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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© A. Estapa 2009

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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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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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