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Methodology
This study includes the administration of the Leadership Behavior Inventory (LBI)
Questionnaire to secondary teachers, assistant principals and principals to examine
characteristics of secondary school principals and educators as transformational leaders.
The study was guided by an explanatory sequential mixed methods design (Creswell,
2006). In the first phase of this study, participants were given the LBI quantitative questionnaire.
The second phase of the research design, interviewing selected participants, was executed
sequentially after quantitative data collection was gathered and analyzed. Participants for the
second phase were purposefully selected from the survey participant’s frequency scores. The
rationale for this mixed method approach to secondary principal leadership was to have the
quantitative data facilitate qualitative findings.
Findings from the Study
Quantitative Phase
The LBI data collected from secondary principals served as a self-report and reflection of
their practice based on the 13 core competencies. Secondary teachers from various campuses
were also given the LBI, and in turn, evaluated their own principal’s transformational leadership
practices according to the same 13 core competencies. After conducting a T-test, the
questionnaires revealed a significant difference between the
t
(104)=2.156, p=.03. These
findings indicated a significant congruence and disparity between teacher’s perception of
leadership and the principal’s self report on their own transformational leadership practice.
The total number of teacher and principal participants included in the study were N=106.
Forty-three were male, 60 were female, and 3 were recorded as unknown. The educational
positions for participants consisted of 45 principals and 61 teachers.
Table 1
Principal and teacher demographics of participants
Gender
N
Percent
Male
Female
Unknown
Principal
Teacher
Total
43
60
3
45
61
106
40.6
56.6
2.8
42.5
57.5
100