Transformational Leadership and the Effective Integration of Intelligent Teaching Evaluation Systems: A Multiple-Case Study Based on Organizational Learning Theory

Abstract

In the era of educational intelligence and big data, effectively integrating intelligent teaching evaluation systems has become a key priority in school reforms. Grounded in transformational leadership and organizational learning theories, this study employs a multiple-case approach in three K–12 schools. Findings indicate that (1) leaders’ transformational behaviors (vision-setting, individualized consideration, and intellectual stimulation) significantly enhance teachers’ acceptance of intelligent evaluation technologies; (2) when robust learning communities and reflective mechanisms are in place, organizational learning serves as a critical mediator between leadership and system implementation; and (3) variations in resources, teacher expertise, and strategic approaches lead to differing outcomes. Given the limitations of sampling and context, future research should broaden its scope, adopt quantitative methodologies, and address ethical and data security concerns. The study’s conclusions offer valuable insights for educational administrators, policymakers, and technology providers.