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