The Relationships Between Transformational Leadership Components and Program Outcomes in Chinese-as-a-Foreign-Language Programs for Pre-K to 12 Learners in the United States

Abstract

In the United States, language education programs are increasingly popular and have expanded considerably in recent years. At the same time, very little data exists on the leadership practices that have guided the most successful language education programs (Forman, 2015; Hutton, 2018; Rocque et al., 2016). This study filled that gap by exploring the relationships between transformational leadership components and perceptions of program outcomes in Chinese-as-a-foreign-language programs for pre-K to 12 learners in the United States. The following research question is the focus of this study: What are the relationships between transformational leadership components and perceptions of program outcomes in Chinese-as-a-foreign-language programs for pre-K to 12 learners in the United States? This qualitative study employed individual interviews to gather a deep understanding and insight into relationships between transformational leadership components and perceptions of program outcomes (enrollment and retention, program staff’s satisfaction, and student parents' satisfaction). The study found participants made statements connecting four I’s of transformational leadership and the program outcomes in the Chinese-as-a-foreign-language programs for pre-K to 12 learners in the United States. At the same time, participants also made statements connecting program outcomes to their leaders’ focus on (a) showing caring, (b) continuing education development, and (c) being open to personal and professional conversations. The discrete components of transformational leadership may be strategically used to facilitate the process of identifying and recruiting staff members with transformational leadership qualities.