The Impact of School Board Behaviors and Characteristics on Transformational Leadership in Superintendents

Abstract

This study sought to determine whether there was a statistically significant correlation between school board behaviors and characteristics, and a superintendent’s use of a transformational leadership model. The study was grounded in four research questions: Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ overall use of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of the individual components of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of transactional leadership behaviors? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of passive-avoidant leadership?

All school boards in Oregon were surveyed about their behaviors through the Balanced Governance Board Self-Assessment, and all superintendents in Oregon were surveyed about their leadership styles through the Multifactor Leadership Questionnaire. Findings showed there was a statistically significant correlation between seven board behaviors and characteristics (with an emphasis on community engagement, the use of data, and cultural responsiveness) and the domain of inspirational motivation in transformational leadership, plus an overall correlation between the Balanced Governance Board Self-Assessment and inspirational motivation. Implications for the study include a focus on the nexus between these seven characteristics and board/superintendent professional development programs, plus methods for hiring and evaluating superintendents. Future research should expand beyond Oregon and include qualitative studies.