The Synergistic Leadership Theory as it Applies to Leadership Behaviors of Female Principals at Suburban High Schools and the Collective Efficacy of their Teachers: A Case Study

Abstract

The purpose of this study was to apply the Synergistic Leadership Theory (SLT) as a framework to identify specific leadership behaviors of four female principals at four suburban high schools in the state of Texas that are related to collective efficacy of their teachers. Through this study I demonstrated the importance of alignment of leadership behaviors and systems in order to effectively lead a suburban high school campus.

The qualitative research approach used for this study was a case study. Twenty participants were included in this study and were comprised of four female high school principals, their supervisor, two teachers from each of the four participating campuses, and one parent from each of the four campuses.

In the study I identified specific leadership behaviors and practices of four female principals at suburban high schools that related to collective efficacy of their teachers. Common leadership behaviors and themes identified through this case study were (a) a belief system that guided the principal’s leadership; (b) evidence of a system of distributive leadership on the campus; and (c) collaboration by the principal.

These themes identified through this case study were aligned with the review of literature and reiterated the importance of balance and harmony between the four factors of the SLT. Educational practitioners, such as district and campus leaders, should utilize results from this case study to identify areas of alignment and misalignment within their suburban public high schools.