Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
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 et.al (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.
Wana, Kassahun C., "Assessment of Leadership Practices of Principals of Turnaround Elementary Schools in Minnesota" (2019). Culminating Projects in Education Administration and Leadership. 56.