Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Curriculum, Foundations, and Reading
Committee Member 1
Committee Member 2
This research project explores the predominant leadership characteristics among community college presidents as measured by Bass and Avolio’s transformational leadership continuum, the degree of collective teacher efficacy among faculty, and any correlation that exists between them. The populations studied are the presidents and faculty of community colleges in Alabama. Two instruments were employed, the Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (1995) and Goddard’s CE-SCALE (2000, 2002), as a measure of collective teacher efficacy.
The researcher found evidence of mid-range collective efficacy scores among faculty and strong evidence of pervasive transformational leadership characteristics among college presidents. The researcher also found a positive correlation using Spearman coefficients between the degree of transformational leadership characteristics and the degree of collective teacher efficacy among four of the five dimensions of transformational leadership on the leadership continuum. Correlation was most pronounced for Idealized Influence (Behavior), which centers on the fact that transformational leaders communicate their most important values and sense of purpose to followers, a characteristic that promotes a collective and cohesive view of institutional purpose. Although a slightly negative correlation was found for Idealized Influence (Attributes), modest positive correlations were also found for Inspirational Motivation, Intellectual Stimulation, and Individual Consideration.
McMoy, J. (2014). Transformational leadership and a culture of efficacy: A search for correlation in the Alabama two-year college system (doctoral dissertation, Georgia Southern University.