Leadership Styles and Competencies of Kentucky School Principals: Transformational, Transactional, and Laissez-Faire Leadership

Abstract

The purpose of this quantitative correlational study was to examine and provide insight into possible relationships between principal leadership styles, principal demographics, and school demographics. Several United States educational jurisdictions are characterized by adverse experiences, including academic underachievement, student dropout, and student pushout. Extant literature suggested adverse outcomes are due to environmental factors, personnel hiring processes, and school leadership competencies. This research examined the latter influence and analyzed the leadership styles of 97 school principals in Kentucky. Additionally, the study views transformational, transactional, and laissez-faire/passive leadership competencies in reference to principal demographics and school demographics. The study emphasized relationships between leadership styles and traditional or alternative school types. Additionally, the study analyzed relationships between leadership styles and urban or rural school settings. Other themes explored in the literature review include at-risk youth, disparity, school discipline, and rural principalship. Data collection was through the Multifactor Leadership Questionnaire (MLQ), Authentic Leadership Questionnaire (ALQ), and a demographic questionnaire. Findings indicated significant relationships between alternative school principals and transformational leadership scores. Additionally, results suggested male principals are likelier to be circumstantially transactional and passive. Moreover, findings indicated a need for future research examining diverse principal populations in rural school settings and other contexts.