Program
Education Doctorate
Year Approved
2019
First Advisor
Reimer, Dr. Tracy
Abstract
The purpose of this study was to analyze the perceptions of principals and teachers regarding the transformational leadership behaviors (“leadership behaviors”) of effective elementary school principals. The study compared the perceptions among different demographic groups, categorized by professional role, gender, school district location, and years of experience. The survey population was all elementary principals and teachers in the state of Minnesota. The survey contained three sections: a Likert scale rating the importance of each transformational leadership behavior in effective school principals, a forced choice section identifying the five most important transformational leadership behaviors of an effective principal, and an open-ended question requesting rationale for the five most important behaviors. An independent samples t-test showed five behaviors with significant results. A common theme of these five behaviors was that principals saw a greater value in leadership behaviors related to a system’s view of the organization as compared to teachers. The top overall themes that emerged from the open-ended question were: relationships, communication, and school improvement/continuous improvement.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Evers-Gerdes, B. (2019). Principals’ and Teachers’ Perceptions of the Importance of Transformational Leadership Behaviors of Effective Principals [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/199