The Art of Educational Leadership

Abstract

This dissertation came to fruition because of my long history as a public-school educator and leader, and my deep admiration for the educators who have dedicated their lives to public service and growing young people. We no longer live in a time in which educators dedicate their life to teaching or leading in public schools. Teacher and administrator retention rates have dropped, and attrition rates continue to grow at an alarming rate (Dee & Goldhaber; 2017; Kraft & Lyon, 2022). If we understand what keeps educators satisfied with their job in public-schools, we can emulate this practice and grow our teachers and leaders to stay in their jobs (Brown, 2018; Day, 2022; Deal & Peterson, 1999; Gamata, 2021; Javanovica & Ciric, 2016; Kaagan, 1998; Kiral, 2020). This study is my way to be part of this change.

This qualitative study is a narrative inquiry that looks at educational leaders through field observations, interviews, and artifacts and tells their stories through a transformational leadership lens. Narrative inquiry allows the freedom to retell the stories of these participants and extract the qualities that are demonstrative of effective leadership. The rich stories of these three participants are transformational due to their individual passion to create relationships, support intellectual needs, and lead through modeling that is collaborative, transparent, and ethical (Bass & Riggio, 2006).

Transformational Leadership theory (TLT) framed this study. Four prominent themes emerged through this study: teamwork, emotional commitment, growth, and effective programming. These themes are situated within the four components of TLT: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration and are the lens by which the data is disseminated and explored. 

Story can deeply change lives. It is my hope that those reading this research will relate, assimilate, and want to emulate the leadership practice of the participants. The stories of these leaders will support other leaders in the quest to grow in their own practice and become better educators and better leaders in schools. It is then that we can truly support the young people we serve and support them in the most effective means possible.