THE RELATIVE IMPACT OF PRINCIPAL MANAGERIAL, INSTRUCTIONAL, AND TRANSFORMATIONAL LEADERSHIP ON STUDENT ACHIEVEMENT IN MISSOURI MIDDLE LEVEL SCHOOLS

By
E. NYLE KLINGINSMITH

This study examined the relationship of three factors of principal leadership,
managerial, instructional, and transformational. A total of 133 middle level public schools in Missouri were included in the study. This study was part of a larger study of middle level education being conducted by the Middle Level Leadership Center at the University of Missouri-Columbia. Two survey forms were used to collect data for this study. A total of 849 teachers responded to a survey that collected data about their perceptions of principal effectiveness in one factor of principal managerial leadership and
two factors of principal instructional leadership. A total of 854 teachers responded to a survey that collected data about their perceptions of principal transformational leadership.
Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the spring 2006 administration of the Missouri Assessment Program (MAP) tests in Communication Arts and Mathematics. The study found significant correlations among all nine factors of principal leadership. There were significant differences in principal leadership factor ratings when schools were grouped by student achievement. School demographic factors for SES, attendance, enrollment, and FTE had significant correlations with student achievement.
Three measures of principal experience had significant correlations with student achievement. Seven of the nine factors of principal leadership correlated significantly with both subtests when controlling for SES. The two remaining factors had a significant correlation with one of the tests. The leadership factor, Instructional Improvement, appeared to have the greatest impact on student achievement. A model of the contextual elements of the role of principal and the relationship of school and principal demographic variables as well as principal leadership factors with student achievement in that larger context was developed, and implications for research, practice, policy, and the preparation of educational leaders was developed