Transformational leadership and the elementary school principal

Margaret Ellen Hoernemann, Purdue University

Abstract

The purpose of this study was to establish a link between transformational leadership behavior in principals and increased student learning measured by Indiana's annual achievement test. A secondary focus was to determine if transformational leadership led to increased levels of teacher satisfaction, willingness to give extra effort, and subordinate perception of principal effectiveness. This study was conducted in Indiana elementary schools with grade configurations of K–6. The sample was stratified in terms of student socioeconomic status and cognitive ability for schools which tested above or below state-identified expectations. Nine hundred twenty-two personalized packets were mailed out to Indiana elementary teachers. Four hundred and eighty-four answer sheets were returned to the researcher for a 52% return rate. Data were gathered from randomly selected teachers via voluntary completion of Bass and Avolio's Multifactor Leadership Questionnaire Form 5X (Short Form). The data were analyzed using Cronbach's alpha, Pearson correlation coefficients, Chi-square test of independence, and a general linear model analysis for variance. Transformational leadership was not found to be linked to increased learning. However, transformational leadership was related to increased teacher satisfaction, a greater perception of principal effectiveness, and an increased willingness on the part of teachers to give extra effort. These results were found regardless of their schools' contextual factors. In addition to the six hypotheses, thirteen ancillary questions were explored. These questions explored issues of gender, race, communal atmosphere, teacher amenability to change, goal consensus and school size as they relate to transformational leadership and achievement. Schools with strong goal consensus were more likely to have a transformational leader. There was also a moderate correlation between transformational leadership and sense of community. Collectively, the six hypotheses led to the following conclusions for elementary education with regard to the impact of transformational leadership. First, transformational leadership is practiced by principals in elementary schools of both high and low contextual backgrounds. Second, a high degree of transformational leadership is seen as superior by elementary school teachers and correlates with increased satisfaction, willingness to give extra effort, and a heightened perception of school principal effectiveness.

Degree

Ph.D.

Advisors

Kline, Purdue University.

Subject Area

School administration|Elementary education

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