The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

Educational Administration and Leadership, K-12: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

Kay Worner

Second Advisor

Roger Worner

Third Advisor

David Lund

Fourth Advisor

John Eller

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Turnaround Models, Turnaround Schools, School Turnaround Principals, Transformational Leadership, Leadership Practice Inventory, Leadership Practices



The quantitative study examined the perception of principals in Minnesota elementary Reward Schools (also known as turnaround schools) regarding their leadership practices with reference to transformational leadership. Data for the study were collected from principals’ responses to the Leadership Practice Inventory (LPI-Self) developed by Kouzes and Posner.

The study acknowledged that transformational leadership has great potential to effect meaningful change in turning around schools; the principals in the study reported the highest frequency of engagement in the leadership practices of Enable others to Act, Encourage the Heart, Model the Way, and Challenge the Process. The fifth and last practice, inspire a Shared Vision, was not selected as a practice in which principals’ frequently engaged.

In addition, the study’s research found that principals ranked maintain focus on student learning and related goals; developing a feeling of mutual accountability among staff, and providing clear expectations as the top three essential leadership skills among eight developed by Herman (2008) to use to further student achievement. The study provided insight into the types of leadership practices and skills that could positively impact student achievement in low performing elementary schools in Minnesota.


I would like to thank my Dissertation advisor Dr. Kay Worner of the school of Education at St. Cloud State University. Dr. Worner was not only my advisor and instructor, but also a woman of excellence with extraordinary human qualities. I wanted to thank her for the absolute privilege and honor of being able to call her my advisor and instructor.



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