Date of Conferral



Doctor of Business Administration (D.B.A.)


Business Administration


Ronald Black


Contemporary K-12 educational leaders must fulfill many roles and responsibilities similar to those fulfilled by traditional business leaders. There is, however, a lack of information about the business-oriented competencies of K12 educational leaders in comparison with business executive norms. This lack of information places K-12 institutions at risk of selecting leaders who are not capable of accomplishing institutional goals and objectives, improving the efficiency and sustainability of business operations, meeting stakeholder expectations, managing social responsibilities, and improving the educational foundation of the next-generation workforce. Grounded in leadership theory, this nonexperimental study included the California Psychological Inventory 260 assessment to capture leadership scale values of 20 K-12 educational leaders in the United States. A 2-tailed, 1-sample t test was used to examine the difference between the leadership scale mean of the sample (n = 20) and the leadership scale mean test value of 62 as measured by the Center for Creative Leadership within a group of business executives (n = 5,610). Using a 95% confidence level, the calculated leadership scale mean value for the sample was 61.96 (p = .982). Although no significant difference existed between the leadership scale means, the identification of gaps in business-oriented leadership competencies indicates that some K-12 leaders may require additional professional development. The findings from this study may influence positive social change by providing human resource and hiring managers with knowledge about using leadership scale measurements to improve the selection and professional development of K-12 educational leaders