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The influence of principal transformational leadership style on high school proficiency test results in New Jersey comprehensive and vocational-technical high schools
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Verona, Gail S.. The influence of principal transformational leadership style on high school proficiency test results in New Jersey comprehensive and vocational-technical high schools. Retrieved from https://doi.org/doi:10.7282/T34M96SR

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TitleThe influence of principal transformational leadership style on high school proficiency test results in New Jersey comprehensive and vocational-technical high schools
NameVerona, Gail S. (author); Hyman, Ronald T. (chair); Bliss, James R. (internal member); Young, John W. (internal member); Scrupski, Adam F. (internal member); Rutgers University; Graduate School of Education
Date Created2001
Other Date2001-05 (degree)
SubjectEducational Administration and Supervision, High School Proficiency Test, Educational tests and measurements--New Jersey, High school principals--New Jersey, Transformational leadership, Vocational education
Extent1 online resource (xi, 310 p.)
DescriptionThe New Jersey High School Proficiency Test (HSPT) is a "high stakes" test administered as a graduation requirement to all eleventh grade students in New Jersey high schools. High school principals have been held increasingly accountable for successful HSPT scores. Principals are attempting to meet this challenge. Although all school districts in New Jersey and elsewhere will benefit from learning more about the types of principal leadership styles affecting student achievement, secondary vocational schools, in particular, will benefit because they have struggled to have their students achieve passing HSPT scores.
This study used Leithwood's model of transformational leadership, which adapts Bass and Avolio's transformational and transactional leadership theory to schools, to conceptualize principal leadership. The researcher utilized a statistical regression model to analyze quantitative data obtained from a questionnaire (Bass and Avolio's Multifactor Leadership Questionnaire), and conducted interviews with four principals and eight teachers in order to investigate the relationship between principal transformational leadership style and other selected variables on HSPT passing rates in vocational and comprehensive high schools.
The main result of the study is that transformational leadership of principals significantly affects HSPT passing rates in reading, mathematics, writing, and all sections combined of the HSPT. Additionally, the results show that to achieve the same HSPT passing rates, stronger transformational leadership is needed in vocational schools than in comprehensive high schools. The findings also show that student attendance rate and eligibility for free/reduce lunch have a significant effect on HSPT passing rates, whereas enrollment size and mobility rate do not.
The results of this study have several implications for practice, which include the creation, by boards of education to identify principal candidates who have the most potential to act as transformation leaders; the development of professional development programs to provide aspiring, existing principals with training in transformational leadership; and the hiring of vocational principals who have more than the minimum standard credentials and who exhibit high degrees of tranformational leadership qualities.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Gail S. Verona
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T34M96SR
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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