Date of Award

2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

John Bond, Ed.D.

Second Advisor/Committee Member

Cher Edwards, Ph.D.

Third Advisor/Committee Member

Nyaradzo Mvududu, Ed.D.

Keywords

student academic achievement, principal leadership, transformational leadership, transactional leadership, laissez faire leadership, instructional leadership

Abstract

This case study is an analysis of the relationship between principal leadership and student academic achievement. This research is based upon two dominant leadership theories from the past four decades, namely transformational leadership, which has been studied extensively by Bernard Bass and Bruce Avolio among others, and instructional leadership, which has been researched most notably by Philip Hallinger and colleagues. More recently, several researchers have proposed that transformational leadership and instructional leadership may be related to increases in student learning when used simultaneously by a school leader. This case study is an examination of the leadership style of a principal in a school that experienced substantial and sustained increases in student academic achievement after he was appointed to the role. The teachers’ view of the principal’s leadership style and the impact that the teachers perceive that this style had upon their attitudes and performance are researched. A review of school leadership through the lens of concurrent use of transformational leadership and instructional leadership, including analysis of the interplay of the two styles, is provided.

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