Enhancing Transformational Leadership of Urban Principals: The Role of Central Office Administration

Abstract

Transformational leadership is a model school principals can use guide their schools and their staff through times of uncertainty and reform. Current research presents many positive effects of transformational leadership to employees in business, industry, and education. Self-determination theory is centered on the premise of need satisfaction to develop one’s sense of self and autonomy. Research has shown self-determination theory to be associated with greater intrinsic motivation, satisfaction, strengthened relationships and a sense of belonging (Deci & Ryan, 2000, Deci & Vansteenkiste, 2004, & Graves & Luciano, 2013). This dissertation examined the perception of met psychological needs from central office administration to principals, teacher perception of principal transformational leadership behavior, and the relationship between met psychological needs and principal transformational leadership behavior. Results indicated that most principals do not perceive psychological needs are met by central office administration. Most teachers did perceive principals to act in transformational ways. There was no correlation between principal perception of met psychological needs and their transformational leadership behaviors. A post hoc analysis revealed a statistically significant correlation between principal trust in faculty and their transformational leadership behavior.