LEADERSHIP ORIENTATION STYLE AND ITS EFFECT ON THE SUSTAINABILITY OF SYSTEMS IN URBAN ELEMENTARY TURNAROUND
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Love, Kristy, Leadership orientation style and its effect on the sustainability of systems in urban elementary turnaround schools. Doctor of Education in Executive Educational Leadership, May 2021, Houston Baptist University, Houston, Texas.
The purpose of this mixed-method study was to determine what factors contribute to the sustained success of schools after they have undergone the turnaround process and moved into the longer process of school transformation by identifying the relationship between principal leadership style and organizational structures that were implemented in schools that lead to sustained academic growth over time. Four research questions were answered to determine the following: 1. What frames of leadership are most common in principals working in transformational schools that have improved accountability? 2. To what extent is there a difference in frame dominance between current and past leadership of urban transformational schools? 3. How do principals working in urban transformational schools implement turnaround strategies that provided sustainability in campus success? 4. What is the connection between the frame dominance compared to turnaround strategy implementation that provided sustainability in campus success? Creswell’s parallel convergent mixed method process for analyzing qualitative and quantitative data was used to analyze Bolman and Deal’s Leadership Orientation (Self) Survey and the Implementation of Turnaround Strategies survey to determine turnaround school organizational systems implementation. The results showed current principals of urban elementary turnaround schools operate out of the Human Resources frame while former principals are most likely to not have a dominant frame and operate out of multiple frames depending upon the issue or situation. These results suggested the need to focus on building teacher capacity and teacher retention programs for highly effective teachers.