ERIC Number: EJ1131901
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Comparison of Transformational Leadership Practices: Implications for School Districts and Principal Preparation
Quin, Jeff; Deris, Aaron; Bischoff, Greg; Johnson, James T.
Journal of Leadership Education, v14 n3 p71-85 Sum 2015
The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method was used to achieve the survey study. Ninety-two teachers completed the Leadership Practices Inventory developed by Kouzes and Posner. Data was analyzed with the use of descriptive statistics and t-tests. The findings of the study indicate that (a) principals in high performing schools employ all leadership practices more frequently than principals in lower performing schools and (b) inspiring a shared vision and challenging the process are the two practices that have the biggest impact on student achievement. It is recommended that principal preparation programs incorporate Kouzes and Posner's transformational leadership model into their curriculum in order to develop highly qualified school leaders.
Descriptors: Comparative Analysis, Transformational Leadership, School Districts, Administrator Education, Program Development, Leadership Training, Statistical Analysis, Research Methodology, Accountability, Academic Achievement, Online Surveys, Case Studies, Leadership Styles, Measures (Individuals), Principals
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Identifiers - Assessments and Surveys: Leadership Practices Inventory
Grant or Contract Numbers: N/A