This quantitative correlation research study sought to understand which perceived style of principal leadership had the most significant positive effect on the progress of students who attended schools in Indiana that made Exemplary Progress annually. The MLQ-5X leader form was used to measure the independent variables: the principals' self-perceptions of their respective leadership behaviors. The MLQ-5X rater form provided triangulation data by measuring the teachers' perceptions of the principals' leadership behaviors. The dependent variable was based on the English/Language Arts and Math results of the Indiana Statewide Testing for Educational Progress Plus (ISTEP+) assessments for grades 3-5 from 2009-2012. In addition, the study sought to explore any correlations that existed between academic achievement and any of the five transformational leadership components: idealized influence (attributed and behavior), inspirational motivation, intellectual stimulation, and individualized consideration. The research design controlled some demographic variables such as years of experience and geographic location of the school (urban, rural, or suburban). An empirical link existed between transformational leadership and Exemplary Progress. There was a moderate significant correlation between transformational leadership and intellectual stimulation. There was a strong significant causal relationship between transformational leadership and perceived effectiveness.
|Commitee:||Irish, Cheryl, Wynn, Sherri|
|School:||Indiana Wesleyan University|
|School Location:||United States -- Indiana|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Keywords:||Accountability, Elementary education, Exemplary progress, Multifactor leadership questionnaire, School principals, Transformational leadership|
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