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The COVID-19 pandemic created challenges for students seeking clinical internships, and faculty have felt those obstacles trying to mentor students. The problem addressed in this study were the challenges child life specialist faculty at a local colleges face in supporting child life specialist candidates in locating internships upon degree completion. The purpose of this study was to understand the obstacles child life specialist faculty face in supporting child life specialist candidates in obtaining internships and what institutional support could be offered to alleviate those obstacles. The significance of this study was the necessity of child life specialist faculty to successfully mentor child life specialist candidates toward obtaining internships. The conceptual framework for this study was based on Kouzes and Posner's model of transformational leadership. Two research questions explored the obstacles child life specialist faculty face in supporting child life specialist candidates in obtaining internships and what institutional support could be offered to alleviate those obstacles. A basic qualitative design was used to interview 10 child life specialist faculty. Data were analyzed for common codes, categories, and themes from participant responses. From the data emerged six themes that provided a framework for the design of the project study. The Faculty Tool Kit is a 3-day workshop to enhance faculty skills and competency in mentoring students. The findings are supported by the transformational leadership model and provide a better understanding of the need for social change in the way child life specialist faculty support child life specialist candidates in their quest for internships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The education system is governed by rules set in place by the state. Each school has a leader in place to implement and follow these guidelines. How well the leader directs their staff to meet objectives and create a high functioning and successful learning environment is shown in the data produced by student success and teacher efficacy. Effective educational leadership makes a difference in improving student learning. In order to discover what determines an effective leader, this mixed methods study examined the relationship the extent to which leaders, teachers, and supporting staff perceived the leaders as having transformational leadership characteristics. Moreover, parent surveys were distributed to determine the extent to which parents were satisfied in their children's education. The hope of conducting this study was to offer educators, and all interested in promoting successful schools, answers to important questions as they relate to leadership and its impact on student success. The sample (N = 125) included principals (n = 32), teachers/support staff (n = 40) and parents (n = 53) from K-6 schools in two school districts in Southern California. The principals perceived their own leadership to be transformational, and the teachers/support staff perceived their principals to be using transformational style leadership as well. The parent participant data indicated that parents were generally satisfied with their children's teachers. Findings overall showed that leaders in both districts were using transformational leadership style, which appeared to have contributed to the satisfaction of parents with their teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the impact between principals' leadership styles and elementary school performance, with perspectives from teachers and principals. Principals are in the center of leading schools with higher academic standards and increased accountability to all stakeholders. Current research states that the principals' leadership ability is a significant factor if the school is failing or if the school is effective. The types of leadership styles that were reviewed during the research are as follows: transactional, transformational, and passive avoidant. This study is significant because it researches the principals' and the teachers' perspectives of leadership practices and explains the extent to which the measures are used to forecast school success. The volunteers included in this qualitative case design study were from public and traditional elementary schools and included principals and teachers. The study included thirteen elementary schools, 150 teachers, and 40 principals were also included in the study. The findings of the study revealed that the transformational leadership style had a positive influence on students' academic success and school performance. The study revealed that principals should be prepared or equipped with the knowledge and skills in management and leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many successful Fortune 500 corporations have hired executive and transformational coaches to help their employees maximize their potential. This coaching framework has helped business executives explore the obstacles that are preventing their institutional growth. In many cases, workplace culture has become more positive, employee mental health has improved, retention has increased, and collaboration and stakeholder partnerships have flourished. This qualitative study's intent was to explore the implementation of a coaching framework inspired by executive and transformational coaching in public elementary schools. Novice principals of three North Dakota elementary schools were selected as participants for this study. These principals had a series of one-on-one and group coaching sessions with a trained and qualified executive and transformational coach over the course of eight weeks. Coaching sessions focused on vision crafting, mindset, personality traits, "being," stress, resilience, and trust. This study found that the elementary principals that participated in the transformational/executive coaching framework perceived themselves to be more self-aware of their use of empowered and disempowered language, how their core values affected their actions, thoughts, & decisions, and how their commitments are directly tied to trust. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a gap in the empirical and conceptual literature that connects transformational leaders to relevant frameworks assisting with within-district racial and socioeconomic integration. Current studies focus on the collective decisions taken by district personnel to ease the process of integration but not through the lens of the superintendent leading the community through this process. This study utilized a grounded theory methodology to explore how school superintendents led the process of within-district racial and socioeconomic integration. Four superintendents, each leading large suburban districts within 60 miles of Philadelphia, Pennsylvania, were interviewed, and the data were triangulated with information from the district websites and local newspapers. The emergent theory, Leadership Theory for Within-District School Integration, reveals three actions taken by the superintendents throughout the integration process: Knowing Their Cultural Lens, Building Trusting Relationships, and Aligning Systems for Organizational Equity. This theory provides superintendents with a roadmap when leading the process of within-district racial and socioeconomic integration in their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative, descriptive study was to explore how STEM professionals described the influence of collective impact conditions on their educational ecosystems for high school students in the US. The framework was collective impact as supported by transformational leadership theory. The research was guided by five research questions: How do STEM professionals who lead an educational ecosystems involving high school students describe the influence of (a) a common agenda, (b) shared measurement, (c) mutually reinforcing activities, (d) continuous communication, and (e) backbone support on their initiatives? The sample included 22 US STEM leaders. The adult participants led STEM initiatives with at least three organizations and had worked in a STEM field for at least five years. Fourteen participants took part in interviews and eight participated in two focus groups (i.e., four in each). The data were analyzed using thematic analysis. The results indicated the most established practices were having a common agenda, implementing mutually reinforcing activities, and developing continuous communication. Most participants were seeking guidance to develop shared measurement and secure backbone support. Participants understood the need to collect data to determine their ecosystems' outcomes but struggled to do so. Hiring staff was dependent on the ecosystem's backbone support, and participants were seeking the funding streams and support to grow and sustain their ecosystems. This study added to the academic research on collective impact and demonstrated that such an initiative aligns well with the practices needed to lead a STEM educational ecosystem. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative correlational study is to determine if a relationship exists between paraeducator perceived self-efficacy and the transformational leadership behaviors of building trust, acting with integrity, encouraging others, encouraging innovative thinking, and coaching and developing people displayed by the special education teachers who supervise them in the United States. The lens of social cognitive theory was used to understand the context of the relationship between special education teachers and paraeducators. The study sample consisted of 161 paraeducators who were recruited from Facebook groups. The Teacher's Sense of Efficacy Scale-Short Form (TSES-SF) and the Multifactor Leadership Questionnaire (the subscale of transformational leadership: MLQ-TL) were the instruments for data collection and analysis. Two research questions used Spearman's correlation to analyze if a relationship existed between self-efficacy, building trust, and coaching and developing others. Spearman's correlation between self-efficacy and building trust is r =0.34 (p < 0.001). Spearman's correlation between self-efficacy and coaching and developing people is r =0.36 (p < 0.001). The Pearson's correlation between self-efficacy and acting with integrity, encouraging others, and encouraging innovative thinking are r = 0.43, 0.36, and 0.32 (p < 0.001), respectively. These findings contribute to the field of special education to serve as foundational research to learn more about the potential causation of the relationships between special education teachers and paraeducators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Commission on Accreditation of Physical Therapy Education requires Doctor of Physical Therapy (DPT) program directors to have the necessary academic and professional qualifications to lead their programs, but many directors lack awareness of their leadership styles. The purpose of this quantitative descriptive correlational study was to examine the leadership styles of current DPT program directors within the United States, analyze the relationship between DPT program directors' self-perceptions of their leadership style and effectiveness, and understand a relationship between leadership styles with race and ethnicity. Methods: Data were collected using the 45-item Multifactor Leadership Questionnaire 5X Short-Leader Form developed by Avolio and Bass, which measures transformational, transactional, and laissez-faire leadership styles and the leadership outcomes of extra effort, effectiveness, and satisfaction, and a Demographic Profile Questionnaire. The surveys were distributed electronically to 247 DPT program directors. Data were analyzed using descriptive statistics and Pearson correlations. Results: Eighty-three DPT program directors responded to the survey (33.60% response rate). The results suggested a positive correlation that DPT program directors perceived themselves as having a transformational leadership style and to a lesser extent laissez-faire leadership styles. There was a statistically significant positive correlation (p < 0.01) between the transformational leadership factors of inspirational motivation and the leadership outcome of effectiveness. There was a statistically significant positive correlation (p < 0.01) among the transformational leadership factors of idealized influence attributed, inspirational motivation, individual consideration; the transactional factor of contingent reward; and the leadership outcome of satisfaction. There was no correlation between the remaining leadership factors management-by-exception active, management-by-exception-passive, and laissez-faire and leadership outcomes. A relationship between leadership style with race and ethnicity was not established. Discussion: The results of this study suggest that current DPT program directors perceive themselves as consistently implementing a transformational leadership style. DPT program directors exhibited some characteristics of transactional leadership style factor contingent reward, but laissez-faire leadership was generally not exhibited. A relationship between leadership style with race and ethnicity could not be determined due to non-response bias. Implications for practice and research are discussed. Conclusion: This study is known to be among the first to explore the leadership styles of DPT program directors. Further development of the transformational leadership style and behaviors of DPT program directors should be considered a priority in DPT programs to improve leadership extra effort effectiveness, and satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Even before the COVID-19 pandemic forced the American school system into various forms of distance learning, remote learning schools were a small but growing segment of the educational system within the United States. This causal-comparative quantitative study examined demographic variables to assess differences in K-12 teachers' views of their administrator's leadership skills in remote school settings. The sample population of credentialed California public charter school teachers (n = 449) completed the Adapted Multifactor Leadership Questionnaire (MLQ) about the leadership abilities of their remote working administrator. Transformational leadership served as the theoretical foundation of this study though transactional and laissez-faire leadership were included. The literature review identified significant research on transformational leadership within K-12 education and leadership in remote or virtual workplaces. However, a gap in the literature exists on leadership in remote K12 school settings. No prior studies explored teacher demographics' role in impacting teacher views of their remote school administrator. Research methods included statistical analysis using t-test, Mann-Whitney, and ANOVA statistical tests. Study results found that neither teacher gender nor race nor years of experience as a teacher made a statistically significant difference (p < 0.05) in how teachers view their administrator. The application of findings recommends additional research on different demographics using different sample populations. Implications from the research include increasing the preparation and professional development of educators desiring to work in remote school environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study applied situational leadership and transformational leadership theories to discern essential elements of principal preparation program field experiences and internships that contributed mostto principal effectiveness. Identifying critical components of principal preparation field experiences and internships were imperative to ensure principal effectiveness within the ever-changing landscape of education. The objective of this study was to discover essential components of field experiences and internships provided by principal preparation programs that contributed most to principal effectiveness, increasing the likelihood public school districts hired principal candidates who were equipped with the skills necessary to step into the position with minimal on-the-job training. A total of 23 novice principals across three target states comprised the full sample. Whereas 3 participants from the full sample, one per target state, constituted the subgroup. The mixed methods study comprises two parts: a quantitative survey followed by qualitative interviews and observations of a subgroup. The quantitative survey data were analyzed using Qualtrics frequency distribution and descriptive statistics reports. Additionally, the qualitative interview data were analyzed utilizing open coding and observation data via sorting. Lastly, a cross-case analysis of the collective case study data was employed. The highest ranked essential element per domain included using data to inform instruction; developing a safe school environment; developing relationships with students; working with the local community; and managing school schedules. In conclusion, by providing a roadmap of such essential elements of principal preparation fieldwork, principal preparation programs will be more likely to design and implement domain-specific contextualized experiences that produce principal candidates who are equipped with the skills necessary to step into the campus leadership position with minimal on-the-job training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Tuition-driven higher education institutions are continually faced with financial and enrollment challenges and other associated challenges exacerbated by the COVID-19 pandemic. This action research case study sought to provide a blueprint for private, non-profit higher education institutions to use as a guide in the presidential search process for a transformational president to lead an institutional turnaround. Institutions utilizing transformational leadership approaches at similarly situated universities realized turnaround success within this leadership model. Through the triangulation of the data sources, the board of trustee chairs, trustees serving on the presidential search committee, and the selected university presidents provided reliable and valid qualitative data through one-on-one interviews in responding to the research questions. Each data source provided a unique perspective on the characteristics, skills, behaviors, and professional successes required by the leader to direct, manage, and lead an institutional turnaround. The findings showed that the governing board sought a leader that possesses, behaves, and practices transformational, level 5, servant leadership to lead their universities to a turnaround. The universities sought turnarounds to stabilize finances, increase enrollment and endowment, and make organizational and departmental changes. The findings aligned with the research in that the turnaround leader must have a shared vision and plan embraced by a cohesive senior leadership team and supportive community to be successful in the turnaround. In addition, the board and presidents agreed that the strategic planning process was of utmost importance as the presidency began and forged forward. Lastly, the results identified the significance of the president building a culture of giving at the university, which included critical work in improving town-gown relationships. A vital follow-up study conducted at least ten years from the onset of the transition period would provide a strong indicator that a revitalization occurred at the institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this narrative study was to explore administrator perceptions of their transformational leadership in the classroom learning environment as a domain of T-TESS. Administrators have the responsibility, under T-TESS, to lead and develop leaders who can have a positive impact on the learning environment and student outcomes. T-TESS is a relatively new teacher evaluation tool in Texas in 2022 and is designed to bring a different approach to the coaching process within the evaluation itself, therefore resulting in more individualized feedback and professional development suggestions. Additionally, the elements of transformational leadership have provided increased impact on both the teacher and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to compare male and female leadership styles and characteristics in higher education: measuring the effects of those leadership styles on student perceptions. The participants were full and part-time undergraduate and graduate students currently enrolled in a higher education institution. A closed structured five point Likert-type scaling instrument was created based upon the work in transformational leadership, of Burns (1978) and Bass (1994). The instrument went through a three-phase validation process for reliability and validity, using the Cronbach's alpha ([alpha]) statistical technique. The study results showed a statistically significant degree of transformational leadership reflected in female and male leaders within the university by study participants. Study results also showed no statistically significant difference in participant perceptions of transformational leadership by leader gender. These findings can help educational leaders understand the importance of transformational leadership style and how paramount it is to the success of the institution and study body. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Independent schools provide a unique environment from other educational systems. By circumventing state and federal funding, they are able to cultivate autonomy for curriculum choices, management decisions, and independence not known in public schools. The educational leaders of independent schools may require different leadership skills than other school settings due to these additional possibilities and responsibilities. Through a phenomenological lens, the study uncovered skills utilized by four experienced independent school heads. The study used full-range leadership theory to further interpret the lived experiences of the school heads. The purpose of the inquiry is two-fold. First, according to the review of literature, most independent school leaders felt unprepared to lead when they accepted their first leadership position. Graduate level leadership programs tend to prepare leaders for the majority of positions in public schools. The preparation of independent school leaders could impact the sustainability of these schools. The second reason for the inquiry is the lack of research that has taken place in independent school leadership. This study uses qualitative methods of interviews to gain a rich description through a phenomenological lens of the journey of an independent school leader as well as insight into the skills needed to lead an independent school. Emerging themes such as constancy of purpose, relational approach, personality, and decision making that drove the ability to perform many of the transformational leadership skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study investigated the impact of COVID-19 on leadership in public and private schools overseas. This research used a central phenomenon model to assess the pandemic's impact on school leadership. The research question and sub-research questions that guided this study were: (1) What were educational leaders' perceptions of the effects of the COVID-19 pandemic on their school leadership at public and private overseas schools? (1a) What primary challenges and opportunities were experienced at the onset of the pandemic? The COVID-19 pandemic influenced (1b) What challenges and opportunities for professional development? (1c) What challenges and opportunities were associated with distance learning during the COVID-19 pandemic? This study collected data from email interviews comprised of 19 school leaders of K-12 students from public and private schools overseas to understand their experiences while leading during the pandemic. This study revealed behaviors school leaders endured through the ambiguity of teaching and learning, lack of preparation, and limited materials. Their voices told of the need for professional development embedded in professional learning communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Dr. Calvin Otis Butts, III is a towering figure in both the Black Church and in higher education. Dr. Butts is the only Black faith-based social activist to have led a famed house of worship and a respected public university concurrently for over two decades. Dr. Butts is the Pastor of Abyssinian Baptist Church and was the longest-serving President of the State University of New York (SUNY) at Old Westbury. The average tenure of a White College/ University President today is six and a half years and three and a half years for Blacks whereas Dr. Butts maintained his presidency for twenty-one years. Since the assassination of Dr. King and the end of the Civil Rights Movement, many pastors and congregations have remained on the margins of political and social activism. This study examined how the faith-based social activism of Dr. Butts' informed, formed, and transformed his approach to leadership in religion and society and higher education institutions and what implications this may have on the formation and selection of transformational leaders within religion and society and higher education. A qualitative case study was employed, which provided a detailed oriented account of Dr. Butts' activism and leadership as a minister at Abyssinian Baptist Church for fifty years and President of SUNY Old Westbury concurrently for twenty-one years. The findings of the study revealed that Dr. Butts is a social activist and transformational leader who applied the teachings of Jesus and Dr. Martin Luther King Jr., to address racial, social, and educational inequality. Additional findings and recommendations for further study are examined under the discussions and findings section. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem of this project study was that middle school teachers in a public school district in southwestern United States did not understand the principals' expectations for implementing the team model and its effect on their relationship with administrators the team model regarding the relationship between administrators and teachers. The purpose of this basic qualitative project study was to investigate the perceptions of school principals and middle school teachers regarding the team model and the principals' expectations for classroom instruction. The conceptual framework for this project was the team model of transformational leadership. The research site was a public school district located in the southwestern United States. Purposeful sampling was used to select 10 teachers and 3 administrators. Data collected using semi-structured, Zoom interviews were thematically analyzed, resulting in the following emergent themes: (a) contrasting teacher and administrator perceptions; (b) importance of roles: trust, communication, and understanding for the proper implementation of the team model; (c) lack of communication, empathy, and unity as hindrances to the implementation of the team model; and (d) administrative and staff support and improved disciplinary procedures as benefits of the team model. Teachers and principals indicated that the team model is an effective tool for implementing the processes and disciplinary procedures needed at a campus. The key recommendation was a 3-day professional development (PD) seminar developed for principals and teachers to learn how to improve their relations. The findings of this project study may lead to positive social change by supporting improved relationships between administrators and teachers, increasing teacher self-efficacy, and establishing more effective classroom instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Fullan (2001) states that leading in a culture of change means creating a culture, not just a structure, of change. In the study, the researcher sought to describe a phenomenon in answer to the following research questions: What are perceptions of the attributes of a Cultural Change Principal in building culture in an urban K-5 public school setting? What are the identified attributes of effective leadership that are present in a Cultural Change Principal in an urban K-5 public school? How is a Cultural Change Principal effective in building culture in an urban K-5 public school setting? The researcher used the methodology of descriptive phenomenological study to analyze and synthesize the data on the attributes of leadership that are effective in building culture. Data collection and analysis consisted of interview data collected from Cultural Change Principals (CCPs), teachers, and district level personnel and a confirmatory focus group of principals. The findings suggest that a Cultural Change Principal understands that relationships are a core component, and it takes the presence of leadership to ensure that all followers participate in building culture. The research suggests that Cultural Change Principals are understanding and communicate, create coherence through collaborative conversations, drive goal setting, support reflection and acknowledgments, build in celebrations, and lead building trust and relationship. These findings have implications for the practice of leadership, learning and service in how transformational leaders involve the collective effort of teachers in study, activity, engagement and reflection to transform the culture of the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As information technology grows in importance and creates industries and disruptions in the growing digital world (Hickman & Akdere, 2018), the practical importance of understanding the impact of leadership development coaching for leaders within information technology becomes critical. As leadership coaching and transformational leadership have both been shown to positively influence leaders in transforming organizations, leadership specifically within the context of an information technology has surfaced as a topic of interest in recent years. The purpose of this qualitative multiple case study with individual interviews was to understand how to create transformational leaders in the information technology environment by exploring instructional content within leadership coaching programs that promotes transformational leadership skills. By performing this research, the study sought to identify leadership skill content that if presented during the coaching process, can promote better transformational leadership among information technology managers and leaders. The theoretical foundation of this study relies on the theory of transformational leadership. The transformational leadership theory identified specific skills to focus on including idealized influence, inspirational motivation, intellectual stimulation, and individual consideration. The results of this analysis presented five themes that emerged from the individual interview content. The themes included activities and assessments, accountability, behavioral skills, and critical conversations. The major implication of this research is that coaching content protocols need to be updated to include the themes of assessment, accountability, enhanced behavioral skills, and regular critical conversations. The results of this study now offer specific instructional content used during the coaching process that is perceived by executive coaches to contribute to the development of transformational leadership behaviors in the information technology context. A key recommendation for future research is to identify specific metrics to assess the extent to which the themes of assessment, accountability, enhanced behavioral skills, and regular critical conversations are utilized in updated coaching content protocols. The results of this research study are of importance because information technology leadership, specifically transformational leadership, is critical to gain competitive advantages in organizations. This new information can be used for the development of transformational leadership behaviors in technology leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this correlational study was to explore the relationship, if any, between school principals' laissez-faire leadership and teacher turnover. My research expanded the literature to focus specifically on principal gender and teachers at different levels of teaching experience. I used the Multifactor Leadership Questionnaire (MLQ) to measure the independent variable, principals' laissez-faire leadership, and the Turnover Intention Scale (TIS-6) to survey the dependent variable, teacher turnover intention. The study found that experienced teachers who are led by laissez-faire principals are more likely to leave their job. The findings illuminated that it is teachers with more than three years of teaching experience who tend to want to leave their job more when led by a laissez-faire principal. This is concerning given that teacher turnover is detrimental to maximizing student achievement. The findings of this study provide a foundation for educational leaders to understand that they should be active and accessible to staff to avoid teacher turnover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Educational equity has been a long-standing goal among legislators since the passing of the Elementary and Secondary Act of 1965 (McLaughlin, 1975). While initially the focus was examining the disparity in resources available to schools in different geographical areas, as accountability measures were enacted, the achievement gap between socioeconomic disadvantaged groups and their peers emerged. Despite the many efforts of school reform from the Elementary and Secondary Education Act, which included provisions, Title I, to provide subsidies to schools servicing a high concentration of students from socioeconomically impacted communities, and the various iterations that followed, the discrepancy in student performance persists. There are, however, some economically impacted schools where gains are being made in narrowing this disparity in performance. Research related to student achievement have examined the impact of funding as well as the process that leaders use to make decisions (Lafortune, Rothstein, Schanzenbach, 2018; Bezzina, Gatelli, Grassetti, Vidoni, 2008; Martorell, Stange, McFarlin, Jr., 2015). The research, however, has neglected to study the concrete financial decisions made by principals coupled with leader behaviors that influence student outcomes. Rooted in Karl Marx's theory of justice, this qualitative study contributes to the ongoing research around public education, funding, and equity to highlight strategies that leaders employ through the allocation of federal Title I funds that influence student achievement (Marx, 1976). With the moral underpinning of social responsibility as it relates to equitable opportunities for all, this research explores the ideology of Transformational Leadership and its presence in Title I leaders along with spending priorities and decision-making processes to create a level playing field for students. The information garnered from this research will support the development of school-based leaders through academic and district-based development programs. In Phase 1 of the study, district level state assessment scores for each Title I school in the sample were retrieved and analyzed to examine growth trends in the Title I schools across a 10-year period. The rate of growth in student performance was compared in two durations of time during NCLB (2010-2015) and ESSA (2016-2019). This performance data was used to further understand the leadership lens used in establishing budgetary priorities and processes among building leaders during these shifts in legislation. Phase 2 involved one-on-one interviews with Title 1 principals. Responses were coded where spending priority themes emerged, attention to the "The People, The Landscape, The Foundation and The Soul." Phase 3 included two focus group sessions of five participants each. Principals included in these focus groups lead schools with a large socioeconomically disadvantaged population. However, the schools represented in the focus group samples do not qualify for the identification of Title I therefore are not recipients of Title I federal funding. Their responses coupled with those of Title I principals were used to align practices and procedures to the elements of Transformational Leadership. The combination of this data analysis asserts that effective school reform begins with a transformational leader who embodies charisma and develops a customized program for their school through collaboration and effective communication. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Department chairs in higher education are leaders charged with the daily administrative functions, visioning, and managing academic units and programs. The purpose of this study was to assess the moderating role of transformational leadership in predicting the relationship between department chairs' personal and positional power on faculty job satisfaction at four-year private and public universities in Louisiana. As determined by the G* power analysis, the appropriate sample for this study included 300 faculty members from 4-year universities in Louisiana. Of those 300 faculty members, 83 completed the study survey. The survey was distributed online via Qualtrics. Each variable was measured using three different instruments. These instruments included the 20-item Power Scale developed by Hinkin and Schriesheim (1994) that assessed department chairs' personal and positional power, the 7-item Global Transformational Leadership Scale developed by Carless et al. (2007) which examined transformational leadership style, and the 10-item Job Satisfaction Survey by Macdonald & MacIntyre (1997) which evaluated faculty job satisfaction levels. Utilizing multiple linear regression, the study findings indicated a statistically non-significant direct effect ([beta] = 0.189, p>0.05) between personal power and job satisfaction. The findings also indicated a statistically non-significant direct effect ([beta]=0.268, p>0.05) between departmental chairs' positional power and faculty job satisfaction. In addition, the direct effect between transformational leadership and job satisfaction was statistically significant ([beta] =1.138, p<0.05) between personal power and job satisfaction was not statistically significant when transformational leadership moderated the relationship between variables. Further, the interaction effect ([beta] = -0.360, p>0.05) between positional power and job satisfaction was not statistically significant when transformational leadership was moderated the relationship between variables. This study provided evidence of transformational leadership's impact on the individual variable of job satisfaction but did not act as a significant moderator when variables, including personal and positional power, were examined when related to faculty perceptions of department chairs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]