Revisiting transformational leadership in U.S. higher education: A critical conceptual review

This conceptual review critically examined the theory and practice of transformational leadership (TL) in the context of U.S. higher education. Drawing on foundational theories by Burns (1978) and Bass (1985), the paper explored how TL principles—such as inspirational motivation, individualized consideration, and intellectual stimulation—are interpreted and applied within colleges and universities. While TL is associated with positive outcomes, such as increased innovation, faculty satisfaction, and inclusive leadership, this paper also highlights conceptual weaknesses, including its overreliance on heroic leadership and ambiguity in operationalization. The review evaluated TL through four thematic lenses: shared governance, equity and inclusion, faculty development, and strategic innovation. Each theme illustrates how TL interacts with the cultural, political, and ethical complexities of academic institutions. The paper argued that although TL holds transformative potential for academic leadership, its adoption must be context-sensitive and critically reflective, especially in navigating the democratic traditions of shared governance. This review contributed to ongoing discussions by recommending a revised, participatory model of teacher leadership (TL) that integrates ethical leadership, equity, and collaborative governance as essential to its relevance and effectiveness in higher education. Keywords: Transformational Leadership, Higher Education, Shared Governance, Faculty Development, Educational Equity, Strategic Innovation.