Browsing by Subject "Transformational leadership"
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Item Access and use of meaningful research through transformational leadership: a collective-case study of public school principals(Texas Tech University, 2007-08) Clinesmith, Cynthia; Klinker, JoAnn F.; Lesley, Mellinee; Walker, BobbiePurpose: The transformational leader through contextual applications of learning influences student achievement. This study used the framework of transformational leadership (Leithwood, 2003) to examine principal access to research-based learning supporting leadership growth. Methodology: In a collective-case study, interviews with thirty public school principals revealed current leadership continuous learning experiences and the perceived availability of scholarly research. Using grounded theory analysis, the data findings evolved through a symbolic interactionist orientation. Findings: Four significant themes emerged: urgency, insecurity, community, and commitment. Principals engaged continuous learning, but demonstrated a desire for guidance toward identifying and accessing relevant quality research. Contrary to the more modernist principal assessment model, multiple paradigms of learning and application surfaced as essential to current principal access. Implications: Research informs practice when available in time efficient and contextually relevant formats. Tangible recommendations including continuous learning models and streamlined research dissemination offer guidance for the broader educational community to collaboratively support varied access formats for leadership growth.Item Effective governance : the transformation of a community college board(2005-05) Palacios, Adriana; Roueche, John E.Community college boards of trustees are faced with the awesome responsibility of governing complex systems and responding to conventional organizational challenges. One Texas board of trustees was faced with the inconceivable challenge of regaining the trust of its district and the community after questionable circumstances surrounding the resignation of the chancellor, indictments of two board members and the former chairman of the board, and other behavior that although not illegal, was unethical and morally corrupt. This study looks at the transformation of a community college board over a two-year period, from a state of organizational disarray to seeking community support for a $450 million bond package. The research chronicles the transition by comparing and contrasting the accounts of what transpired, with the principles of chaos theory, transformational leadership and the John Carver Policy Governance® Model. For an entity in organizational chaos, a commitment to transform is needed to ultimately reach the point where it can adopt governance principles to provide the foundation for effective leadership, such as those espoused by the Carver model. Change must occur and the success or failure of an organization or system depends on how effective the leadership is at identifying challenges and working with them to create opportunities. When an organization approaches chaos and the need for changes with trepidation, progress and success are improbable. It is the understanding that order emerges from chaos that leads to a renewed mindset; a mindset that looks beyond traditional structures and embraces flexibility, innovation and creativity. The resolve of the trustees to regain public trust and support has served as the impetus to implement the changes needed to govern the district effectively.Item Identification of leadership style of enrollment management professionals in post secondary institutions in the southern United States(Texas Tech University, 2005-08) Hughes, Tanya G.; Butner, Bonita K.; Cohlmia, Krista; Paton, Valerie O.This study evaluated leadership style of enrollment managers employed at post secondary institutions in the southern United States. Enrollment management seeks to influence enrollment by analyzing and monitoring the size and characteristics of the student body. Enrollment managers coordinate numerous functions associated with recruiting, retaining, funding, and tracking students. Individuals who supervised both the undergraduate admissions office and student financial aid office were included in the study. The sample size was 397, of which 203 (51%) responded by submitting a completed survey. Of the 203 responses, 118 (58%) met the selection criteria and were used in the data analyses. Participants completed the Multifactor Leadership Questionnaire (MLQ) Form 5X – Short (Revised), developed by Bruce J. Avolio and Bernard M. Bass, and were categorized as having either transactional leadership style or transformational leadership style. Transactional leadership is based on exchange and uses reward or punishment to manipulate followers into performing tasks. Transformational leadership seeks to influence the values, attitudes, beliefs, and behaviors of followers by working with and through them to accomplish the college’s mission and purpose. Additionally, leadership style was compared with the participant’s gender, type of employing institution, level of education, years of leadership experience, and student enrollment at the employing institution. Results gleaned from this study suggest there is not a statistically significant association between leadership style and the participant’s gender (p = 0.276), their type of institution (either two-year or four-year, p = 0.412; public or private, p = 0.685), and their levels of education (p = 0.635). Additionally, an independent samples t-test demonstrated that leadership style and fall 2004 student enrollment at the employing institution were not correlated (p = 0.335). There was, however, statistical support of a dependent relationship between an enrollment manager’s years of supervisory experience and their leadership style (p = 0.032). This finding supports the theory that leadership behaviors and characteristics can be learned. It provides a basis upon which administrators may justify the allocation of resources for leadership development.Item Identification of leadership style of enrollment management professionals in post secondary institutions in the southern United States(2005-08) Hughes, Tanya G.; Butner, Bonita K.; Cohlmia, Krista; Paton, Valerie O.This study evaluated leadership style of enrollment managers employed at post secondary institutions in the southern United States. Enrollment management seeks to influence enrollment by analyzing and monitoring the size and characteristics of the student body. Enrollment managers coordinate numerous functions associated with recruiting, retaining, funding, and tracking students. Individuals who supervised both the undergraduate admissions office and student financial aid office were included in the study. The sample size was 397, of which 203 (51%) responded by submitting a completed survey. Of the 203 responses, 118 (58%) met the selection criteria and were used in the data analyses. Participants completed the Multifactor Leadership Questionnaire (MLQ) Form 5X – Short (Revised), developed by Bruce J. Avolio and Bernard M. Bass, and were categorized as having either transactional leadership style or transformational leadership style. Transactional leadership is based on exchange and uses reward or punishment to manipulate followers into performing tasks. Transformational leadership seeks to influence the values, attitudes, beliefs, and behaviors of followers by working with and through them to accomplish the college’s mission and purpose. Additionally, leadership style was compared with the participant’s gender, type of employing institution, level of education, years of leadership experience, and student enrollment at the employing institution. Results gleaned from this study suggest there is not a statistically significant association between leadership style and the participant’s gender (p = 0.276), their type of institution (either two-year or four-year, p = 0.412; public or private, p = 0.685), and their levels of education (p = 0.635). Additionally, an independent samples t-test demonstrated that leadership style and fall 2004 student enrollment at the employing institution were not correlated (p = 0.335). There was, however, statistical support of a dependent relationship between an enrollment manager’s years of supervisory experience and their leadership style (p = 0.032). This finding supports the theory that leadership behaviors and characteristics can be learned. It provides a basis upon which administrators may justify the allocation of resources for leadership development.Item Inspirational women in educational leadership: A phenomenological study(2012-05) Cryer, Patti; Mendez-Morse, Sylvia; Agnello, Mary F.; Clinesmith, CynthiaThe purpose of this qualitative, phenomenological study was to understand the essence of inspirational leadership practiced by women in educational leadership positions in Texas public schools. According to Psychogios (2007), female leaders exhibit transformational leadership behaviors that revolve around relationships based heavily on communication and social sensitivity – more so than males. The focus was on how women educational leaders are described as inspirational and how their inspirational leadership style influenced their coworkers. The research questions included: 1. How are women educational leaders described to be inspirational? 2. How do women educational leaders exhibit inspirational leadership? 3. In what ways do inspirational female educational leaders influence their faculties toward school improvement? This study utilized semi-structured interviews, observations, and personal document review with a purposeful sample of three campus level women in educational leadership positions in Central Texas. These leaders had held these campus leadership positions for at least two years. Additionally, the investigator asked to interview two or three coworkers regarding the inspirational leadership nature of the participant. Creswell’s (2003) six steps were used for data analysis. There were five overarching attributes that characterize these inspirational female educational leaders. These were: presence, motivation, collaboration, relationships, and fun. Within each of the overarching attributes, the research data revealed specific but overlapping themes. Twelve themes and eleven sub-themes emerged from the data. The findings from these women’s coworkers revealed the themes of fun, relationship oriented, practices recognition, and confident. Sub-themes of communicates/listens, motivating, and approachable emerged regarding leaders described to be inspirational. Builds teams, practices recognition, models and builds relationships were themes revealed regarding leaders who exhibit inspirational leadership with sub-themes of grows leaders, fun/celebrations, present, respects, supports, communicates/listens. Finally, the question of how inspirational women leaders influence school improvement produced themes of motivation, reward, student focus, and teamwork. The sub-themes were expectations/accountability and shared responsibilities. This study adds to the body of knowledge regarding how inspiration works and its influence on school improvement. The results of this study may be applicable to administrative training programs enhancing the possibility of increased job satisfaction and higher degree of success particularly for women. In addition, this study demonstrates the convergence of transformational and charismatic leadership concepts, thus creating a framework for inspirational leadership.Item Principals' leadership for learning : formative assessment strategies in every classroom(2013-12) Villalpando, Suzanne Martinez; Olivárez, RubénThe purpose of this study was to explore how school leaders address both the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment in every classroom, an initiative that is often implemented as a means of gathering the data needed to support the academic needs of all learners (Black & Wiliam, 1998; Bolman & Deal, 2008; Heath & Heath, 2010; Leithwood & Seashore Louis, 2011; Wiliam, 2010). In order to determine school leadership considerations for addressing the technical and professional socialization needs of teachers during the implementation of student formative assessment in every classroom, two research questions guided the study: 1. What do teachers perceive to be their technical and professional socialization needs experienced during the planning and implementation of student formative assessment and how are these met? 2. What are the school principals’ perceptions of how they address the technical and professional socialization needs of teachers during the planning and implementation of student formative assessment? Using a grounded theory approach, this qualitative study examined the perceptions of both teachers and principals through a multi-site case study design (Miles & Huberman, 1994). This design was chosen in order to gather insight regarding the perceptions and experiences of principals and teachers at three elementary campuses that have implemented student formative assessment in every classroom. The sites and participants for this study were purposefully selected. Data were collected through interviews and focus groups. In order to confirm emerging theoretical explanations, the researcher gathered additional data through a review of relevant documents, such as district and campus improvement plans. The prominent technical needs identified by teachers in this study were the development of a campus-wide common terminology, participation in vertical teaming, and the maintenance of the support role of a campus instructional specialist. Furthermore, teacher participants identified their professional socialization needs as reassurance from the principal with new professional learning, a gradual pace of implementation for the student formative assessment initiatives, meaningful teacher-to-teacher interaction, open and transparent communication with the principal, and opportunities to participate in building cohesive grade-level teams. Principals perceived their technical supports as facilitating vertical teaming, providing a campus instructional specialist, embedding time for collaborative professional development, and setting clear expectations for implementation. Additionally, principals perceived their professional socialization supports for teachers as facilitating the building of cohesive grade-level teams, providing reassurance with new implementation, promoting open and transparent communication, promoting a gradual implementation pace and facilitating meaningful teacher-to-teacher interactions.