Award Date

12-1-2012

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Committee Member

Edith Rusch

Second Committee Member

Gene Hall

Third Committee Member

James Crawford

Fourth Committee Member

Martha Young

Number of Pages

138

Abstract

This abstract reflects the findings of the understanding of the skills necessary to lead transformative change in a non-affluent neighborhood in a large urban district. Current research and understandings of transformative leadership has been limited to traits and organizational concepts rather than the work associated with transforming schools. Studies seldom addressed if leaders even valued the actions central to transformative work or if they have the capacity and expertise to do the task. The purpose of this study was to understand the kinds of knowledge, skills, and dispositions that support what is viewed as transformative leading. Additionally the inquiry probed the supports and barriers to engaging in transformative leading within a bureaucracy of an urban district. This is a qualitative case study of three high achieving elementary schools in non-affluent neighborhoods. The study was conducted to understand the meaning and essence of transformative work from the principals' and teachers' prospective. The study contributes to the transformative leadership literature.

Keywords: transforming leaders, transformational leaders, transformative leaders, capacity, five star rating

Keywords

Ability; Capacity; Educational leadership; Five star rating; Poor; Transformational leaders; Transformational leadership; Transformative leaders; Transforming leaders; Urban schools

Disciplines

Educational Leadership

Language

English


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