TRANSFORMATIONAL LEADERSHIP IN EDUCATIONAL CHANGE MANAGEMENT: A THEORETICAL REVIEW FROM THE EXPERIENTIAL APPROACH OF EDUCATIONAL MANAGEMENT

Abstract

This theoretical review article serves as a research progress report aimed at understanding the essence of the subjective experience of educational managers as agents of change, moving beyond the normative and functionalist approaches that predominate in the literature. Transformational leadership is analyzed as a key factor in driving profound changes, highlighting—based on authors such as Salazar et al. (2025), Cacique and González (2023), and Latapí and Llanos (2024)—its capacity to inspire and foster holistic development through its four dimensions. Specialized literature shows that, while numerous studies exist, they have focused on functional dimensions, neglecting the experiential dimension of those who practice educational management. To address this theoretical gap, this article presents a critical review of recent academic production and establishes the methodological framework for an ongoing study, rooted in the interpretive paradigm and the phenomenological method. This approach allows for the exploration of the meanings and experiences of stakeholders within their natural context, prioritizing a deep understanding of their daily challenges in managing educational change. This theoretical review article serves as a research progress report aimed at understanding the essence of the subjective experience of educational managers as agents of change, moving beyond the normative and functionalist approaches that predominate in the literature. Transformational leadership is analyzed as a key factor in driving profound changes, highlighting—based on authors such as Salazar et al. (2025), Cacique and González (2023), and Latapí and Llanos (2024)—its capacity to inspire and foster holistic development through its four dimensions. Specialized literature shows that, while numerous studies exist, they have focused on functional dimensions, neglecting the experiential dimension of those who practice educational management. To address this theoretical gap, this article presents a critical review of recent academic production and establishes the methodological framework for an ongoing study, rooted in the interpretive paradigm and the phenomenological method. This approach allows for the exploration of the meanings and experiences of stakeholders within their natural context, prioritizing a deep understanding of their daily challenges in managing educational change.