2 / 9
93
According to Green (2010), transformational leaders lead with knowledge of individuals
inside and outside of the schoolhouse. They have a vision for the future of the school
organization, can effectively communicate that vision to followers, and are able to convey the
importance of its attainment. In addition, transformational leaders are able to inspire followers to
deeply commit to the school vision and work in an interdependent manner toward its attainment.
African American and Hispanic Student Achievement Gaps
The practice of transformational leadership with fidelity and conviction in secondary
schools is vital to closing educational achievement gaps. The National Center for Educational
Statistics (NCES, 2011) longitudinal test data from 1992 to 2009 reveals that African American
and Hispanic students’ achievement scores in math and reading continue to remain significantly
lower than White secondary students ranging from 8th grade to 12th grade. The achievement gap
of African American to White students in 1992 for 8th graders was -30 in reading and -33 in
math scaled achievement scores; the achievement gap of African American to White students in
2009 for 8th graders was -26 in reading and -32 in math scaled achievement scores (NCES,
2011).
The data on Hispanic student populations in secondary schools in the United States
present similar statistics in regard to the achievement gap of Hispanic to White students. In
1992, NCES (2011) data for 8th grade students documented achievement gaps of -26 in reading
and -24 in math scaled achievement scores. More than a decade later, the achievement gap of
Hispanic to White students in 2009 for 8th graders was still -24 in reading and -26 in math for
scaled achievement scores.
Demographic shifts, stagnant national achievement gaps, and divergent achievement
scores for secondary schools are prompting educational leaders to lead schools differently.
Consequently, Green (2010) states if transformational leadership is to be effective, school leaders
must create a trust-based culture wherein teachers are satisfied to the point that they collaborate
with the school leader and assume leadership roles and responsibilities for enhanced student
achievement and growth.
Theoretical Framework
This study was guided by transformational leadership theory. In a transformational
leadership model, the role of the secondary school principal is to create a school climate and
culture that continues to address the changing needs of a campus. Therefore, this shared role of
leadership, which includes teachers and principals in the practice of transformational leadership,
redefines the traditional role of leadership in secondary schools.
Secondary principals must be comfortable and confident in delegating power to other
educational experts within the school community to carry out the leadership behavior or activity
necessary to enhance teaching and learning (Eaker, 2008; Green, 2010; Muhammad, 2009;
Spillane, 2006).