Principal Perceptions on Transformational Leadership in Arizona's Principal Preparation Programs

• Main Author: Bueche, Robert Allen
• Language: EN
• Published: Grand Canyon University 2018
• Subjects: Educational leadership
• Online Access: http://pqdtopen.proquest.com/#viewpdf?dispub=10976122

<p> The purpose of this qualitative descriptive single-case study was to explore how principals perceived transformational leadership theory&rsquo;s influence on graduate-level principal preparation in Arizona. The conceptual framework for this study was Kouzes and Posner&rsquo;s Five Exemplary Practices of Transformational Leadership. The research questions addressed transformational leadership theory in principal preparation, field experience, mentorship, and coursework. The study employed a purposive sampling strategy, given a total number of study participants of 40. Data collected included 10 semi-structured interviews with principals, 15 surveys collected from principal students, and 15 surveys collected from principal faculty. The study utilized deductive and inductive coding, which produced patterns and themes consistent with semi-structured principal interviews. Additionally, descriptive statistics from principal students and principal faculty provided supporting statistics for the analysis of the interview data. The findings from this study revealed stakeholders positively perceived transformational leadership theory&rsquo;s influence on principal preparation, with slight discrepancies between principal students and principal faculty. Further, the themes supported the key areas of the Five Exemplary Practices of Transformational Leadership, Transformational Leadership and Student Achievement, University Role in Principal Preparation, and Stakeholder Support for Principal Transformation. Implications of this study include that leaders learn through all experiences, and that principals fostered their future grow as leaders based on lessons from principal preparation.</p><p>