Transformational Leadership and Enabling School Structure: Promoting Increased Organizational Citizenship and Professional Teacher Behavior

• In Event: 66.014 - Leading Teacher Professional Development and Collaboration

Abstract

The study used CFA to test whether setting directions (SD), developing people (DP), redesigning the organization (RO), and improving the instructional program (IIP) statistically define the latent variable transformational school leadership (TSL). Structural Equation Modeling (SEM) was then used to explore the effects of TSL and enabling school structure (ESS), on two outcome variables; professional teacher behavior (PTB) and organizational citizenship behavior (OCB). Socioeconomic status (SES) was included as a control variable. Sixty elementary schools were included in this study. Findings confirmed SD, DP, RO and IIP statistically define TSL and supported the importance of TSL in predicting ESS, PTB, and OCB. Together TSL and ESS explained 51% of the variance in PTB and 47% of the variance in OCB.

Author

• Roxanne M. Mitchell, The University of Alabama