Relevant bibliographies by topics / School leadership / transformation / Dissertations / Theses
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Dissertations / Theses on the topic 'School leadership / transformation'

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Published: 10 January 2023
Last updated: 28 January 2023

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1

Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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2

Fears, Justin. "Alternative School Leadership Transformation| A Mixed-Methods Evaluation of Outcomes." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174303.

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This study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).

In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.

The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.

The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.

The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.

The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.

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3

Griffiths, Lisa (Lisa Michele). "Profound impact : leadership effectiveness and organizational transformation through mindfulness, intention and possibility." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49771.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2009.
Includes bibliographical references (p. 68).
This thesis is an examination of the convergence of ideas in science, psychology, organizational theory and leadership development around ideas of interconnectedness, mindfulness, intention and transformation. First, I explore how the fields of quantum physics and natural sciences are shedding new light on the power of our thoughts, feelings, and intentions to create our world. In this way, these non-tangible things have impact on the tangible world, both our own experience of it and the experience of the whole. Further, when we begin to see the study of management and organization as the study of human communities, rather than as transactional machines, we realize the interconnections and the possibility for change by focusing on communications and relationships. Delving into organizational leadership, I regard a leader as a potential change agent, but not the sole actor of change. Key to this idea is the assertion that change happens in relation to the world and people around oneself - fundamentally, in relation. While individual reflection and spiritual work are important to setting a course for change, it is in relation to others that we act. In these actions and conversations we create and are created. Therefore when we engage in work of change management, seeking to change individual behaviors or organizational outcomes, we must address the whole. Change targeted at the individual alone is insufficient.
(cont.) Finally, I suggest that this new way of regarding organizational leadership and management has the potential to radically transform business education and leadership theory for the 21 st century. Previous organizational environments dominated by competition and scarcity are being replaced by environments of collaboration, abundance and possibility.
by Lisa Griffiths.
M.B.A.
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4

Tsui, Wai-kei. "The transformation of leadership from a vice-principal to a principal-to-be a case study /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37316072.

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5

Moyo, George. "Re-inventing educational leadership for school and community transformation: learning from the Educational Leadership Management and Development programme of the University of Fort Hare." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003602.

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This study explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme seeks to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The programme participants, who included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, were to enrol as teams. They would work on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Informed by this conceptual position, the study was structured by two underlying questions. First, whether the ELMD was re-inventing educational leadership beyond the traditional focus on principalship towards one that is inclusive of other education stakeholders. Second, how leadership development as a vehicle for social and educational change can be carried out. The research process was guided by a multi-paradigm perspective which drew heavily on the interpretive and critical science orientations. This led to the crafting of research methods that looked for data that would assist in an understanding of what was happening in the programme, as well as what power dynamics were at play and with what consequences for innovation. The evidence emanating from the study suggests a number of possibilities for consideration by future leadership development programme designers. First, the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. Second, how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. Third, after a year of engagement with ELMD ideas and approach, the participants in the programme appeared to have started a journey of selftransformation towards becoming qualitatively different people who saw themselves as teams capable of tackling education and social problems in their schools and communities. These participants had begun to forge working networks, but the extent to which these could be characterized as knowledge ecosystems and communities of practice remains a question to explore. Fourth, that the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme. Fifth, programme instrumentalities and mandates that are put in place do not, in themselves, bring about change. The actual change comes about through the actions of human leadership capable of navigating between structural enablers and constraints.
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6

Galloway, Greta Marie Mandy. "A conceptual analysis of visionary leadership and its implications for educational transformation in schools." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49813.

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Thesis (MPhil)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the field of schooling. Some of these developments - school based management, OBE curriculum developments and the devolution of control to the school level have brought with it many significant policy changes. Many educational leaders are struggling to keep abreast with these transformational changes that are confronting them with regard to leadership and management of education, and educational structures within the school. Therefore, visionary leadership is an essential ingredient in understanding the democratic changes and restructuring taking place at present. Many principals at schools are struggling with the changes, while possibly not fully understanding the political, social and economic dynamics of these changes. This assignment seeks to establish the need for visionary leadership in order to meet the challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. I strongly identify with the democratic principles used to overcome the challenges and constraints to redress education in South African schools. Interviews were conducted and data was constructed with principals of six different schools in the East London area. The educational leaders interviewed, ranged from primary to high school principals giving a vast expanse of expertise as leaders within a specific school community. This assignment is based on the assumption that there is scope for educational leaders to bring about greater change and transformation in schools. There are many ways to visualise an effective school landscape based on a combination of personal, organisational and professional strategies. This assignment can be considered a contribution in this regard. KEY WORDS: Educational leaders, transformation and visionary leadership
AFRIKAANSE OPSOMMING: Daar is baie nuwe verwikkelinge wat plaasvind in die onderwys veralop die gebied van skole. Baie van hierdie verwikkelinge, onder andere, skoolgebaseerde bestuur, kurrikulumontwikkeling en die oordrag van gesag op skoolvlak het baie nuwe, aanpasbare opvoedkundige beleide en veranderings verwesenlik. Baie opvoedkundige leiers worstelom aan te pas by hierdie veranderinge. Hierdie veranderinge vereis dat leiers en bestuurders in die onderwysomgewing en strukture binne skoolverband om meer responsief op te tree. Visionêre leierskap is 'n belangrike vereiste om die demokratiese veranderinge en herstrukturering van skole te bevorder. Baie skoolhoofde worstel met hierdie veranderinge, omdat hulle nie heeltemal besef wat van die politieke, sosiale en ekonomiese uitdagings wat verandering bied, verwag word nie. Hierdie taak poog om die noodsaaklikheid vir visionêre leierskap en die vereistes en beperkinge wat onderwysleiers konfronteer in hulle benadering om transformasie in Suid-Afrikaanse skole te bewerkstellig, te ondersoek. Onderhoude was onderneem en data was gekonstrueer met skoolhoofde van ses verskillende skole in die Oos-London-omgewing. Die onderhoude met die onderwysleiers het plaasgevind by primêre- sowel as hoërskole. 'n Omvattende uitbreiding van wysheid en vaardigheid as leiers binne 'n spesifike skool omgewing was geopenbaar. Hierdie taak is gebaseer op die aaname dat daar ruimte is vir onderwysleiers om beter transformasie in skole aan te bring. Daar is baie maniere om visuele, effektiewe skole se terrein, gebaseer op 'n kombinasie van persoonlike, organisitoriese en professionele strategieë, te verwesenlik. Hierdie taak kan beskou word as 'n definitiewe bydrae in hierdie verband. KERNBEGRIPPE: Onderwysleiers, transformasie en visionêre leierskap.
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7

Bartel, Kenneth Cyril, and res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
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8

Bartel, Ken. "Leadership in a Lutheran school: An exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/d89c37986508e63052a9e6f408a3ccb0f9d7ec5caa2dbb5b579371a8ad76bd79/157190/64790_Bartel_2005_Leadership_in_a_Lutheran_School_1_.pdf.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school's direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor's rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the 'worldview' dimensions considered in this research centre around the theological, the educational and the interpersonal domains.;The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online 'stories', or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
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9

Tsui, Wai-kei, and 徐偉基. "The transformation of leadership from a vice-principal to a principal-to-be: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37316072.

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10

Besler, Amy L. "A Qualitative Study of the Positive Transformation of Public High School Cultures as Perceived by Administrators, Teachers, and Classified Staff Members." Thesis, Brandman University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619663.

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Purpose: The purpose of this qualitative phenomenological study is to discover the factors which contribute to the positive transformation of a comprehensive public high school’s culture as perceived by the school’s administrators, teachers, and classified staff. An additional purpose of the study is to determine what similarities and differences exist between the perceptions of administrators, teachers, and classified staff.

Methodology: The researcher identified comprehensive public high schools within the state of California where measurable growth in positive perceptions of school culture had been achieved within the preceding two to four years. Of this target population, six schools were identified, through which the researcher conducted individual interviews with each principal and focus group discussions with separate groups of six to eight teachers and six to eight classified staff members at each school site. Additionally, the researcher participated in observations at each school site and gathered artifacts to support the data garnered through the interviews and focus group discussions.

Findings: Participants recognized trust, relationships, and shared values as the fundamental components of a positive school culture. Principals perceived shared leadership and decision making as vital, while teachers and classified staff members responded strongly to the inspiring vision of a passionate school leader. Classified staff members also responded strongly to the importance of communication within the organization.

Conclusions: Cultural change efforts require time, patience, empathy, and willingness to engage in conflict and honest discourse. Additionally, schools with strong, positive culture create an environment that is student-centered, feels like home/family, and values all stakeholders as equally important. All decisions, goals, and plans are rooted in the shared values of the school community, which are communicated constantly in various ways.

Recommendations: School leaders hoping to positively shift their cultures must engage all stakeholders in the development of shared values, implement structures that facilitate the building of relationships, celebrate risk-taking and small wins, demonstrate and inspire trust, and develop methods to assess and constantly reassess the aspects of their schools’ cultures in order to spark a call to action that will resonate with stakeholders.

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11

Falkenstein, Robert N. "Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1193089500.

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12

Vaino, Loide Mwasheka. "Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61569.

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The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.
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13

Glenda, Toneff-Cotner E. "Transformation or Tragedy?A Retrospective Phenomenological Study of School Closure." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1433316650.

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14

Cockley, Kimberly R. "The Transition Experience: The First 100 Days of the Middle School Principalship." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322.

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15

Richter, Kurt B. "Integration of a decision-making process and a learning process in a newly formed leadership team for systemic transformation of a school district." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3325831.

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Thesis (Ed.D.)--Indiana University, Dept. of Instructional Systems and Technology, 2007.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2973.
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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.
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Redmond, Adrianne. "Middle School Teachers’ Perceptions of Self-Efficacy, Preparedness, and Pedagogical Transformation to Implement One-To-One Instructional Technology: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/135.

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The purpose of this mixed methods study was to explore middle school teachers’ pedagogy and their transformations as they implement one-to-one laptop instructional technology in their classroom environments. Statistical correlation and narratives provided a greater understanding of the research problem. A mixed methods approach was the most appropriate research design for this study due to the nature of information being collected. Data collection draws from several sources, such as questionnaires, interviews, or analysis of documents. In this study, the researcher used the questionnaire responses from 48 teachers and transcripts of semi structured focus group interviews of four teachers to create a framework of how middle school teachers perceive their self-efficacy in using one-to-one laptop instructional technology, their preparedness within Professional Learning Communities (PLCs) to implement instructional technology, and how their pedagogical practices may have changed.
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De, Bruyn Phillipus Petrus. "A management strategy for the improvement of the effectiveness of secondary schools through total quality management / Phillipus Petrus de Bruyn." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10099.

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The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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19

Lockhart, Helen. "Spirituality and nature in the transformation to a more sustainable world : perspectives of South African change agents." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18075.

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Thesis (MPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The central premise of this thesis is that humans are disconnected and alienated from Nature and it proposes that we need to attempt to restore this connection in order to overcome the current socioecological crises which threaten our survival as a species on the planet. In response to the research question as to whether a spiritual relationship with Nature could assist in the transformation to a more sustainable world, this study examines the concepts of Nature and spirituality and the relationship between them and, in particular, explores the spiritual practices and human-Nature connections experienced by six South African change agents. The objectives of this exploration are to present individual stories which could be used as case studies in learning for sustainability and to promote and encourage deeper conversations about what a more sustainable world might look like. Given the argument that our disconnection and alienation from Nature is at the crux of the planetary polycrisis and that we face a crisis of spirituality with regards to our relationship with Nature, this thesis explores the concept of Nature in depth, taking into consideration different cultural interpretations, environmental ethical positions and perspectives of Nature held in ancient times. Some of the key arguments as to why humans are disconnected from Nature (science, loss of indigenous knowledge, colonialism, capitalism, globalisation, religion and technology) are presented and I consider the implications of the human-Nature disconnection. A comprehensive literature review presents the key sociological crises, including climate change, ecosystem degradation, inequality and poverty, peak oil, urbanisation and food insecurity, which underpin the planetary polycrisis, and also discusses sustainable development, which arose as an attempt to respond to the planetary polycrisis. I argue that mainstream sustainable development is anthropocentric and perpetuates consumption by means of the current economic system. In light of my research question I propose that spirituality could serve as a bridge between humans and Nature. The understanding of spirituality which informs my approach implies a heightened awareness or consciousness, the capacity for deep reflection and compassion, and a profound sense of what it means to part of the web of life – to be another living, breathing, sentient being in Nature without the hierarchies which are often dictated by religious forms of spirituality. It is a spirituality integral to daily life, which informs the decisions about the way we live, and which is expressed through action, i.e. spirit-in-action. While I acknowledge the role that religion could play in the transformation to a more sustainable world, I highlight a number of practices, including mindfulness, meditation, rituals, poetry, re-learning from indigenous knowledge and wisdom, and restoration, which could perhaps assist in moving towards a deeper connection with Nature. In reflecting on what kind of transformation is needed I refer to complexity theory and systems thinking, and earth jurisprudence as examples of transformative paradigms. Given that this is a qualitative study, I have used heuristic inquiry, reflexivity, narrative and poetics in my research approach and conducted in-depth, semi-structured interviews with six South African change agents (three women and three men). I have documented their stories as narrative summaries, focusing particularly on their spirituality with respect to their relationship with Nature. I have then considered the emerging themes which point to what might be required in order to create sustainable futures. While there are issues of contention surrounding each of the concepts of Nature, spirituality and sustainable development, the change agents agree that there is a definite relationship between them and that they could help to direct our lives towards sustainability. Irrespective of how each of these concepts is defined, it seems that we need to be thinking about what kind of lives we want to live and what kind of lives future generations will be able to lead on a planet with a limited carrying capacity. As to whether a spiritual relationship with Nature could assist in the transformation to a more sustainable world, it seems that it is not so much a relationship, but a deep understanding and conscious awareness or knowing of the interconnectedness and interdependence between Nature, spirit and the essence of being human. Based on the input from the six change agents, I recommend a number of shifts within individual human consciousness, in our communities and within broader society to promote sustainable living. Other recommendations include the possibility of ecopsychology playing a greater role within the sustainable development discourse and ongoing research to continue to provoke conversations about the human- Nature connection and the implications this has for sustainability. While this work is clearly an academic investigation, it has also been a personal undertaking in that I have explored my own spiritual journey, considered my relationship with Nature, and learned more about my role as a change agent in the transformation to a more sustainable world.
AFRIKAANSE OPSOMMING: Die sentrale veronderstelling van hierdie proefskrif is dat die mens afgesonder en vervreemd geraak het van die Natuur en beveel aan dat ons poog om die konneksie te herstel ten einde die huidige sosio-ekologiese krisis te kan oorkom wat ons oorlewing as 'n spesie op die planeet bedreig. In antwoord op die navorsingsvraag of 'n spirituele verhouding met die Natuur kan bydra tot die transformasie na 'n meer volhoubare wêreld, ondersoek hierdie studie die konsep van die Natuur en spiritualiteit, en die verhouding tussen die twee konsepte, en dan veral die spirituele praktyke en mens- Natuur-konneksies wat ses Suid-Afrikaanse agente vir verandering meegemaak het. Die oogmerke met hierdie verkenning is om individuele verhale aan te bied wat as gevallestudies gebruik kan word om insig te kry in volhoubaarheid, en om dieper gesprekke oor hoe 'n meer volhoubare wêreld daar kan uitsien te bevorder en aan te moedig. Gegewe die redenasie dat ons afsondering en vervreemding van die Natuur die kruks van die globale polikrisis is en dat ons 'n spiritualiteitskrisis beleef wat ons verhouding met die Natuur betref, ondersoek hierdie proefskrif die konsep van die Natuur in diepte, met inagneming van verskillende kulturele interpretasies, omgewingsentriese vertrekpunte en perspektiewe oor die Natuur in die antieke tyd. Sekere sleutelargumente wat aandui waarom die mens afgesonder geraak het van die Natuur (wetenskap, verlies aan inheemse kennis, kolonialisme, kapitalisme, globalisering, godsdiens en tegnologie) word aangebied, terwyl ek die implikasies van die mens-Natuur-afsondering oordink. 'n Omvattende literatuurstudie behandel die sleutel sosiologiese krisisse, met inbegrip van klimaatsverandering, ekosisteemagteruitgang, ongelykheid en armoede, piekolie, verstedeliking en voedselonsekerheid, wat die globale polikrisis onderlê, en ondersoek volhoubare ontwikkeling wat ontstaan het in 'n poging om op die globale polikrisis te reageer. Ek voer aan dat hoofstoom volhoubare ontwikkeling antroposentries is en verbruik volgens die bestaande ekonomiese stelsel voortsit. In die lig van my navorsingsvraag doen ek aan die hand dat spiritualiteit 'n brug tussen die mens en die Natuur kan vorm. Die interpretasie van spiritualiteit, wat die beweegrede vir my benadering is, veronderstel 'n verhoogde bewustheid of bewussyn, die vermoë tot diepe refleksie en medelye, en 'n wesentlike begrip van wat dit beteken om deel van die lewensweb te wees - om 'n lewende, redelike wese te wees wat asemhaal in die Natuur, sonder die hiërargieë wat dikwels deur religieuse spiritualiteitsvorme voorgeskryf word. Dit is spiritualiteit wat 'n integrerende deel van die daaglikse lewe is, wat die beweegrede is vir die besluite waarvolgens ons leef, en wat uitgedruk word deur aksie, i.e. gees-in-aksie. Alhoewel ek die rol erken wat godsdiens kan speel in die transformasie na ʼn meer volhoubare wêreld, lig ek ʼn aantal praktyke uit, nl in-die-oomblik-wees (oplettendheid), meditasie, rituele, poësie, her-leer uit die inheemse kennis- en wysheid-skat, sowel as herstel, wat moontlik kan help om ʼn dieper band met die Natuur te vorm. Wanneer ek reflekteer oor watter tipe transformasie nodig is, verwys ek na kompleksiteitsteorie en sisteemdenke, en aardjurisprudensie as twee voorbeelde van transformerende paradigmas. Aangesien dit ʼn kwalitatiewe studie is, het ek heuristiese ondersoek, refleksiwiteit, narratiewe en poësie in my navorsingbenadering gebruik en semi-gestruktureerde diepte-onderhoude met ses Suid-Afrikaanse agente vir verandering (drie vroue en drie mans) gevoer. Ek het hulle verhale as opsommings van narratiewe opgeteken, en gefokus op hulle spiritualiteit in verhouding tot die Natuur. Daarna het ek opkomende temas oorweeg met aanwysers van wat moontlik nodig is om ʼn volhoubare toekoms te skep. Alhoewel daar verskillende standpunte is oor die konsep Natuur, spiritualiteit en volhoubare ontwikkeling, stem die agente vir verandering saam dat daar ʼn definitiewe verwantskap tussen die konsepte bestaan en dat dit kan bydra om ons lewe tot volhoubaarheid te rig. Ongeag van hoe elkeen van hierdie konsepte omskryf word, blyk dit dat ons moet kyk na watter soort lewe ons wil leef en watter soort lewe toekomstige generasies op ʼn planeet met ʼn beperkte dravermoë sal kan leef. Op die vraag of ʼn spirituele verhouding met die Natuur kan bydra tot die transformasie na ʼn meer volhoubare wêreld, blyk dit dat dit nie soseer ʼn verhouding is nie, maar ʼn diepe begrip vir en werklike bewustheid, of kennis, van die onderlinge verbondenheid en interafhanklikheid tussen die Natuur, die gees en die essensie van menswees. Gebaseer op die inset van die ses agente vir verandering beveel ek ʼn aantal skuiwe binne onsself, in ons gemeenskappe en in die wyer samelewing aan om ʼn volhoubare bestaan te bevorder. Ander aanbevelings sluit in die moontlikheid dat ekopsigologie ʼn groter rol speel in die volhoubareontwikkelingsdiskoers en voortgesette navorsing om deurentyd gesprekke oor die mens-Natuur-konneksie aan te moedig, asook die implikasies wat dit vir volhoubaarheid het. Alhoewel hierdie werk duidelik ʼn akademiese oefening is, was dit ook ʼn persoonlike onderneming deurdat ek my eie spirituele reis onderneem het, my verhouding met die Natuur in oënskou geneem het, en tot insig gekom het van my rol as agent vir verandering in die transformasie na ʼn meer volhoubare wêreld.
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Taylor, R. John. "Urban school leaders' perceptions of transformational leadership /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11848613.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Jeannette Fleischner. Includes bibliographical references (leaves 164-174).
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Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.

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Mphahlele, Rennie Esther. "A decade of educational change grounded narratives of school principals /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-02232009-085412.

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Aman, Aixle D. "Transformative Community School Practices and Impacts| A Tale of Two Community Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606848.

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Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools.

The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

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September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.

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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.

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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school improvement. As well as managing change there has also been an expectation for principals to provide educational leadership. School decision-making and management appears to have intensified the work of the principal. The schools of EDWA offer a special opportunity to study the way in which principals who have increased responsibility for managing change and establishing school based decision making and management have responded to the challenge of leadership. In the research literature theories of transformational leadership have been viewed by several researchers and perhaps education authorities as a desirable form of leadership. According to this view transformational leadership may enhance school based decision-making and management during a period of educational restructuring. This study considers the case of the teaching principal in EDWA primary schools. The focus of the research is to establish the extent to which principals who are successful in managing school improvement during a period of educational restructuring are using transformational leadership practices. Leithwood's (1994) synthesis of transformational leadership practices is used to conceptualise the way.in which principals attempt to do their work. The qualitative study used a sample of three teaching principals who were reported as being successful in managing change. The study focussed on whether teaching principals had been able to make use of opportunities to demonstrate any or all of the dimensions of transformational leadership. This research comprised a pilot study followed by the main study. The participants in both studies were selected using a purposive sampling technique to maximise variation. The pilot study involved three teaching principals from country and city schools. Three teaching principals and two teachers from each of their schools in both city and country areas participated in the main study. In each study data were collected using a semi - structured interview schedule. Principals and teachers in the main study were asked the same questions as a means of obtaining data triangulation. The findings of the study suggested that educational restructuring had compressed the amount of time in which teaching principals had to complete their educationalleadership1 administrative and teaching work. This resulted from an intensification of the principals' work. The findings indicated that many of the practices in Leithwood's (1994) synthesis of transformational leadership are being used and are relevant to the leadership of teaching principals during an era of restructuring. However, the study found some limitations of the model as it applied to the Western Australian context. These appeared in the dimension of developing a widely shared vision. It was found that in the Western Australian context the operationalisation of developing a widely shared vision in a school was obstructed due to a centralised. focus on objectives and outcomes.
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Williams, Owen Brian. "Transformational leadership in a high school choral program." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11086.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to examine a high school choral program to discover how the leadership behaviors of the teacher contributed to the success of the program. The teacher's leadership behaviors were examined through the framework of Transformational Leadership. Criteria for the selection of this program included a recent performance at a state music conference, consistent high ratings at choral performance evaluations, and the inclusion of one chorus where students continued to sing but did not audition into the top chorus. Primary participants included student members in the three choruses and their director. Secondary participants included the orchestra director and the choral director from the feeder middle school. Data were collected through interviews, observations ofrehearsals and concerts, and artifacts during one academic year of instruction. Data were coded and analyzed and primary themes included: (a) a supportive classroom atmosphere; (b) repertoire selection; (c) developing independent musicians; and (d) creating a chorus community. Results ofthis study indicate that the director demonstrated numerous leadership behaviors that intersect with those found in Transformational Leadership. These included: setting clear, challenging goals; holding high expectations for music reading and performance; providing support in a friendly classroom environment; establishing a sense of community in the chorus; and, genuinely caring for the needs of students. These transformative leadership behaviors led to students who demonstrated musical independence. Suggestions for the profession include implementing transformational leadership behaviors into undergraduate music education courses, which can provide opportunities for preservice teachers to reflect upon and develop their leadership skills to a higher level before they enter the profession.
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Shah, Sahar. "An analysis of the interaction of the gender of head teachers with their leadership styles in secondary schools in Pakistan : a pragmatist perspective." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283493.

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This research study aims to investigate the significance of the gender of secondary school head teachers in influencing their leadership styles within the context of Pakistan. Pakistan's cultural milieu is characterized by patriarchal undertones that translate into low gender equality, particularly in terms of lower educational attainment and lesser professional opportunities for females as compared to males. Within this setting, this thesis views the relationship between gender and educational leadership through the feminist educational leadership perspective, while the contextual environment is analysed by employing an adaptation of Brofenbrenner's ecological development theory. A mixed-methods research design has been used to answer this study's research questions. The quantitative research method is based on a survey that was administered to a random sample of 350 secondary school head teachers belonging to the public and private sectors within nine districts of the Punjab province in Pakistan. The self-rater Multifactor Leadership Questionnaire was used to determine the self-perceptions of head teachers regarding their leadership styles. In addition, the qualitative research method utilizes semi-structured interviews of a purposive sample of 14 head teachers in order to obtain an in-depth understanding of how the contextual environment is perceived by head teachers and to investigate whether the head teacher's gender is a significant factor in influencing these perceptions within Pakistan's context. The survey generated 264 responses and the findings indicate that on average secondary school head teachers perceive their leadership style as being transformational; particularly private sector female head teachers have the highest mean score for the transformational leadership style, hence suggesting that the gender of secondary school head teachers does play an important role in terms of influencing how they assess their leadership styles in Pakistan's context. Furthermore, the qualitative analysis of the interviews reveals important gender-based differences in terms of how head teachers perceive their contextual environment and how they practice transformational leadership within their schools. This study's findings have implications for theory, practice and policy making in the field of educational leadership, as they emphasize the need for implementing gender-sensitive educational policies that may facilitate both male and female head teachers to perform their roles effectively as school leaders within Pakistan's context.
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Sharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.

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Thesis (Ph.D.)--Antioch University, 2008.
Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).
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Balcomb, Kalin. "Being Scrappy: Charter School Leaders and the Transition to the Principalship at Title I Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/945.

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While the experiences and challenges of principals at Title I schools has been studied, this research builds on those studies with the added dimension of exploring the perspectives of charter school principals who are new to the role and are working in the landscape of Title I schools in Los Angeles. This dissertation examines the history of charter schools and provides a contextual overview of charter schools and charter school accountability measures in the United States and in Los Angeles, with the added political context of the charter school landscape in Los Angeles after the historic Los Angeles teacher union strikes in 2019. The dissertation utilizes qualitative research to explore the experiences of six new charter school principals at Title I schools through semi-structured interviews, a focus group, and reflective field notes. The experiences of the new charter school principals are analyzed through transition theory and the three phases of transition (Bridges & Bridges, 2016) and transformative leadership practices (Leithwood & Jantzi, 2000). Findings explore the experiences of leaders who take on the mantle of principalship at Title I charter schools in Los Angeles, and how being new brings a unique dimension to those experiences. Findings also indicate that charter school principals value collaborative leadership and often use transformative leadership practices throughout their transition to the principalship during the first few years. The findings highlight the need for structured mentorship, coaching opportunities, and support xiii for new charter school principals and brings credence to the myriad of responsibilities and challenges inherently unique to leading Title I charter schools in Los Angeles.
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Cerni, Tom. "Information-processing and leadership in school principals cognitive-experiential self theory and transformational leadership /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/43294.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Psychology in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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McGahey, Victoria, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Establishing moral community within schools : sensing the spirit." THESIS_CAESS_SELL_McGahey_V.xml, 2001. http://handle.uws.edu.au:8081/1959.7/734.

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The overarching theme of this thesis is the establishment of a moral community in schools. Several areas of interest were identified as this theme developed. These included moral community building, school leadership, and the professional development needs of teachers. Each area is examined through documented research work, published articles and conference presentations. All areas are intertwined within the concept of moral community and the need for school leaders to engage community members in the establishment of a moral community. Three conceptual theories underpin the work of this thesis and form a significant part of the overarching theme. These are the interrelated theories of transformative learning, transformational leadership, and moral community.
Doctor of Education (Ed.D.)
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Studley, Diane. "Leadership principles and practices of the transformational superintendent." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2570.

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Today's schools need to be restructured or redesigned to meet the needs of an ever-growing diverse student body. Global interdependence and competition have made this mandate necessary, and the business community has pressed for it as a result of entry-level workers failing to meet minimum standards. This reality, coupled with a greater number of students dropping out of school, spurs an imperative need to create some changes in our public schools. This study suggests that change cannot come with the same type of leadership that has been at the public education forefront. Schools can only develop new paradigms, systemic reform, and continuous improvement efforts when they are led by individuals who possess the skills, characteristics, understandings, and practices necessary to transform the existing system. This transformation can only come through transformational leaders. To institutionalize and sustain these changes, the key player is the superintendent, who must possess this knowledge and be the primary structure builder of transformational ideology throughout the organization. The purpose of this study was to identify transformational superintendents, and to study their leadership principles and practices, particularly toward a view of how these leaders create change in their organizations. Selected superintendents were identified through administration of the Multifactor Leadership Questionnaire created by Bass and Avolio (1997). Visits to districts were made, and data gathered through a number of means. The results identified thirteen transformational superintendent attributes; twelve beliefs; three perspectives on assessing organizational effectiveness, several key processes of communicating transformational ideology throughout an organization; seven aspects of creating change in existing school cultures; and five structures for creating systemic change and sustained continuous improvement. The findings indicated that transformational leaders do have a district-wide felt impact that results in positive leadership outcomes for the organization.
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Clifton, Suzanna. "Transformational Leadership in Public Schools Within Impoverished Areas." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7790.

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Most students in schools from impoverished areas in one southeastern state were not achieving academically according to state-mandated accountability expectations. However, students in 3 impoverished schools from 1 school district demonstrated successful academic achievement according to state standards. The purpose of this qualitative case study was to explore how 14 administrators of these impoverished schools described personal transformational leadership behaviors. The study was based on the conceptual framework of transformational leadership as defined by a set of leadership behaviors. Data were collected from individual interviews and personal reflection surveys of administrators of public schools in 1 school district in which at least 50% of the student population was from low socioeconomic circumstances. Through thematic analysis using a priori coding, open coding, and axial coding of administrators' descriptions, key results aligned with the conceptual framework indicated that application of transformational leadership behaviors explained much of the successful outcomes of the schools. The themes that resonated through the study included relationships, collective efficacy, and a culture of coaching. The study contributes to positive social change by identifying areas in which school leaders may build professional capacity to more effectively use transformational leadership behaviors to positively affect the academic achievement of students from impoverished households.
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Riaz, Omar. "Spirituality and Transformational Leadership in Education." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/654.

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The purpose of this study was to investigate the relationship between school principals’ self-reported spirituality and their transformational leadership behaviors. The relationship between spirituality and transactional leadership behaviors was also explored. The study used Bass and Avolio’s (1984) Full Range Leadership Model as the theoretical framework conceptualizing transformational leadership. Data were collected using online surveys. Overall, six principals and sixty-nine teachers participated in the study. Principal surveys contained three parts: the Multifactor Leadership Questionnaire (MLQ Form-5X Short), the modified Spirituality Well-Being Scale (SWBS) and demographic information. Teacher surveys included two parts: the MLQ-5X and demographic information. The MLQ-5X was used to identify the degree of principals’ transformational and transactional leadership behaviors. The modified SWBS (Existential Well Being) was used to determine principals’ degree of spirituality. The correlation coefficients for the transformational leadership styles of inspirational motivation and idealized behavioral influence were significantly related to principals’ spirituality. In addition, a multiple regression analysis including the five measures of transformational leadership as predictors suggested that spirituality is positively related to an individual’s transformational leadership behaviors. A multiple regression analysis utilizing a linear combination of all transformational leadership and transactional measures was predictive of spirituality. Finally, it appears that the inspirational motivation measure of transformational leadership accounts for a significant amount of unique variance independent of the other seven transformational and transactional leadership measures in predicting spirituality. Based on the findings from this study, the researcher proposed a modification of Bass and Avolio’s (1985) Full Range Leadership Model. An additional dimension, spirituality, was added to the continuum of leadership styles. The findings from this study imply that principals’ self-reported levels of spirituality was related to their being perceived as displaying transformational leadership behaviors. Principals who identified themselves as “spiritual”, were more likely to be characterized by the transformational leadership style of inspirational motivation.
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Brown, Gregory Allen. "Teachers' Perceptions of the Importance of Identified Servant Leadership Characteristics for High School Principals in Two Diverse Communities." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26457.

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The purpose of this study was to determine whether there are differences in the perceptions of the importance of identified servant leadership characteristics for high school principals held by teachers in schools located in two diverse communities. Servant leadership is a practical philosophy supporting people who serve first in their life and work (Frick, 2004, p. 8). Like other leadership philosophies, the practice of servant leadership may be influenced by variables that are particular to the environment in which it is employed (Howard, 2005; Kelly & Williamson, 2006; Lambert, 2004). This research is a case study involving two purposively chosen communities. Participants in the study were teachers from high schools in two diverse communities, one located in urban coastal Virginia and the other located in rural southwestern Virginia. A similar number of participants were obtained from the two communities to assure appropriate representation for data analysis. A 48-item questionnaire using a Likert-type scale was used as the research instrument. The questionnaire was constructed using the servant leadership characteristics and behaviors identified by Abel (2000). The questionnaire was offered to all teachers in both communities. A confirmatory factor analysis was used to group the 48 items into 12 factors. The data secured were compiled and analyzed to determine differences in teachers’ perceptions of the importance of identified characteristics of servant leadership in principals in the two communities. While all the identified characteristics were found to be important, the analysis indicated statistically significant (p< .01) differences did exist for the factor represented the servant leadership characteristics of building community, communicating vision, and empowering people. For this factor, the population from the urban community had a higher mean score (3.78 compared to 3.49) and smaller standard deviation (.29 compared to .49) than the population from the rural community. The implications of the study are that current school leaders might be able to better manage and lead their school communities if they adapted their practice of servant leadership to the particular characteristics of their communities. Similarly, principal preparation programs might incorporate the findings into their curricula.
Ed. D.
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Adhanom, Abraham. "Transforming Christian Schools Using Sustainable Model of Organizational Change and Performance Improvement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2777.

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Organizational failure in Christian schools is a common phenomenon affecting millions of families in the United States. In the past 2 decades alone, more than 200 Christian schools closed each year; and many continued to struggle for survival. This trend presented significant challenge for the sustainability of faith-based schools that serve over 10% of grade-level students in the country. The purpose of this study was to examine internal and external factors impacting the performance of Christian schools and analyze existing theories of institutional effectiveness leading to the development of a sustainable framework. The research question addressed what type of organizational change and performance improvement model is suitable for Christian schools. A total of 32 participants from 5 schools with roles varying from students, alumni, parents, teachers, administrators, board members, and industry experts were interviewed using purposeful sampling method based on their demonstrated leadership capacities. Grounded theory was used for data analysis in categorizing responses using keywords, and synthesizing functional themes that lead to generate the theoretical framework. The result of the study was manifested as The CONCORD Model, featuring an integration of the core attributes of efficacy including academic excellence, visionary leadership, streamlined business processes, socio-cultural diversity, dynamic resource development, and community outreach and networking initiatives. The outcome of the study fills a void in existing literature by presenting a sustainable model for organizational leadership, strategic management, and efficient operations for Christian schools. The model can also be extended to serve transformational initiatives in related nonprofit institutions to impart positive social change and a brighter future for communities that value faith-based education and service for the common good.
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37

Noseworthy, Selby. "Transformational leadership and information technology : implications for secondary school leaders /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36158.pdf.

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DeMartino, Linsay A., and Linsay A. DeMartino. "Transformative Leadership in Practice: Leading with the Modern School Community." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621824.

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The demographic composition of the United States population continues to change, becoming increasingly more diverse. But, unfortunately, the U.S. education system too often fails to reach all students. Historically marginalized students from groups based on race, ethnicity, class, gender, language, ability, and/or sexual orientation are routinely excluded from the mainstream school community. Since the backgrounds and interests of these students typically do not match the dominant ideologies and norms of the perceived authoritative group, their needs have largely been ignored by educational institutions (Bartlett & Garcia, 2011; Lee, 2005; Valenzuela, 1999). Therefore, it is vital that educational institutions become more flexible and inclusive. Some contemporary charter schools have aimed to do just this. They are innovative and progressive. In these schools, with the greater flexibility, leaders in charter schools are able to play important roles in shifting conventional and bureaucratic public schooling to a more organic and supportive school community that includes our increasingly diverse student population. This 18-month critical ethnographic study at Millennium High School, a small, urban, non-profit charter public school located in the Southwest United States is an example of the transformative leadership framework merging with tempered radicalism and power-with structures to develop and sustain a modern school community. I draw from 27 interviews and over 80 hours of observations, including traditional and participant observations, to develop and support my argument. My results indicate, since leadership still plays an important role in shifting educational consciousness, the contemporary transformative leader develops and sustains a larger educational community by acknowledging the importance of transformative leadership practices, tempered radicalism, and the modern school community.
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Nicholson, Michael Raymond. "Transformational Leadership and Collective Efficacy: A Model of School Achievement." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1048791183.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiv, 225 p.; also includes graphics (some col.) Includes bibliographical references (p. 207-225). Available online via OhioLINK's ETD Center
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Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.

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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Miles, Mark T. "The relative impact of principal instructional and transformational leadership on school culture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052200.

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42

Dugan, Thad Michael. "The Transformative Power of Social Justice and Leadership: Self, School, and Community." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556435.

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Operating from Burrell and Morgan's (1979) Radical Humanist Paradigm and using Foster's (1986) conception of moral, transformative leadership as a theoretical framework, this dissertation presents three empirical studies that demonstrate the potential for social justice efforts and leadership. Guided by a critical grounded theory approach, the first study represents transformation of self in its analysis of critical consciousness development and praxis in White, privileged individuals. The second study provides an example of school transformation and presents a re-conceptualization of transformational leadership and professional learning communities as a guide for inclusive practices. The final study demonstrates the mutually beneficial components of community/school transformation and responds to critiques of social justice recently presented by the author (2014) and Capper and Young (2014) that social justice efforts in schools have not included transformation of community and the greater society. Furthermore, the article demonstrates the use of motivational theory (Maslow, 1943), originally aimed in educational leadership to increase efficiency, as a guiding principle for social justice and community transformation.
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Budny, Kristy F. "A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5733.

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Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative.
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Downs, Aaron. "Lived experiences of retired transformative public school superintendents in Oregon." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680341.

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The purpose of this study was to examine the lived experiences of retired transformative public school superintendents in Oregon. The difficult, complex, and dynamic position of the superintendent is told through the untapped wealth of knowledge and experience from those who have served in the position for a minimum of ten years.

This research contributes to the limited body of research of superintendents and provides a contemporary analysis of the complexities of the position of the superintendent. Nine retired transformative public school superintendents in Oregon participated in this research.

The study gained a deeper understanding of the recollections of the retired superintendents through in-depth interviews. Data was analyzed, interpreted, and coded using common themes.

The major findings in the study included: retired transformative superintendents were a lifelong and lead learner in their position as superintendent. A second finding in the study highlighted the key role of equity in the work of a superintendent. A third finding is centered on the need for the superintendent to be an innovator, problem solver, and informed opportunist. A fourth finding is the vital role of humor in the position of the superintendent. The fifth finding is each of the retired superintendents, if given the opportunity, would choose to become superintendents again.

Future superintendents can use this research to better understand the position of the superintendent and to study and learn "wisdom from their elders" in order to be a successful superintendent. Superintendent preparation programs can also use this research in the designing and implementation of relevant curriculum in training the next generation of superintendents.

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Marape, Rebotile Precious. "Transformation leadership in Gauteng school : a case study." Thesis, 2014. http://hdl.handle.net/10210/9547.

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M.Ed. (Management and Leadership)
After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.
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Yuya, Abdella. "The role of transformational leadership in enhancing the quality of school reform and transformation in Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/27470.

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The aim of the current research was to analyse existing trends in school leadership and to explore how transformational leadership could be the root for aligning the Growth and Transformation Plan (GTP) with school change and transformation. Accordingly, the study was conducted in two phases. The first phase was to identify the type of leadership style currently practised by school leaders (principals). The second phase was to implement transformational leadership in the educational leadership system of the country. In this research project, the researcher used the mixed-method approach. The data collection methods used were a structured questionnaire and unstructured interviews. Data were analysed using the Social Sciences Statistical Package (SPSS) and the computer data analysis system for the ATLAS-TI software. The general findings of this study are the following: currently the transactional leadership style is more common among school principals in Ethiopia. Many respondents explained that the focus of their principals was on routine work and much of the training content provided by Region Education Bureau (REB) was not related to the actual problems of schools, which made them reluctant to work towards the development of their school. The other major finding was that school leaders had no motivation to develop and maintain the teachers’ commitment for effective teaching and school reform. Teachers perceived their principals as passive and inactive in their efforts to adjust themselves to reform and transformation in their schools. From the analysis of interview data, it was found that the education plan, the GTP and leadership guidelines were not synchronised; students, teachers, and school leaders were not visionary people who could effectively facilitate the school reform and transformation. The interview results showed that the current school leadership system is not transformational. Respondents confirmed that though in some schools, leaders reflected some characteristics of transformational leadership, in most cases, the prevailing practices in school systems reflected transactional leadership behaviour. Generally, the results of analysis of both quantitative and qualitative data showed that in the Harari region (Ethiopia) currently the most practised leadership style at school level is the transactional leadership one. After intervention, at the school level, the transformational leadership style (TrLS) began to be implemented by principals as opposed to the transactional leadership style. Therefore, adequate training on the model of transformational leadership should be given to school principals and community. In addition, continuous follow-up and updating the awareness of school leaders is essential for effectiveness and quality of the school system. The Ministry of Education (MOE) should incorporate transformational leadership behaviour in the national training programme for leadership in conjunction with the GTP for the incumbent school leaders.
Educational Management and Leadership
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Lin, Shing-fei, and 林杏霏. "The relationship of Junior High School Principal transformation Leadership and Learning school in Nantou County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01407333118003046435.

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碩士
國立暨南國際大學
成人與繼續教育研究所
100
This study aimed to explore the relation of junior high school principal transformation leadership and learning school in Nantou County. The purpose is to understand the situation of teachers having perception on the transformation leadership of the principal and the learning school, to discuss the differences of teachers of different backgrounds to the transformational leadership of the principal and the learning school, to analyze the relation of teachers knowing transformation leadership of the principal and the learning school, and to discuss the anticipation of teachers knowing the transformation leadership of the principal to the learning school. This study adopts questionnaire survey procedures. The questionnaire includes demographic data sheet, transformational leadership inventory and learning school inventory. Participants were 400 from junior high school teachers in Nantou County. Responses were 350. The response rate reached 84.3%. The data were processed by SPSS12.0 with percentage, mean, standard deviation, t-test, one way ANOVA and regression analysis.
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TSENG, CHIU-FANG, and 曾秋芳. "A Narrative Research on a School Transformation Process under the Principle's Leadership." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2cn44f.

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碩士
國立臺中教育大學
教育學系教育行政與管理碩士在職專班
105
The thesis is a narrative research about Chia-Te elementary school transforming processes led by Principal Ming. Firstly, the study shows how the experience in the past affected Principal Ming’s leadership. Then, the analysis of why Chia-Te elementary school need to transform is provided. Thereafter, the study examines the steps and strategies of the school transformation executed by Principal Ming. Finally, the research describes Principal Ming’s feeling and understanding about his works. After compiling the interview records and surveyed data, the conclusions of the investigation about Chia-Te elementary school transformation story and Principal Ming’s thoughts are illustrated as the followings. 1. The experience in the past will affect how the principal leads the transformation. 2. Chia-Te elementary school was not transformed smoothly due to aging buildings, not aggressive attitude of veteran, inefficient administration, low enrolment rate, and insecure school entrance. 3. The transformation strategy adopted by Principal Ming is to firstly improve the school environment and then deal with personnel issues. After going through four-stage transformation, Principal Ming builds safe and comfortable school environment and makes the staff to gel. Chia-Te is thus transformed successfully. 4. It is tough mission to transform an old school. Principal leadership has to be visionary, and the way to lead the execution has to be adjusted according to different stages of school transformation. Principal Ming expects Chia-Te elementary school could be developed well and be famous. 5. Talent fostering to be a good principal will be a gradually developing process. He or she will be capable of taking responsibility, having sense of mission, being familiar with regulations, being good at communication, willing to sacrifice, and being stress resistant. Right person in right place will make the principal to contribute properly and create values for school. In the end, according to the conclusion of the study, the researcher proposes some suggestions for elementary principal developing, education institutions, and further investigation in the future.
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Chen, Mei –Ying, and 陳美英. "The Impact Relation Analysis of Elementary School Principals' Transformation Leadership in Yunlin County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/89604446014073928224.

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碩士
康寧大學
企業管理研究所
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With the tide of education reform and under the impact of low birth rates, the education field has also changed due to changes in the environment. Principal leadership style affects the success of a school, and the principal is the helm, the heart and soul of the school organization. Therefore, the principal’s transformational leadership is conducive to school development and has an influence on school performance. This study focuses on the identification of important factors affecting the transformational leadership of principals. Through literature review and expert questionnaire design, four dimensions of transformational leadership, namely, influence of attractiveness, intellectual stimulation, vision motivation, and individual care, as well as 23 questions in the Questionnaire of Criteria in Dimensions were compiled. The research participants were 15 senior teachers serving in Yunlin County, with over 16 years of work experience. Interviews were conducted through questionnaire distribution. The Decision Making Trial and Evaluation Laboratory, DEMATEL was adopted for analysis and discussion on key factors among dimensions and criteria. The results of the research analysis are as follows: 1.The structure of the influence among elementary school principals’ transformational leadership dimensions： The main influence source is the “influence of attractiveness” dimension; the final influenced source is the “vision motivation” dimension. 2. The structure of the influence among the criteria in the dimensions （1）Influence of attractiveness-The total influence sources are “The principal gets along with us well and able to establish a friendly relationship” and “The principal puts a smile on his face, is funny, and make people impresses” criteria. The final influenced source is “The principal leads by example and is our role model”. （2）Vision motivation-The main influence source is “The Principal discusses important matters with us until we finally reach consensus” criterion; the final influenced source is: “The principal clearly elaborates the school vision to elicit our motivation to put in efforts” criterion. （3）Intellectual stimulation-The main influence source is “The principal inspires us to observe each other and share successful experiences” criterion; the final influenced source is “The principal continues to learn and is self-motivated, creating a learning atmosphere” criterion. （4）Individual care-The main influence source is “The principal puts himself in our shoes and takes our side” criterion; the final influenced source is “The principal shows concern and care for incoming personnel” criterion. Hence, based on the results obtained above, recommendations for elementary principals were proposed in this research. By making improvement on “influence of attractiveness” dimension, and the content of the “The principal gets along with us well, able to establish a friendly relationship”, “The principal puts a smile on his face, is funny, and make people impressed”, “The Principal discusses important matters with us until we finally reach consensus”, “The principal inspires us to observe each other and share successful experiences”, and “The principal puts himself in our shoes and take out side” criteria, elementary school principals’ transformational leadership can be facilitated.
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Moyo, George. "Re-inventing educational leadership for school and community transformation : learning from the Educational Leadership Management and Development programme of the University of Fort Hare /." 2004. http://eprints.ru.ac.za/158/.

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