ABSTRACT
The purpose of this study was to identify and examine how elementary
school principals who were identified as transformational leaders connected
with teachers. The concept of connectedness derives in part from Bums'
(1978, pp. 1, 2) description of individualized consideration used by
transformational leaders to develop a bond, a ■connection" with followers.
Current literature and research about connectedness is almost non-existent
except for some basic research related to the use of individualized
consideration in schools. Individualized consideration is defined by Bass
(1985) as the developmental and individualistic orientation that leaders
maintain toward subordinates. The theoretical significance of this study was
to provide an in-depth account of how transformational principals connect with
teachers in their day-to-day activities. The practical benefit of this study was
to gain insight into the role and function of elementary principals as
transformational leaders. Learning more about how principals connect with
teachers provides the basis for improving leadership in schools and thus
leads to education that better meets the needs of our students.
Three case studies provided the data used to analyze the ways by which
principals establish and maintain connections with teachers. Each case included data related to two incidents in each school which were the vehicles
for data collection. The research design was multiple interviews with the
principals and interviews with teachers, staff members, and parents.
The following conclusions emerged from the three case studies.
1. There are six criteria for connectedness to occur
• there must be a desire to connect by both the principal and the
teacher
• the principal must be accessible
• there must be a chemistry and compatibility between the principal
and the teacher
• the principal must have time or make time available and have the
willingness and interest to connect with teachers
• the principal must have self-knowledge or some sense about
her/his leadership practices, and
• the principal must be willing to take a risk to extend her/his hand to
connect with teachers.
2. There are three major types of connectedness:
• when the leader engages followers
• when the leader converts followers into leaders, and
• when the leader builds a collective purpose with followers.
3. There are degrees of connectedness: Some leaders connect more
one way than the other. A leader m ay prefer to connect by engaging
followers and then by helping them move up the career ladder. Also,
one leader may demonstrate more connectedness than another leader.This abstract accurately represents the content of the candidate's thesis. I
recommend its publication.
ABSTRACT
The purpose of this study was to identify and examine how elementary
school principals who were identified as transformational leaders connected
with teachers. The concept of connectedness derives in part from Bums'
(1978, pp. 1, 2) description of individualized consideration used by
transformational leaders to develop a bond, a ■connection" with followers.
Current literature and research about connectedness is almost non-existent
except for some basic research related to the use of individualized
consideration in schools. Individualized consideration is defined by Bass
(1985) as the developmental and individualistic orientation that leaders
maintain toward subordinates. The theoretical significance of this study was
to provide an in-depth account of how transformational principals connect with
teachers in their day-to-day activities. The practical benefit of this study was
to gain insight into the role and function of elementary principals as
transformational leaders. Learning more about how principals connect with
teachers provides the basis for improving leadership in schools and thus
leads to education that better meets the needs of our students.
Three case studies provided the data used to analyze the ways by which
principals establish and maintain connections with teachers. Each case included data related to two incidents in each school which were the vehicles
for data collection. The research design was multiple interviews with the
principals and interviews with teachers, staff members, and parents.
The following conclusions emerged from the three case studies.
1. There are six criteria for connectedness to occur
• there must be a desire to connect by both the principal and the
teacher
• the principal must be accessible
• there must be a chemistry and compatibility between the principal
and the teacher
• the principal must have time or make time available and have the
willingness and interest to connect with teachers
• the principal must have self-knowledge or some sense about
her/his leadership practices, and
• the principal must be willing to take a risk to extend her/his hand to
connect with teachers.
2. There are three major types of connectedness:
• when the leader engages followers
• when the leader converts followers into leaders, and
• when the leader builds a collective purpose with followers.
3. There are degrees of connectedness: Some leaders connect more
one way than the other. A leader m ay prefer to connect by engaging
followers and then by helping them move up the career ladder. Also,
one leader may demonstrate more connectedness than another leader.This abstract accurately represents the content of the candidate's thesis. I
recommend its publication.
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