Document Type



Doctor of Education (EdD)


Educational Administration and Supervision

First Advisor's Name

Dr. Peter J. Cistone

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Dr. Thomas Reio

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Dr. Teresa Lucas

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Dr. Mido Change

Fourth Advisor's Committee Title

Committee Member


Educational Administrators, Teacher Leaders, Leadership Style, School Culture, Full Range Model of Leadership, Transformational Leadership

Date of Defense



The purpose of my study was to examine the relationship between educational administrators’ and teacher leaders’ leadership styles, and school culture and sought to measure the correlation between the perceived leadership styles of formalized leaders and school culture. The theoretical framework of the study was derived from the Bass and Avolio (1985) Full Range Leadership Model describing the transactional to transformational leadership continuum.

Data for the study were collected using the Multifactor Leadership Questionnaire (MLQ-5X Short Form), a survey containing 45 questions on a Likert type scale. The purpose of the survey is to examine the degree to which leadership behaviors fit along the continuum as a function of the leader and followers’ perceptions. The second instrument, the Organizational Description Questionnaire (ODQ) is a survey containing 28 questions designed to evaluate an organization’s culture profile.

The data were analyzed using One-Way Analysis of Variance (ANOVA) to ascertain whether there was a significant difference between the primary leadership style of administrative leaders, teacher leaders, and followers perception of leadership style; to discover whether a significant difference exists between the perceived school culture profiles; and the relationship that exists between leadership styles and school culture. The study confirmed a difference between administrative leaders’ and teacher leaders’ leadership styles. It also demonstrated that there is a significant difference between the participants’ perceived organizational culture and the transactional profile, which verified that the schools demonstrate significant transformational characteristics. The study confirmed that there is no significant difference between the transformational characteristics of leaders and that of school culture. An analysis of the characteristics found that the predominant combination of styles and culture was TF Moderately Four I’s (Highly Developed) combined with TF Idealized Influence (Attributes), both highly transformational.

My study’s findings illustrate that leaders who demonstrate transformational characteristics also demonstrate a significant amount of transformational culture characteristics. These conclusions elucidate the practices within the organization that there is, in fact, a relationship between educational administrators’ and teacher leaders’ transformational leadership style and transformational school culture.





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