The relationship between the transformational

THE RELATIONSHIP BETWEEN THE TRANSFORMATIONAL
LEADERSHIP CHARACTERISTICS OF PRINCIPALS, AS PERCEIVED BY
TEACHERS, AND STUDENT ACHIEVEMENT ON STANDARDIZED TESTS
by
Ashley L. Estapa
RANDALL SAMPSON, Ph.D., Faculty Mentor and Chair
STEPHEN O’BRIEN, Ed.D. Committee Member
CHRIS FAUCETT, Ed.D., Committee Member
Barbara Butts Williams, PhD. Dean, School of Education
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Capella University
September 2009
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UMI Number: 3378413
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Abstract
This correlational study examined the relationship between principals’ transformational
leadership behaviors, as perceived by teachers, and student achievement on standardized
tests. Participants in this study included teachers in two suburban high schools and six
suburban elementary schools in Georgia. Research demonstrates a correlation between
teachers’ perceptions of their principal’s transformational leadership behaviors and
teacher self-efficacy, teacher job satisfaction, and overall organizational commitment.
The purpose of this research was to examine whether a principal’s transformational
leadership behaviors also have a correlation to student achievement, and whether those
behaviors could be used as predictors of student achievement as measured by
standardized assessments. The Nature of School Leadership study was used to determine
teacher perceptions of their principal’s transformational leadership behaviors. Student
achievement data were gathered from the English/Language Arts Georgia High School
Graduation Test and the English/Language Arts Criterion Referenced Competency Test.
Correlational statistics was used to measure the relationship between the independent
variable (principal's transformational leadership style) and dependent variable (student
achievement on standardized tests).
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iii
Dedication
There are no words to adequately express my appreciation to those who have
made this possible through their support, patience, and guidance.
To my husband, Chris, we made it! This was a family journey from beginning to
end and this would not have been possible without your love, patience, understanding,
and encouragement. These past three years have been marked by sacrifice for a future
that is here now. Here’s to the next 89 years. Let’s enjoy!
To my boys, Eli and Jack, you are my heart. Throughout your short lives, you
have known me to be forever focused on some sort of degree or certification, locked up
for countless hours in the office. One day, I hope this accomplishment will stand as an
inspiration for you. In the meantime, the office is now closed. It is time for us.
To my father, Dr. Harlon Crimm, the years of your merciless editing of my term
papers has paid off in a pretty great way. Know that your stories are not lost and will be
told to my children. Thank you for shaping me into the writer, scholar, and teacher. From
a farm boy in Mississippi, to a college president and one of Georgia’s most influential
people, you have taught me through hard work and perseverance all is possible.
To my mother, Dr. JoAnn Crimm, it is the greatest compliment when one says
that I am my mother’s daughter. For me it means that I inherited great strength of
character, a quick wit, and fierce determination. From you I have learned that I can
accomplish anything I set my mind to, and that I can choose to step out of the race when
it suits me. Thank you for shaping me into the woman and mother that I have become.
And, finally this work is dedicated to my grandfather, Madison “Matt” Cox. You
taught me to love passionately, give generously, and to accept only the best God has for
me. I miss you every day.
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Acknowledgements
This journey would not have been possible without the guidance of some gifted
mentors. I would like to express my appreciation to Dr. Randall Sampson for serving in
the significant role of my committee chair. I know it has not always been easy. Thank
you to Dr. Stephen O’Brien for challenging me to think beyond my assumptions. I must
express my great appreciation to Dr. Chris Faucett for your wisdom and insight
throughout this process. Thank you for the statistics tutoring, the brainstorming sessions,
and the countless hours working and reworking this dissertation into its current form.
Thank you to Cathy Magouyrk for the numerous readings, the late night phone
calls, and for making me laugh in the midst of my storm. I know that this study would
not have been possible without your kindness, professionalism, and for understanding the
“way things work around here”.
Thank you to my students, both those new to my class and those who have seen
me through this entire three year endeavor. I appreciate your patience with a frazzled
teacher and your enthusiasm as you cheered me on through this process.
Thank you to my community group who never quit praying for me and
encouraging me through this journey. Our family is blessed to have you in our lives.
Finally, I offer my sincerest of thanks to Dr. Carolyn Rogers. You gave me time
when you had none and encouraged me to keep moving forward when I could only see
walls. You never let me lose heart, and I deeply appreciate all the phone calls, emails, and
behind the scenes work you did for me.
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Table of Contents
Acknowledgments iv
List of Tables viii
List of Figures ix
CHAPTER 1. INTRODUCTION 1
Introduction to the Problem 1
Background of the Study 3
Statement of the Problem 5
Purpose of the Study 5
Rationale 6
Research Questions and Hypotheses 8
Significance of the Study 10
Definition of Terms 11
Assumptions 13
Limitations 14
Nature of the Study 14
Organization of the Remainder of the Study 15
CHAPTER 2. LITERATURE REVIEW 16
Introduction 16
Transformational Leadership Defined 17
Transformational Leadership in Education 20
Criticism of Transformational Leadership 25
The Transformational Leader in Today’s School Environment 26
The Importance of Teacher Perceptions and Student Achievement 31
No Child Left Behind and the State of Georgia 33
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The Nature of Leadership Survey 35
Georgia High Stakes Standardized Tests 36
Conclusion 43
CHAPTER 3. METHODOLOGY 45
Introduction 45
Statement of the Problem 45
Research Questions and Hypotheses 46
Research Methodology 48
Research Design 49
Population and Sampling Procedures 49
Instrumentation 50
Validity 51
Reliability 51
Data Collection Procedures 52
Data Analysis Procedures 53
Ethical Consideration 55
Summary 55
CHAPTER 4: DATA COLLECTION AND ANALYSIS 57
Introduction 57
Data Analysis Procedures 57
Descriptive Results 61
Results 86
Summary 94
CHAPTER 5. RESULTS, CONCLUSTIONS, AND RECOMMENDATIONS 97
Introduction 97
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Summary of the Study 98
Summary of the Findings and Conclusions 100
Recommendations 103
Implications 106
REFERENCES 109
APPENDIX . THE NATURE OF SCHOOL LEADERSHIP SURVEY 114
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List of Tables
Table 1: Leadership Survey Cronbach's Alpha Reliability Results.................................. 58
Table 2:High School Sample Leadership Style Descriptive Statistics ............................. 62
Table 3: Elementary School Sample Leadership Style Descriptive Statistics.................. 63
Table 4: Coefficient of Variation for Leadership Scores: Individual Ratings.................. 84
Table 5: Coefficient of Variation for Leadership Scores: School Ratings ....................... 85
Table 6: Student Proficiency Descriptive Statistics by School Type ............................... 86
Table 7: Kendall's tau Correlation Results: High School Teacher Ratings ...................... 87
Table 8: Student Proficiency: z-Test for Proportion Results............................................ 88
Table 9: Leadership Scores: Independent Samples t-Test Results ................................... 89
Table 10: Pearson Correlation Results: Elementary School Teacher Ratings.................. 90
Table 11:Pearson Correlation Results: Elementary School Mean School Ratings........... 91
Table 12: Simple Regression Results: School Leadership and Student Proficiency........ 92
Table 13. Multiple Regression Results: School Leadership and Student Proficiency...... 93
Table 14. Multiple Regression Coefficient Results.......................................................... 93
Table 15. Summarized Hypothesis Testing Results ......................................................... 94
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List of Figures
Figure 1. Chronbach's alpha reliability coefficient 42
Figure 2. Standard error of measurement 42
Figure 3. High school teacher ratings of shared vision 65
Figure 4. High school teacher ratings of builds consensus 66
Figure 5. High school teacher ratings of holds high performance expectations 67
Figure 6. High school teacher ratings of models behavior 68
Figure 7. High school teacher ratings of provides individualized support 69
Figure 8. High school teacher ratings of provides intellectual stimulation 70
Figure 9. High school teacher ratings of strengthens school culture 71
Figure 10. High school teacher ratings of builds collaborative structures 72
Figure 11.High school teacher overall leadership ratings 73
Figure 12. Elementary school teacher ratings of shared vision 74
Figure 13. Elementary school teacher ratings of builds consensus 75
Figure 14. Elementary school teacher ratings of holds high performance expectations 76
Figure 15. Elementary school teacher ratings of models behavior 77
Figure 16. Elementary school teacher ratings of provides individualized support 78
Figure 17. Elementary school teacher ratings of provides intellectual stimulation 79
Figure 18. Elementary school teacher ratings of strengthens school culture 80
Figure 19. Elementary school teacher ratings of builds collaborative structures 81
Figure 20. Elementary school teacher overall leadership ratings 82
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CHAPTER 1. INTRODUCTION
Introduction to the Problem
School principals have long been charged with managing the school environment
and improving student achievement (Halllinger & Heck, 1996; Johnson, 2006). The
passage of No Child Left Behind Act of 2001 brought new pressures to the office of the
principal as school leaders were called to higher levels of responsibility and
accountability for student achievement (Bartlett, 2008). Given the principal’s increased
accountability for student achievement, researchers have attempted to identify the
leadership behaviors which have significant impact on student achievement (Witziers,
Bosker & Kruger, 2003; Nettles, 2005; Houchard, 2005; Johnson, 2006; Starcher, 2006;
Ahuja, 2007; Young, 2007; Bartlett, 2008).
Burns’s (1978) theory of transformational leadership was applied to educational
leadership in the 1980’s by Sergiovanni and Bass and Avolio (Owens, 2004). Research
by Hipp (1996), Bogler (1999), and Ahuja (2007) demonstrated positive correlations
between a principal’s transformational leadership behaviors and teacher satisfaction and
efficacy. Leithwood and Jantzi (1995) developed eight primary behaviors of the
transformational leader in education which include developing a widely shared vision for
the school, building consensus about the schools goals and priorities, holding high
performance expectations, modeling behavior, providing individualized support,
providing intellectual stimulation, strengthening school culture, and building
collaborative structures. These eight transformational leadership behaviors provided a
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clear framework for educational leaders to follow when implementing Burns’s
transformational leadership theory.
The National Policy Board for Educational Administration lent further credibility
to the effectiveness of transformational leadership with the adoption of a revised version
of the Interstate School Leaders Licensure Consortium Standards (ISLLC) (Council of
Chief State School Officers,1996). The ISLLC standards outlined six operating
principles of educational leadership and have been utilized by 43 states as a guide for the
creation of their own state leadership standards (Council of Chief State School Officers
[CCSSO], 2008). The new ISLLC Standards, titled ISLLC 2008, the nationally
recognized standards of leadership were crafted to reflect a more transformational
approach to leadership (CCSSO, 2008).
This study examined whether a principal’s individual transformational leadership
behaviors correlated with student achievement on state mandated standardized tests.
Further, research was conducted to examined whether a principal’s cumulative
transformational behaviors, as perceived by teachers, was a predictor for student
achievement within the principal’s school. The Nature of School Leadership Survey by
Leithwood and Jantzi (1995) was used to measure teacher perceptions of the principal’s
transformational leadership behaviors. The surveys were administered to teachers in
three suburban high schools and seven suburban elementary schools. Scores of third and
fifth grade students’ Georgia Criterion Referenced Competency Test from the spring
2009 administration of the English/Language Arts (ELA GCRCT, 2009) and 11th grade
students’ Georgia High School Graduation Test from the spring 2009 administration of
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the English/Language Arts (ELA GHSGT) were collected as the measure of student
achievement.
Background of the Study
This study examined the correlation between student achievement on the ELA
GCRCT and the ELA GHSGT and principals’ individual transformational leadership
behaviors, as perceived by teachers on The Nature of School Leadership survey. The
research examined principals’ cumulative transformational leadership behaviors as
predictors of students’ achievement on ELA GCRCT and the ELA GHSGT standardized
assessments. The study, which focused on two suburban high schools and six suburban
elementary schools in Georgia, correlated each of the eight individual leadership
dimensions of the principal's transformational leadership behaviors with the student test
scores. The study also measured the principal's cumulative transformational leadership
behaviors to determine the predictive ability of all eight dimensions together.
Georgia law O.C.G.A. § 20-2-281 established the Criterion-Referenced
Competency Test and the Georgia High School Graduation Test as the measures by
which Georgia students demonstrated achievement of the Georgia Performance
Standards (GaDOE, 2007; GaDOE, 2008). Students in grades one through eight took the
GCRCT, with the tests administered in the third, fifth, and eighth grades that determined
whether or not a student was promoted to the next grade (Livingston & Livingston,
2003). Students in grades one through eight were tested in reading, English/Language
Arts, and math. Additionally, students in grades three through eight were tested in
science and social studies (GaDOE, n.d.). All eleventh grade students had to pass five
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sections of the GHSGT to qualify for a high school diploma (Newton & Walker, 1998).
The English/Language Arts, mathematics and writing GHSGTs were first administered
in 1995 (Newton & Walker, 1998). The social studies test was introduced in 1997 and
the science test in 1998 (Newton & Walker, 1998). For the purpose of this study,
students’ assessments from grades three, five and eleven were examined as a benchmark
for student achievement.
The Nature of School Leadership Survey was developed by Leithwood and Jantzi
(1995) at the Ontario Institute for Studies in Education of The University of Toronto to
describe various aspects of leadership. This Likert-type survey instrument consisted of
50 descriptors of transformational leadership practices and were distributed on a six point
scale from strongly disagree to strongly agree. The Likert-scale survey questions were
grouped according to the eight characteristics of the transformational leader as defined by
Leithwood and Jantzi (1995). The Nature of School Leadership survey (Leithwood &
Jantzi, 1995) leadership behaviors were categorized as follows:
1. Develops a widely shared vision for the school
2. Builds consensus about the school goals and priorities
3. Holds high performance expectations
4. Models Behavior
5. Provides individualized support
6. Provides intellectual stimulation
7. Strengthens school culture
8. Builds collaborative structures.
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Statement of the Problem
It was not known to what extent principals’ individual transformational
leadership behaviors correlated with student achievement on standardized tests. It was
not known to what extent principals’ cumulative transformational leadership behaviors
predicted student achievement on standardized tests. Specifically, this study sought to
understand the extent to which a principal’s transformational leadership behaviors, as
perceived by teachers on The Nature of School Leadership survey, correlated with or
served as a predictor of student achievement as measured on the ELA GHSGT and the
ELA GCRCT.
Given the principal’s increased accountability for student achievement in light
of NCLB (2001); researchers have attempted to identify the leadership behaviors that
have significant impact on student achievement with mixed results (Witziers, Bosker &
Kruger, 2003; Nettles, 2005; Houchard, 2005; Johnson, 2006; Starcher, 2006; Ahuja,
2007; Young, 2007; Bartlett, 2008). This study sought to expand upon the existing
research by investigating the correlation between a principal’s transformational
leadership behaviors and student achievement. Additionally, this study will seek to
determine if a principal’s cumulative transformational leadership behaviors can be used
as predictors of student achievement on the State of Georgia’s standardized ELA high
school graduation and elementary criterion tests.
Purpose of the Study
The purpose of this study was to analyze to what extent a principal’s
transformational leadership behaviors, as perceived by teachers on The Nature of School
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Leadership survey, correlate with or can be predictors of student achievement on the
ELA GCRCT and the ELA GHSGT. The study measured each of the eight principal’s
transformational leadership behaviors based on teachers’ responses to The Nature of
School Leadership survey and analyzed the correlation between leadership behaviors
and student achievement on standardized tests. Additionally, the data was analyzed to
determine if a principal’s cumulative transformational leadership score is a predictor of
student achievement on the ELA GCRCT and the ELA GHSGT.
Research demonstrated a correlation between teachers’ perceptions of their
principal’s transformational leadership behaviors and teacher self-efficacy, teacher job
satisfaction, and overall organizational commitment (Ahuja, 2007; Bogler, 1999; Hipp,
1996). The purpose of this research was to examine whether a principal’s
transformational leadership behaviors also had a correlation to student achievement, and
whether those behaviors were used as predictors of student achievement as measured by
standardized assessments.
Rationale
The effects of principal leadership behaviors on student achievement has been
the focus of numerous studies yielding mixed results (Wiseman & Goesling, 2000;
Witziers, Bosker & Kruger, 2003; Nettles, 2005; Houchard, 2005; Johnson, 2006;
Starcher, 2006; Ahuja, 2007; Young, 2007; Bartlett, 2008). Although Witziers, Bosker
and Kruger (2003) found that principal leadership had a significant effect on student
achievement, Wiseman and Goseling (2000) found that principal leadership had no
significant influence.
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Increased accountability under the NCLB Act of 2001 helped to keep leadership
behaviors in the forefront of educational research (Horn-Turpin, 2009). Instructional
leadership behaviors and transformational leadership behaviors are each considered by
researchers to be valuable in today’s school environment (Bartlett, 2008; Horn-Turpin,
2009). Instructional leadership came to popularity in the 1980’s when studies found that
effective schools were often headed by a leader who made curriculum and instruction
the basis for all school decisions, and the instructional leadership model quickly rose to
popularity (Lashway, 2002; Bartlett, 2008). The instructional leader held the
responsibility of setting high academic standards for both students and teachers; and
when those standards were not met, the instructional leader analyzed the data and
implemented appropriate strategies to address the deficiencies (Reading First leadership,
2005). The transformational leadership model gained popularity among researchers
partially based on research by Leithwood (1992), Bass and Avolio (1992) and
Sergiovanni (1999). Sergiovanni (1999) argued that the model works well in the school
organizational culture. Transformational leadership gained popularity in education
because it is meant to foster high commitment from teachers and produce “results
beyond expectation” (Horn-Turpin, 2009, p. 3). Studies by Hipp (1996), Bogler (1999)
and Ahuja (2007) found positive correlations between principals’ transformational
leadership behaviors and teacher self-efficacy, teacher job satisfaction, and overall
organizational commitment.
The No Child Left Behind Act of 2001 increased principals’ accountability for
student achievement, which measured in large degree by high stakes tests such as the
GCRCT and the GHSGT (Bartlett, 2008, USDOE, 2008). This study’s investigation of
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the correlation between each of a principal’s transformational leadership behaviors, as
perceived by teachers and student achievement on standardized tests sought to provide
educators insight into leadership behaviors that may help increase student achievement.
Additionally, this research sought to determine if a principal’s cumulative
transformational leadership behaviors may predict student achievement on standardized
tests.
Research Questions and Hypotheses
This study sought to answer four questions:
1. Is there a statistically significant relationship between each of the eight
transformational leadership characteristics of a principal, as perceived by
teachers, and students’ achievement on the English / Language Arts Georgia
High School Graduation Test?
2. Is there a predictive relationship between the cumulative transformational
leadership behaviors of a principal, as perceived by teachers, and student
achievement on the English / Language Arts Georgia High School
Graduation Test?
3. Is there a statistically significant relationship between each of the eight
teachers, and student achievement on the English / Language Arts Criterion-
Referenced Competency Test?
4. Is there a predictive relationship between the cumulative transformational
leadership characteristics of a principal, as perceived by teachers, and student
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achievement on the English / Language Arts Criterion-Referenced
Competency Test?
The following hypotheses were used in this study:
H1: There will be a statistically significant relationship between each of the eight
teachers, and student achievement on the English / Language Arts Georgia
High School Graduation Test.
H01: There will not be a statistically significant relationship between each of the
eight transformational leadership characteristics of a principal, as perceived
by teachers, and student achievement on the English / Language Arts
Georgia High School Graduation Test.
H2: There will be a predictive relationship between the cumulative
H02: There will not be a predictive relationship between the cumulative
H3: There will be a statistically significant relationship between each of the eight
Referenced Competency Test.
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H03: There will not be a statistically significant relationship between each of the
eight transformational leadership characteristics of a principal, as perceived
by teachers, and student achievement on the English / Language Arts
Criterion-Referenced Competency Test.
H4: There will be a predictive relationship between the cumulative
H04: There will not be a predictive relationship between the cumulative
teachers, and student achievement on the English/Language Arts Criterion-
Significance of the Study
The significance of this study was to analyze principals’ transformational
leadership characteristics, as perceived by teachers and student achievement on
standardized tests in order to identify leadership behaviors that may contribute to
increased academic achievement. Additionally, the research analyzed whether a
principal’s transformational leadership behaviors can serve as predictors of student
achievement on standardized tests.
This study was a quantitative non-experimental correlation study. The study
collected data from teachers using The Nature of School Leadership survey (Leithwood
& Jantzi, 1995). Additionally, student test score data from the 2009 spring
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administrations of the GCRCT and the GHSGT was collected. The study sought to
identify if and to what extent a correlation exists between teachers’ perceptions of
principal transformational leadership behaviors and student achievement on state
mandated standardized tests. In addition, this study sought to determine the cumulative
predictive ability of the eight transformational leadership behaviors and student
achievement on state mandated standardized tests.
Hipp (1996) and Ahuja (2007) found significant correlation between a principal’s
transformational leadership behaviors and teacher efficacy. Ross, Hogoboam-Gray and
Gray (2003) found correlation between teacher efficacy and student achievement. This
study sought to explore if there exists any correlation between transformational
leadership qualities of a principal, as perceived by teachers on The Nature of School
Leadership survey and student achievement on high stakes tests such as the ELA
GCRCT and the ELA GHSGT. Additionally, the study sought to find whether a
principal’s transformational leadership behaviors can serve as predictors of student
achievement on the ELA GCRCT and the ELA GHSGT. Results of this study could
demonstrate to educational leaders whether or not transformational leadership
characteristics directly affect student achievement.
Definition of Terms
The following terms were used operationally in this study:
Adequate Yearly Progress. An annual measure of student participation and
achievement of statewide assessments and other academic indicators (PL 107-110)
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Annual measurable Objective (AMO. The academic performance component of
AYP. Schools and districts with qualifying groups and subgroups must meet this
increasingly high standard in order to make AYP. The state of Georgia uses student
scores on the GHSGT, the percentage of students tested, and graduation rate to measure
AMO (GaDOE, n.d.)
Collaboration. The sharing of common interests, plans, preparations and
reflections of an organization’s members (Sergiovanni, 1999)
Consensual Change. A group approach to change in which all stakeholders
understand and encourage change in others for the betterment of the organization
(Gorton, Altson & Snowden, 2007)
Empowerment. Within a school setting, faculty and staff are permitted to make
decisions and behave according to their own purposes as long as the actions are
consistent with the values agreed upon by the community (Sergiovanni, 1999).
Georgia Criterion-Referenced Competency Test (GCRCT). A Georgia mandated
series of tests administered to students in grades one through eight designed to assess
student mastery of the Georgia Performance Standards (GaDOE, n.d.)
Georgia Department of Education (GaDOE). The government entity charged with
oversight of public education in Georgia (GaDOE, n.d.).
Georgia High School Graduation Tests (GHSGT). A set of four curriculum based
assessments that students must pass in order to earn a regular Georgia high school
diploma. The tests, which cover English/Language Arts, Math, Science and Social
Studies are taken for the first time in spring of the 11th grade (GaDOE, n.d.)
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Georgia Performance Standards (GPS). The curriculum model in the State of
Georgia which is replacing the Quality Core Curriculum. After development in 2004, the
curriculum rollout will run from 2005 until full implementation in 2012 (GaDOE, n.d.)
Instructional leadership: A hierarchal leadership model in which the principal
directs teaching and learning (Sergiovanni, 1999)
Needs Improvement School. A school which has failed to make Adequate Yearly
Progress as defined by the No Child Left Behind Act of 2001for two consecutive years
in the same subject area (GaDOE, n.d.).
No Child Left Behind (NCLB). The reauthorization of the Elementary and
Secondary Education Act. The new version stands on four pillars: increased
accountability, more local freedoms for states and school districts, parental choice, and
proven educational methods. (H.Res.1, 2001)
Professional Learning Community. A school culture which focuses on teacher
collaboration for the improvement of student achievement (DuFour, 2004)
Quality Core Curriculum (QCC). The State curriculum for Georgia which after
being deemed ineffective is being replaced by the Georgia Performance Standards. The
QCC will be completely phased out by 2014. (GaDOE, n.d.)
Transformational leader. The transformational leader works through and with
followers to create a "relationship of mutual stimulation and elevation that converts
followers into leaders" (Burns, 1978)
Assumptions
The following assumptions were present in this study:
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