The Role of Transformational Leadership in Empowering Public Educators

This study aimed to identify the leadership actions and behaviors that school administrators, who have recently transitioned from a teaching position, associated with empowerment. Semi-structured interviews were utilized to elicit the participants' experiences of empowerment and disempowerment and how they try to create cultures of empowerment at their schools. The participants described their experiences of empowerment as they become leaders. They shared the transformational leadership behaviors they witnessed in others and fostered in themselves as they created cultures of empowerment in their own schools. This study found three factors facilitating transitions to formal leadership: being empowered through informal leadership roles, having access to pathways to become a leader, and being pushed outside one's comfort zone. The participants described the qualities effective leaders possess and the qualities of psychological empowerment one must have to take the necessary risks to become a school leader. Participants shared how, to build cultures of empowerment, they lead by example, have a vision and clarity, build trust, recognize the strengths of others, coach their staff, and share power in their schools. [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.]