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2015 Outstanding Ph.D. Dissertation

An Empirical Examination of the Relationships Among Transformational Leadership Behaviors of School Principals, Organizational Context, and Teacher Commitment to Students

By Glenn Thomas Freeman

Abstract

In an effort to improve student learning and outcomes in the United States, education policy makers have focused on developing effective forms of school leadership. Transformational leadership has been widely studied in school contexts and is a popular image of ideal leadership practice in primary and secondary schools. Although there is adequate research in the literature on the relationships between transformational leadership behaviors of school principals and school-level variables, relatively few studies have investigated the relationship between transformational leadership and teacher-level variables, such as teacher commitment to students. Moreover, researchers have called for giving more attention to organizational context as a factor that affects the relationships between leadership behaviors and outcomes. To address these gaps in the literature, the current study examined the empirical relationships among transformational leadership behaviors of school principals and teacher commitment to students, as well as the effects of organizational leadership context on the relationship between these two variables. With a cross-sectional sample of teachers in a western U.S. school district, the current study revealed that only one dimension of transformational school leadership (i.e., holding high performance expectations) had a significant and positive relationship with teachers’ commitment to students’ academic achievement and social well-being. Moreover, the study revealed that collective efficacy fully mediated the relationship between these two variables. The study also found that other dimensions of transformational school leadership (i.e., providing vision and inspiration, modeling behavior, fostering commitment to goals, and providing individual support) were not related to teacher commitment to students. Theoretical and practical implications of these results are presented, and suggestions for future research are discussed.

Keywords: transformational school leadership, organizational trust, collective efficacy, teacher commitment to students

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To access a full-text version of this dissertation, please contact your university’s library or UMI Dissertation Services. Regent students, staff and faculty may access full-text versions from the Regent University Library.

2014 Outstanding Ph.D. Dissertation

The Relationship Between Leadership Styles, Leader Communication Style, and Impact on Leader-Member Exchange Relationship Within the Banking Sector in the United States and the Philippines

By Theodore G. Pacleb

Abstract

Proceeding from the assumption that leadership is a socially constructed relationship, this study examined the causal link of leadership styles with leader communications styles and the extent to which the mediating role of leader communication styles influenced the quality of leader-member exchange (LMX) relationship and whether cultural dimensions determine differences in preferences for these test variables. Using hierarchical multiple regression analysis, three regression models were estimated on data drawn from 441 domestic bank employees in the United States (N = 213) and the Philippines (N = 228). The results showed that leader communication styles mediated the relationship between leadership styles and quality of LMX. Transformational leadership style was negatively related to the communication style of verbal aggressiveness and positively related to preciseness for both the U.S. and Philippine sample groups. Verbal aggressiveness and preciseness partially mediated the relationship between transformational leadership and LMX. Also, transactional leadership was significantly related to leader expressiveness, questioningness, and preciseness, which explained the relationship of transactional leadership with quality of LMX among U.S. respondents. Similar findings were found among Philippine respondents for preciseness and questioningness but differed on leader emotionality. A t test found significant differences in preference for transformational leadership and leader communication styles of verbal aggressiveness, questioningness, emotionality, and impression manipulativeness. The implication of the findings draws attention to the importance of leader communiction styles in building productive and enduring dyadic relationships with followers in the workplace. Moreover, the findings underscore the role that leader communication plays in influencing the work environment in manners of conveyance that impact proximal and power relationships. The current study advances leadership research deeper into the realm of communication by probing deeper into the importance of rhetoric in the construction of dyadic relationships.

Access Full-Text Versions

To access a full-text version of this dissertation, please contact your university’s library or UMI Dissertation Services. Regent students, staff and faculty may access full-text versions from the Regent University Library.