Type of Document Dissertation Author Smith, Daniella URN etd-11092009-142157 Title Self Perceptions of Leadership Potential: A Study of Teacher-leaders Educated to be School Library Media Specialists Who Lead Degree Doctor of Philosophy Department Library and Information Studies, School of Advisory Committee
Advisor Name Title Nancy Everhart Committee Chair Don Latham Committee Member Lisa Tripp Committee Member Dale Lick University Representative Keywords
- Transformational Leadership
- Leadership Practices Inventory
- School Librarians
- Teacher Education
- School Library Media Specialists
- Leadership Education
Date of Defense 2009-10-20 Availability unrestricted AbstractThe purpose of this study was to determine the factors that impacted the level of self-perceived transformational leadership potential in pre-service school library media specialists who participated in a masterís degree program in library and information studies focusing on leadership development. The participants of the study were a cohort of 30 teacher-leaders from 6 counties within the state of Florida. A mixed-methods concurrent triangulation research design was implemented by using pre-existing data, the Leadership Practices Inventory (LPI), and a survey designed by the researcher. The qualitative data were coded into themes, while the quantitative data were analyzed using four statistical methods: Chi-square test, T-test, Spearman correlation coefficient, and the Pearson correlation coefficient.
The findings indicated that the participantsí leadership training did facilitate the development of their self-perceived transformational leadership behaviors to a significantly higher level than the established national norms for the LPI in two areas - Modeling the Way and Enabling Others to Act. In addition, the assessment of leadership potential given during the program selection process had a positive correlation with the LPI subscale for Enabling Others to Act. Moreover, the social context of each participantís circumstances had an impact on their self- perceived transformational leadership potential when considering the participantsí satisfaction with the support they received from their mentors, the amount of time they spent with their mentors, whether they selected or were assigned a mentor, their Graduate Record Exam scores, and the poverty level within their schools.
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