An analysis of the leadership styles of selected elementary principals in magnet and non -magnet schools in a large, urban school district

Lois Marie Hart, Fayetteville State University

Abstract

This study was exploratory in nature and tested the theory of transformational, transactional, and laissez-faire leadership as perceived by teachers and their principal as successful measures of principal leadership on school climate and student achievement. The threefold purpose of this study was to examine: (1) The leadership style as perceived by the teacher and the principal (transformational, transactional, or laissez-faire) that describes the school principals in selected elementary magnet and non-magnet schools in the Wake County Public School System. (2) The relationship between the leadership style (transformational, transactional, or laissez-faire) of the school principal and the school's climate in selected elementary magnet and non-magnet schools in the Wake County Public School System. (3) The relationship between the leadership style (transformational, transactional, or laissez-faire) of the school principal and student achievement in selected elementary magnet and non-magnet schools in the Wake County Public School System. ^ The study was conducted with selected elementary schools in the Wake County Public School System. The sample population consisted of 600 teachers; 1999 North Carolina End-of-Grade Tests scores for 13,266 students in grades three, four, and five; 20 elementary magnet schools; 20 elementary non-magnet schools; and 40 principals in schools categorized as elementary magnet and non-magnet. ^ Three instruments were used to gather data. The first instrument was the Multifactor Leadership Questionnaire Form (5X-Short) which was developed by Bass and Avolio (1995). This instrument served as the measure of principal leadership style (transformational, transactional, or laissez-faire). The second instrument that was used in this study is the NASSP School Climate Survey (NASSP, 1987). It served as the measure of school climate. The North Carolina 1999 End-of-Grade Tests percentage scores for reading and mathematics served as the instrument to measure student achievement. ^ Data for the study was analyzed using the Statistical Package for Social Sciences (SPSS). Descriptive statistical analyses (means and standard deviations) and One-Way Analysis of Variance were the statistical procedures used to test and describe the data for the six hypotheses. ^ The results of this study indicated that there was no significant difference between principals' self ratings and teachers' ratings of transactional and laissez-faire leadership styles in magnet schools. There was a significant difference in principals' self ratings and teachers' ratings of transformational leadership styles in magnet schools. In non-magnet schools, there was no significant difference between principals' self ratings and teachers' ratings of transformational and laissez-faire leadership styles. There was a significant difference in principals' self ratings and teachers' ratings of transactional leadership styles. ^ It was also found that there was a significant relationship between the school climate subscale, administration, and laissez-faire leadership in magnet schools. In non-magnet schools no significant relationship existed between the ten subscales of school climate and the three leadership styles (transformation, transactional, or laissez-faire). This study further indicated that no significant relationship existed between student achievement and transformational, transactional, or laissez-faire leadership in elementary magnet and non-magnet schools. ^

Subject Area

Education, Administration

Recommended Citation

Hart, Lois Marie, "An analysis of the leadership styles of selected elementary principals in magnet and non -magnet schools in a large, urban school district" (2001). ETD Collection for Fayetteville State University. AAI3027007.
http://digitalcommons.uncfsu.edu/dissertations/AAI3027007

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