Date of Award

Winter 4-21-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Nyarazo Mvududu

Second Advisor/Committee Member

John Bond

Third Advisor/Committee Member

Munyi Shea

Keywords

culturally competent, transformational, transformative, school Leadership, transformational leadership

Abstract

This research consists of a non-experimental, descriptive and correlation research design to analyze the relationship between principals’ leadership style as well as principal cultural competency and their impact on student achievement and stake-holders perception. The study took place in the South Puget Sound region of Washington state in one of the fastest growing areas in the U.S. The researcher investigated the impact of transformational leadership in education based on research that posited that transformational leaders inspired and motivated followers to exceed performance expectation and commitment to a shared goal (Bass, 1985a; Burns, 1978;). The study relied heavily on prior educational studies that indicated that transformation leadership was the most effective and successful leadership model for school reform and school improvement. The study also investigated education leaders’ culturally competency and the significance of the appreciating individuals’ communities, ethnic cultures and family traditions to provide optimal educational experiences (Arthur et al, 2005). The study investigated the overall impact of school leadership through the lens of concurrent use of transformational leadership and culturally competent leadership and their influence of student academic achievement and stake-holders perception. The study concluded with practical implication for a proposal for a new leadership framework titled, The Diverse School Leadership.

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