Searching for Transformation and Instructional Leaders

Purpose of the research:

The research will explore the methods of principals, who self-identify as transformational leaders and/or instructional leaders, used to promote high student achievement. The researcher is a doctoral candidate at Capella University, conducting this research to write a dissertation about the research findings. Information gained from this study may help inform educational leaders about practices used by transformational leaders and instructional leaders to improve student achievement. Sharing your practices to promote student performance may influence the practices of principals in other schools, and positively impact student learning. The study’s findings will contribute information to the field of education.

Brief explanation of study procedures and time commitment required of the participants:

• Self-identify as a transformational leader and/or instructional leader. This will take up to five minutes.
• Give personal information about yourself, described in the next section of this form. This will take up to five minutes.
• Answer questions about leadership practices in an-person interview. This will take up to 60 minutes.
• Collect and share artifacts that support the responses to the interview questions. This will take up to 15 minutes.
• Review interview transcripts and my interpretations for accuracy. This will take up to 15 minutes.
• Allow the researcher to look at artifacts that support responses to the interview questions, such as the school improvement plan.

Inclusion/exclusion criteria used to determine eligibility for the study:

You can participate in the study if you are an assistant principal or principal of a public school, grades K–12, who self-identifies as a transformational leader and/or instructional leader. Definitions are included below.

• Transformational leader: Utilizes a bottom-up, distributed leadership approach, shares responsibility and power, focuses on building the school’s capacity to improve, promotes change and innovation within the school, solicits buy-in and motivates followers to achieve the shared vision and mission, gives staff members autonomy to accomplish the school’s vision, aims to empower staff, and emphasizes building-wide learning.
• Instructional leader: Develops, controls, and supervises curriculum and instruction, emphasizes supervision and evaluation, visibility, and monitoring, focuses on student achievement goals, and is likely to manage and reward teachers towards predetermined goals.

Location where research will be conducted:

The interviews will take place at public libraries in private rooms to ensure confidentiality.

For additional information or to enroll, please contact: Rachelle Simmons, (360) 921–4515