The purpose of this study was to determine the impact of principal leadership style, as measured by the Bass and Avolio (1995) Multifactor Leadership Questionnaire (MLQ), and principal school level on School Star Climate Ratings and College and Career Ready Performance Index (CCRPI) in Georgia schools. This research study was conducted using a quantitative approach with a qualitative component.

Public school principals at the elementary, middle, and secondary levels were solicited to participate in this study by completing the self-rater MLQ. A total of 262 principals participated in this study. The MLQ measures leadership factors associated with transformational, transactional, and passive-avoidant leadership styles. Data from the MLQ self-evaluation were compared with data from the School Star Climate Ratings and CCRPI scores to determine if the principal’s leadership style and school level had an impact on the ratings and scores. The study also included two researcher-developed items in order to gather additional qualitative data on each principal’s self-perception of their leadership style and the impact on school climate and CCRPI.

Two-way Analysis of Variance (ANOVA) was used to compare the main effects and interaction of principal leadership style and principal school level on components of School Star Climate Ratings and CCRPI scores. Findings from this study indicate there were no statistically significant differences between principal leadership style or school level on CCRPI scores. No differences were found between principal leadership style and School Climate Ratings. When analyzing principal school level and subcomponents of School Star Climate Ratings, there were statistically significant differences found between each of the four subcomponents.