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Three case studies of female transformational elementary school administrators who facilitate change
Date of Award
1994
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Abstract
This study provided case studies of three female elementary school principals, identified by their supervisors and administration of the Multifactor Leadership Questionnaire as transformational. Data collected included the Organizational Culture Inventory, principal and teacher interviews, observations, and artifacts. Qualitative data were analyzed utilizing the computer program, HyperQual2. The data were used to determine how these principals articulated their vision, shared leadership, empowered their teachers, and demonstrated transformational behaviors. The principal behaviors were consistent with transformational research. They interacted with others to articulate their vision. They were respected by teachers as educational leaders and were seen as child-centered and facilitative. These principals were comfortable with shared decision-making and encouraged teachers to assume leadership positions. Suggestions for supporting and promoting transformational leadership behaviors were made. They included administrative coursework and district policies and practices that develop the transformational skills of educational administrators. The characteristics of transformational leaders in these case studies also provide models for administrators who are restructuring their schools.
Pages
230
Recommended Citation
Davis, Barbara Jeane. (1994). Three case studies of female transformational elementary school administrators who facilitate change. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2736
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