The purpose of this quantitative correlational research study was to develop a better understanding of how successful principals lead and more importantly how they help their students achieve at higher levels through their role as principal. The study focused on the principal's role in providing instructional leadership as defined by Krug (1992), transformational leadership as defined by Bass and Avolio (1995), specifically in the context of elementary education, and measuring the effect these principal leadership constructs have on student achievement.
The study was designed to determine if there was a benefit derived by principals who attend to at least three of the five dimensions of instructional leadership and practice at least three of the four transformational leadership behaviors. The five dimensions of instructional leadership are: defining mission, managing curriculum and instruction, supervising and supporting teaching, monitoring student progress, and promoting instructional climate. The four transformational leadership behaviors are: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration.
The study sample was drawn from public schools in Cooperative Educational Service Agencies 2–12 in the State of Wisconsin, an area that covers 90% of the state excluding the large metropolitan areas in and around Milwaukee. Results revealed no statistically significant correlations between principals who did or did not exhibit transformational and or instructional leadership and higher academic student performance. Post-hoc analysis revealed statistically significant correlational coefficients between management-by-exception passive and high student achievement r = .515 for reading, r = .479 for language arts, and r = .567 for math with n = 31 and p < .05, two tails. These findings indicate that previous research findings may be in question for both instructional leadership and transformational leadership constructs.
|Advisor:||Bugenhagen, Marilyn J.|
|Commitee:||Nicoud, Jon, Travis Carvan, Moreen|
|School Location:||United States -- Wisconsin|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Management, Educational administration|
|Keywords:||Achievement, Administration, Instructional leadership, Leadership, Principal, Student achievement, Transformational leadership|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be