Superintendents’ Use of Transformational Leadership and the Impact on Collective Teacher Efficacy

Abstract

This study sought to determine whether there was correlation between a superintendent’s use of a transformational leadership and levels of collective teacher efficacy. Four research questions were answered in this study: Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ overall use of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of the five individual components of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of transactional leadership behavior? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of passive-avoidant leadership?

All superintendents in Oregon were invited to participate in the research through the Multifactor Leadership Questionnaire (79 responded). Collective teacher efficacy (CTE) was measured using a selected subset of questions from the 2023 Oregon Statewide Educator Survey and 34 districts with response overlapped with the superintendent respondents. Findings showed a statistically significant correlation between transformational leadership overall and CTE, and specifically with the transformational leadership subcomponents of intellectual stimulation and individualized consideration. This research has implications for leadership development, administrative licensure, and superintendent hiring and evaluation practices. Future research should explore the validity of a constructed CTE scale as well as qualitative analysis of the link between transformational leadership and CTE as found in this research.