Sustainable school reform efforts are needed to move schools closer toward the ideals of equity, justice and success for every student. The success or failure of a school and its students often hinges on the effectiveness of leadership. Research reveals that transformational school leaders become effective change agents by developing a shared vision for the school, building consensus around key priorities, holding high expectations, providing support, modeling appropriate values and building collaborative cultures and shared leadership. The purpose of this study is to examine the predictive relationship between the emotional and social competence and transformational leadership behaviors of school principals. / Principals participating in the study completed the five transformational subscales of the Multifactor Leadership Questionnaire (MLQ5x) and the Emotional and Social Competency Inventory (ESCI), while their superintendents completed the rater versions of the MLQ and ESCI. The relationship between the transformational scales on the MLQ and scores from the ESCI were calculated using Spearman's rho coefficients. A Wilcoxon Signed Ranks Test was calculated to determine the significance of difference between the self-assessment and other-rater assessment of transformational leader behaviors and social and emotional competency. A multiple regression analysis was conducted to assess the predictive relationship between the dispositional skills and transformational leadership behaviors of the school principal.
| Identifer | oai:union.ndltd.org:CHENGCHI/U0003456084 |
| Creators | Saxe, David. |
| Publisher | Loyola University Chicago. |
| Source Sets | National Chengchi University Libraries |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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