Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Alberto Gonzalez

Abstract

AbstractIn a school district in the northeast United States, secondary schools are continuing to grow in the number of students enrolling compared to the previous 10 years. The problem is school administrators are challenged to implement transformational leadership practices to support overcrowded classrooms in three local secondary schools. The conceptual framework used in this study was based on the James M. Burns’ transformational leadership theory, which focuses on four components of leadership: intellectual stimulation, inspirational motivation, idealized influences, and individualized consideration. In order to understand how school administrators used transformational leadership to support overcrowded classrooms through specific practices, processes, and procedures, a basic qualitative methodology was applied and data were collected through one-on-one virtual interviews. Purposeful sampling was used to recruit 10 participants, who all served as school administrators. The data collected from participants were analyzed using a priori and open coding, as well as thematic analysis. Key findings were: (a)The ability to respond to the needs of students and staff was a critical transformational leadership practice for supporting overcrowded classrooms; (b) Modeling expectations, behaviors, and outcomes were essential practices when providing support; (c) Encouraging creativity and autonomy from staff members in an overcrowded classroom was a strategy referenced by several participants and; (d) Acknowledging followers through praise was integral needed to support teachers in overcrowded classrooms. The findings of this study may promote positive social change by informing school leaders and other stakeholders about ways to provide students in overcrowded classrooms with a quality education.

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