The purpose of this retrospective evaluative case study was to explore evidences of how an urban school administrator implemented transformational leadership involving teacher collaboration to create positive change in school culture. Leadership embodies purpose, personal attributes, and the ability to influence and persuade others to achieve goals. It is based on the principle of helping people reach their highest personal success with ethical and moral responsibility (Burns, 1978). This study examined the impact caring, transformational leadership had on school culture. Educational leaders can benefit from this study, as it may assist in refinement of leadership styles that affect change in school culture. The literature review examined various leadership theories, pedagogy of care, teacher collaboration, and teacher-student relationships, factors that influence school culture.
This study was conducted in an urban school during one school year. The researcher used a mixed method approach to show leadership had a positive influence on school culture. Building administrators, attuned to organizational dynamics of school and staff, initiate positive change with caring and nurtured accountability. They accept staff's perceptions about factors that impede learning and support conditions like teacher collaboration that affect change.
|Commitee:||King, LaGarrett, Laffey, Mary, Placier, Peggy, Simmons, Juanita|
|School:||University of Missouri - Columbia|
|Department:||Educational Leadership and Policy Analysis|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Caring leadership, Cultural change, School culture, Teacher collaboration, Transformational leadership|
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