Purpose. The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls’ schools. Identification of these leadership practices currently used by teachers in girls’ schools will aid in teacher development or pedagogical training and contribute to a richer, fuller educational experience for their students.
Methods. A thorough review of the literature demonstrated that the dimensions of Bass’s transformational leadership theory may be applied to pedagogical practice in schools. The literature review resulted in the theoretical framework. A qualitative design was selected for the study. The researcher employed the case story approach research method, which utilized input from individuals to identify key transformational teaching practices. The participants were 7 teachers in an all-girls school in Southern California. Validity of the interview questions was assured through employing an expert panel, and reliability was established through use of a second data reviewer.
Findings. The study identified 18 key transformational leadership practices that are classified within Bass’s theory of transformational leadership. These practices fell into the dimensions of Bass’s theory: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Two additional themes emerged as findings of interest.
Conclusions. This study identified practices of transformational teachers in an all-girls school. By identifying specific transformational teaching practices, this study can assist teachers in applying transformational teaching methods which they can utilize as part of their teaching practice. Identification and reinforcement of these practices may be included in teacher training as they begin instruction at girls’ schools. Additionally, girls’ school administrators and faculty mentors may use the results of the study to create teacher professional development programs at their schools.
Recommendations. More research is needed to understand how transformational teaching practices affect student learning. Teacher education programs may use these findings as support for increasing their instruction of transformational teaching techniques. The findings may also reveal practices that school leaders such as principals, division directors, or other administrators can promote with their faculty members.
|Commitee:||Britton, Todd, Wagner, Linda|
|School:||University of La Verne|
|School Location:||United States -- California|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Womens studies, Teacher education|
|Keywords:||All-girls, All-girls school, Single gender, Transformational leadership, Transformational teaching|
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