Date of Award

Winter 1-9-2022

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Dr. Barbara Strobert

Committee Member

Dr. Barbara Strobert

Committee Member

Dr. Karen Valbrun

Committee Member

Dr. James Corino

Keywords

transformational leadership, charter schools, teacher perspective, principal

Abstract

Abstract

Schools today are facing unprecedented demands for school accountability and student achievement. Effective school leadership is recognized as a critical component for overall school success. Consequently, researchers have extensively explored school leadership and identified transformational leadership as an appropriate style for schools (Leithwood, 1992; Hallinger & Heck, 1996; and Jantzi & Leithwood, 1996). According to Burns (1978), transformational leadership is a process in which “leaders and followers help each other to advance to a higher level of morale and motivation.” Transformational leadership is defined as an approach designed to cause change in individuals and social systems. This study explores teacher perceptions of the influence of transformational leadership on teaching practice. There is currently a lack of research on the impact of transformational leadership practices in urban charter middle schools. The transformational style of leadership has been on the rise and has been studied frequently over the years. However, its outcomes are unknown as to whether or not such a style directly influences teacher performance, as identified from the perspective of teachers themselves. A qualitative study was conducted. Open-ended interviews were conducted to collect qualitative data from 16 teacher participants on the effectiveness of transformational leader practices on their practice. Four major findings emerged from this research: (1) When teachers described themselves as feeling valued, connected, and committed to the school (through public recognitions, celebrations, being a part of the decision-making process), they felt consistent growth as professionals as defined by the frequency of the collection and the implementation of shared teacher feedback. 5 (2) Teachers considered developing and maintaining a positive school culture to be an essential responsibility of leadership. (3) Teachers viewed ongoing positive interactions with school leaders as a priority for their continued professional development. (4) Teachers who experienced individualized and meaningful professional development felt they grew as professionals. Conclusion When school leaders execute their practice with fidelity, teachers interpret that as being valued and results in teacher satisfaction. However, fidelity to practice alone is not enough for teachers to feel they have grown as professionals. Leaders must be able to positively influence teachers by building relationships with them. Teachers thrive in an environment where they feel successful. The same holds true for students. If the ultimate goal of schools is student achievement, it begins with school leader impact and influence over teachers.

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