THE INFLUENCE OF PRINCIPAL LEADERSHIP STYLE AND CAMPUS PRACTICES OF HIGH PERFORMING TITLE I SECONDARY CAMPUSES

Abstract

This comparative qualitative study design examines and compares the leadership styles, characteristics, and practices of three effective principals leading high-performing Title I secondary campuses. This examination is significant because campus principal and leadership is the second most influential factor on-campus that impacts student achievement after classroom teachers. To accurately examine high-performing leadership behaviors, characteristics, and practices, transformational leadership theory was used to approach this topic. The transformational leadership theory investigates leadership behavior using six factors: Charisma, Social, Vision, Transactional, Delegation, and Execution. Data was collected through an interview session, interview questions, and the Transformational Leadership Survey (TLS). The data analysis was comprised of quantitative and qualitative processes. The Transformation Leadership Survey (TLS) was used in this study to examine the participants' professional practices using the six factors. The data was analyzed, and emerging themes among the participants emerged as effective practices for transformational leadership at Title I secondary schools. The findings of this study present emerging connections and themes among three secondary principals identified as transformational leaders. The qualitative results indicated that transformational leaders are visionaries who implement targeted and relevant systems that clearly address their campus mission and goal. Their decisions, including professional development are based on data and providing timely, quality feedback. Furthermore, effective communication and petitioning feedback from all stakeholders helped them build v professional campus relationships and trust. The quantitative data gathered from the TLS indicated that Charisma is an important leadership quality. All three participants' highest score was in the Charisma category of the six. Visionary was the second-highest, Social was third, and Delegation was last for all three participants. This study's findings were useful for several reasons. This study's methodology, findings, and implications can provide practices that leaders of Title I schools may implement to positively influence the development and outcome of their organization. The behaviors have been identified as transformational leadership. This study may also inform and benefit new Title I public school principals leading elementary and secondary campuses