An Examination of Self-Perceived Transformational Leadership Behaviors of Texas Superintendents

This study examined self-perceived transformational leadership behaviors among Texas superintendents. The purpose of this study was to examine if relationships existed between superintendents' self-perceived transformational leadership style, district size, teaching, principal, and superintendent years of experience. A review of the literature indicated that transformational leadership theory has been recommended for administrators, including school district superintendents, as a means for increasing organizational effectiveness (Bass & Riggio, 2006; Chin, 2007; Leithwood & Jantzi, 2006). A purposive sample of 215 Texas superintendents was selected from those who attended the Lamar University Superintendent Leadership Academy between the years 2000 and 2010. Survey research was used to gather data. A 27 item questionnaire, completed by 115 superintendent participants, consisted of a 20 item Multifactor Leadership Questionnaire (Avolio & Bass, 2004) and seven questions soliciting demographic information. The Multifactor Leadership Questionnaire (MLQ) was used in this study to quantifiably measure the four factors of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Bass & Riggio, 2006). Transformational leadership was self-reported to be prevalent across all district sizes and experience levels suggesting that it can be taught to and learned by all superintendents.