Effects of facilitation training on principals' transformation leadership orientation
Gmitro, Henry Andrew
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Permalink
https://hdl.handle.net/2142/22161
Description
Title
Effects of facilitation training on principals' transformation leadership orientation
Author(s)
Gmitro, Henry Andrew
Issue Date
1993
Doctoral Committee Chair(s)
Thurston, Paul W.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
The delivery of a training program on facilitation skills using the Assisting Change in Education (ASCD) materials presented an opportunity to study the effects of the training on the transformational leadership orientation of school principals. This qualitative study investigated the effects of the training program by examining the behaviors and attitudes of principals as they participated in this year-long project. School teams, consisting of the principal and several staff members, participated in the training program. The teams met monthly from August 1991 through May 1992 and completed all of the modules which are part of the Assisting Change in Education program.
Data on the principals' transformational leadership orientation was collected in a variety of ways, including both qualitative and quantitative methodology. Teachers who participated in the training and teachers who did not participate in the training, but worked with the principal, both completed leadership style surveys to collect pre- and post-training data on the principals' leadership style. Anecdotal evidence regarding behavioral changes by the principal and as observed by the teachers was collected from both groups as well. Interviews were conducted with each of the principals being studied to collect direct evidence from them regarding changes in their behaviors and attitudes. Lastly, evaluation data about the program itself was collected throughout the training program.
These multiple methods of data collection provided both qualitative and quantitative data which was evaluated. The qualitative data provided strong evidence that changes had occurred in both the behavior and attitudes of principals regarding leadership. The evidence was closely correlated to the characteristics associated with transformational leadership. The quantitative data, while demonstrating a positive shift in transformational leadership orientation, was not found to be statistically significant when using analysis of variance techniques. While the study produced some mixed results, the evidence collected supports the view that the Assisting Change in Education program had a positive impact on the transformational leadership orientation of principals, under certain conditions.
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