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Administrator development from trans...

De Luna, Osvaldo.

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Administrator development from transactional to transformational leadership under the federal and state accountability mandates.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Administrator development from transactional to transformational leadership under the federal and state accountability mandates./
Author:	De Luna, Osvaldo.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465166
ISBN:	9781124768663

Administrator development from transactional to transformational leadership under the federal and state accountability mandates.
De Luna, Osvaldo.

Administrator development from transactional to transformational leadership under the federal and state accountability mandates. - 160 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ed.D.)--California State University, Fresno, 2011.

The purpose of the study was to analyze the factors and perceptions that possibly related to the development of transactional leadership to transformational leadership. The study investigated variables that impact the development of leadership for administrators in San Joaquin Valley of California, specifically Madera County. The elements explored in this study include the political history of legislation affecting educational accountability, program improvement status, and federal and state administrator accountability: Elementary Secondary Education Act, No Child Left Behind, and Race to the Top.

ISBN: 9781124768663Subjects--Topical Terms:

1035576
Education, Leadership.

Administrator development from transactional to transformational leadership under the federal and state accountability mandates.
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020 $a 9781124768663
035 $a (UMI)AAI3465166
035 $a AAI3465166
040 $a UMI $c UMI
100 1 $a De Luna, Osvaldo. $3 1678455
245 1 0 $a Administrator development from transactional to transformational leadership under the federal and state accountability mandates.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: Donald Wise.
502 $a Thesis (Ed.D.)--California State University, Fresno, 2011.
520 $a The purpose of the study was to analyze the factors and perceptions that possibly related to the development of transactional leadership to transformational leadership. The study investigated variables that impact the development of leadership for administrators in San Joaquin Valley of California, specifically Madera County. The elements explored in this study include the political history of legislation affecting educational accountability, program improvement status, and federal and state administrator accountability: Elementary Secondary Education Act, No Child Left Behind, and Race to the Top.
520 $a The respondents from Madera County incorporated 14 schools from eight school districts which serve approximately 30,000 students; composed of elementary schools (grades K--6), comprehensive middle schools (grades K--8), middle schools (grades 7--8), continuation education high schools (grades 9--12), and comprehensive high schools (grades 9--12).
520 $a Participants included educators from Madera County Office of Education administrators, district office administrators, principals, vice-principals, and teachers. There were 348 participants who responded to the study. The participants included 31 school district administrators, 45 school principals, 25 vice-principals, and 247 teachers. The 247 teacher participants were broken down into these categories: 81 elementary (grades K--6), 19 comprehensive middle schools, (grades K--8), 52 middle school (grades 7--8); 23 alternative high school (grades 9--12); and 72 comprehensive high school (grades 9--12).
520 $a Major findings of the study were that school administrators tended to perceive themselves as lower in transformational leadership characteristics than the teachers perceived the administrators. Vice-principals and new administrators in general tended to perceive themselves as higher in transformational leadership characteristics. However, when looking at the pre and post survey results, administrators who attended transformational leadership training had rated themselves as increased in transformational leadership characteristics after the attending the training. The findings of the study suggest that continuous transformational leadership training is necessary for school administrators to face the growing demands of state and federal accountability.
590 $a School code: 6050.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
690 $a 0449
690 $a 0514
710 2 $a California State University, Fresno. $b Educational Leadership. $3 1678456
773 0 $t Dissertation Abstracts International $g 72-10A.
790 1 0 $a Wise, Donald, $e advisor
790 1 0 $a Unruh, Ron $e committee member
790 1 0 $a Harris, Debra $e committee member
790 $a 6050
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465166