Effects of Transformational Leadership Practices in Texas Suburban School Districts and their Impact on Student Achievement: A Cohort Study
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The purpose of this quantitative study was to review whether or not teachers’ perceptions of transformational leadership had an effect on student achievement. This study was one of five studies which examined leadership practices of principals in five suburban school districts in southeast Texas. The other studies in this cohort focused on teachers’ perceptions of optimism, trust, academic press, collective efficacy and instructional leadership. There have been other studies which have reviewed the effects of leadership characteristics on student outcomes. None of these studies, however, have examined collective efficacy, academic press, optimism, trust, instructional leadership or transformational leadership in suburban schools serving large proportions of Hispanic students. Therefore, this research was planned to determine the degree to which these leadership and school climate characteristics make a difference in academic achievement in Texas schools with these characteristics. Literature review included articles linking principal transformational leadership with teacher motivation and student achievement and performance in the classroom. Also included in the literature review was a history of transformational leadership and its evolution through the political, business and educational sectors. In addition, review of literature offered comparison of transformational, transactional, instructional and distributive models. Specific population of individuals and sites for this study were chosen because they could inform an understanding of the research problem. A statistical analysis was conducted in regards to a positive correlation between the effects of principals’ transformational leadership on students’ reading and mathematics achievement. The study found a statistically significant relationship between transformational leadership (when factored in with other components) and student achievement in reading as measured by the Texas Assessment of Knowledge and Skills (TAKS). In contrast to this, the study found no relationship between transformational leadership and student achievement in mathematics as measured by the Texas Assessment of Knowledge and Skills (TAKS).
Esquivel, Lina G. (2014). Effects of Transformational Leadership Practices in Texas Suburban School Districts and their Impact on Student Achievement: A Cohort Study. Doctoral dissertation, Texas A & M University. Available electronically from