, thoughts, concepts that he wants to apply in the institution he leads, then they are discussed and discussed with his subordinates, but the situation is arranged and created in such a way that in the end the subordinates are urged to accept the ideas / thoughts / concepts as a joint decision.

• Leaders help achieve an atmosphere of brotherhood, cooperation, with a sense of freedom.

• The leader helps the group to organize themselves, which is to participate in providing stimulation and assistance to the group in setting and explaining goals.

• The leader helps the group in setting work procedures, which helps the group in analyzing the situation to then determine which procedure is the most practical and effective.

• The leader is responsible for making decisions together with the group. The leader gives the group the opportunity to learn from experience. The leader has the responsibility to train the group to be aware of the process and content of the work done and dare to judge the results honestly and objectively.

• Leaders are responsible for developing and maintaining the organization's existence.

Details

• Leaders help achieve an atmosphere of brotherhood, cooperation, with a sense of freedom.

• The leader helps the group to organize themselves, which is to participate in providing stimulation and assistance to the group in setting and explaining goals.

• The leader helps the group in setting work procedures, which helps the group in analyzing the situation to then determine which procedure is the most practical and effective.

• The leader is responsible for making decisions together with the group. The leader gives the group the opportunity to learn from experience. The leader has the responsibility to train the group to be aware of the process and content of the work done and dare to judge the results honestly and objectively.

• Leaders are responsible for developing and maintaining the organization's existence.

• 

Educational leadership is usually the responsibility of school administrators and principals, who strive to create positive change in educational policy and processes. Read on to learn more about this position and the opportunities available in this field.

Educational Leadership Defined

Educational leadership involves working with and guiding teachers toward improving educational processes in elementary, secondary and postsecondary institutions. Those in educational leadership roles tend to go above and beyond just management and administrative tasks, however. They are trained to advance and improve educational systems and create and enact policies. Educational leaders usually are employed as school principals or administrators but can take on additional roles, such as department chair or academic dean

Details

• 

Educational leadership is usually the responsibility of school administrators and principals, who strive to create positive change in educational policy and processes. Read on to learn more about this position and the opportunities available in this field.

Educational Leadership Defined

Educational leadership involves working with and guiding teachers toward improving educational processes in elementary, secondary and postsecondary institutions. Those in educational leadership roles tend to go above and beyond just management and administrative tasks, however. They are trained to advance and improve educational systems and create and enact policies. Educational leaders usually are employed as school principals or administrators but can take on additional roles, such as department chair or academic dean