Laura Norton
Dallas Baptist University
Dissertation Defense
February 23, 2012



Students must engage in challenging cognitive
tasks in order to learn; however, some students
resist challenging tasks and may avoid them
altogether.
Nonparticipation in challenging cognitive tasks
at school leads to underachievement , which can
also lead to increased drop out rates.
Schools are accountable for the achievement of
all students; therefore, it is critical that all
students engage in challenging cognitive tasks.
2
The purpose of this study is to determine if a
teacher’s leadership style in the middle school
classroom is related to students’ willingness to
engage in challenging cognitive tasks.
3
Transformational leadership in schools and student
engagement in cognitive tasks have been shown
through the literature to be associated with
positive learning outcomes.
This study goes deeper to determine if the
teacher’s transformational leadership style in a
middle school classroom is associated with
increased cognitive engagement.
4
Is the teacher’s leadership style in the classroom,
as perceived by students, related to students’:
1.
2.
3.
personal achievement goal orientations?
perceptions of the classroom goal structures?
academic-related perceptions, beliefs, and
strategies?
5

Students who are engaged in school are more
likely to stay in school, achieve, have positive
self-esteem, and continue their education after
high school (Finn & Rock, 1997; National Research Council, 2003; Stout &
Christenson, 2009).
6

Educational systems are moving toward more
transactional leadership (e.g. teacher and
student reward systems, standardized
testing, incentive pay, pay for grades/test
scores/attendance); therefore, it is important
to know if transformational leadership is more
closely associated with improving student
engagement.
7

If transformational leadership in classrooms is
positively associated with engaging students in
school, then placing transformational leaders in
America’s classrooms could have even greater
impact for troubled schools in which the urgency
for transformation is even more critical.
8
History of
Leadership
History of
Educational
Leadership
Student
Engagement
Great Man/Trait Theories
Transformational
Leadership in Education
Affective, Behavioral,
Cognitive
Goal Orientation Theory
Leader Behavior Theories
Teacher Leadership
Two Patterns of Response
to Cognitive Challenge
Situational Leadership
Teachers as Leaders in the
Classroom
Contingency Theories
Full Range of Leadership
Model
Maladaptive and Adaptive
Transformational Teacher
Leadership in the
Classroom (MLQ)
Adaptive Patterns of
Learning (PALS)
10
Helpless Pattern (intelligence is a fixed entity)
Judgments
of
competence
Performance
Goals*
Helpless
(maladaptive)
*Higher Effort means Lower Ability (and vice versa)
Mastery-Oriented Pattern (intelligence is malleable)
Increasing
competence
Learning
Goals**
MasteryOriented
(adaptive)
**Higher Effort means Increased Ability (and vice versa)
11

There is a relationship between
transformational school leaders and positive
school outcomes such as job satisfaction and
school effectiveness (Brant, 1992; Chin, 2007; Kirby,
Paradise, & King, 1992; Leithwood, 1992; Leithwood & Jantzi,
2005; Vechhio, Justin, & Pierce, 2008).
12

There is a relationship between certain
teacher leadership styles in the classroom and
certain student outcomes
People-oriented or task-oriented style and
academic performance (Yildirim, Acar, Bull, & Sevinc,
2008)
People-oriented or task-oriented and perceptions
of the teacher (Reavis & Derlenga, 1976)
 Servant leadership and teacher effectiveness
(Meadows, 1997)
13
 There are a few studies that found that
transformational leadership in classrooms
at the university and high school settings
was associated with teacher effectiveness,
student satisfaction, and teacher job
satisfaction (Ko, 2006; Pounder, 2008; Thomas, 2007;
Wilson, 2004).
14

Cognitive engagement is linked to differences
in academic achievement (Connell, Spencer, & Aber,
1994; Finley, 2006).
A lack of cognitive engagement is associated
with underachievement and dropping out of
school (Finn & Rock, 1997; Stout & Christenson, 2009).
 There are two patterns of response to
cognitive challenges: the helpless
(maladaptive) and mastery (adaptive)
patterns (Dweck & Leggett, 1988).

15
Transformational leadership style in the
middle school classroom
 The relationship between transformational
leadership in the middle school classroom
and the degree to which a student is willing
to engage in challenging cognitive tasks

16
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
Null Hypothesis 1a.
There is no statistically significant correlation between studentrated teacher leadership style and a mastery goal orientation.
Null Hypothesis 1b.
There is no statistically significant correlation between studentrated teacher leadership style and a performance-approach
goal orientation.
Null Hypothesis 1c.
There is no statistically significant correlation between studentrated teacher leadership style and a performance-avoid goal
orientation.
18
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
Null Hypothesis 2a.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom mastery goal structure.
Null Hypothesis 2b.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom performance-approach goal structure.
Null Hypothesis 2c.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom performance-avoid goal structure.
19
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Null Hypothesis 3a.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
academic efficacy.
Null Hypothesis 3b.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
academic press.
Null Hypothesis 3c.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
avoiding novelty.
20



Quantitative explanatory design
Non-experimental
Correlational
21
•
•
•
Affluent, suburban middle school
composed of 7th and 8th grade students
Rated an exemplary school by the state
Received state and national recognition for
academic performance
22
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
Convenience Sampling of 7th and 8th graders
689 students
Seventh grade = 342 students (49.6%)
Eighth grade = 347 students (50.3%)
Male = 310 students (44.9%)
Female = 380 students (55.1%)
23
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Math = 122 students (17.7%)
English = 154 students (22.3%)
Science = 115 students (16.7%)
Social Studies = 127 (18.4%)
Spanish or French = 101 (14.6%)
Art or Drama = 35 (5.1%)
Other = 34 (4.9%)
24

Multifactor Leadership Questionnaire (MLQ)
 Likert scale 0-4 with a “not sure” choice added
 Measures leadership behavior (transformational,
transactional, passive-avoidant)
 Permission obtained to exclude outcome factors

Patterns of Adaptive Learning (PALS)
 Likert scale 0-4 with a “not sure” choice added
 Permission obtained to include only:
 Personal achievement goal orientations
 Perceptions of the classroom goal structures
 Academic-related perceptions, beliefs, and strategies
25

Procedures
 Informed consent from students and parents
 Voluntary participation; opt out options
 Computer survey of combined MLQ/PALS during
science class time
 Students rated their 2nd period teacher
 Supervised by trained proctors (clerical assistants)
 No personal information collected other than
grade level and gender
26
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

Researcher is principal of the school; however,
principal was not present during data collection.
No identifying information for students or teachers
was collected (other than students’ grade level and
gender).
Disruption to the daily routine of students was
minimal, requiring less than one class period to
complete the online survey
27


There were no foreseeable risks or benefits to
students or teachers, other than the loss of
approximately 20-45 minutes of instructional time in
science.
Appropriate permissions were obtained from the
Dallas Baptist University Institutional Review Board,
the DBU Research Methodology Committee, and the
school district.
28
 Using SPSS software, Version 19,bivariate
correlation statistics were run, comparing teacher
leadership style to each of the dependent
variables.
 Degrees of association were examined (between
each teacher leadership style and each variable for
students’ patterns of adaptive learning).
29
Results
All tables reflect r values.
Additional note for all tables:
N=689
* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).
*** Correlation is significant at the 0.001 level (2-tailed).
30
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
Null Hypothesis 1a.
There is no statistically significant correlation between studentrated teacher leadership style and a mastery goal orientation.
Null Hypothesis 1b.
There is no statistically significant correlation between studentrated teacher leadership style and a performance-approach
goal orientation.
Null Hypothesis 1c.
There is no statistically significant correlation between studentrated teacher leadership style and a performance-avoid goal
orientation.
31
It’s important to me that I learn a lot of new concepts this year.
One of my goals in class is to learn as much as I can.
One of my goals is to master a lot of new skills this year.
It’s important to me that I thoroughly understand my class work.
It’s important to me that I improve my skills this year.
32
It’s important to me that other students in my class think I am good at
my class work.
One of my goals is to show others that I’m good at my class work.
One of my goals is to show others that class work is easy for me.
One of my goals is to look smart in comparison to the other students in
my class.
It’s important to me that I look smart compared to others in my class.
33
It’s important to me that I don’t look stupid in class.
One of my goals is to keep others from thinking I’m not smart in class.
It’s important to me that my teacher doesn’t think that I know less than
others in class.
One of my goals in class is to avoid looking like I have trouble doing the
work.
34
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
MGO
PApGO
PAvGO
Transformational
.343***
.102**
.160***
Transactional
.217***
.125***
.178***
Passive-Avoidant
-.214***
.081*
NS
35
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
Null Hypothesis 1a.
There is no statistically significant correlation between student-rated teacher
leadership style and a mastery goal orientation.
MGO
TF
TA
PA
.191*
-.453***
Math
.298**
English
.426***
Science
.310**
Social Studies
.437***
.361***
Spanish French
.312**
.230*
Art or Drama
-.249*
.376*
Other
36
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
Null Hypothesis 1b.
There is no statistically significant correlation between student-rated teacher
leadership style and a performance approach goal orientation.
PApGO
TF
TA
PA
Math
.227*
.320***
English
.202*
Science
.229*
Social Studies
Spanish French
.253*
Art or Drama
Other
37
Research Question 1: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
personal achievement goal orientations?
Null Hypothesis 1c.
There is no statistically significant correlation between student-rated teacher
leadership style and a performance avoid goal orientation.
PAvGO
TF
TA
PA
.218*
Math
English
Science
Social Studies
Spanish French
.313**
.275**
Art or Drama
Other
38
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
Null Hypothesis 2a.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom mastery goal structure.
Null Hypothesis 2b.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom performance-approach goal structure.
Null Hypothesis 2c.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of the
classroom performance-avoid goal structure.
39
In our class, trying hard is very important.
In our class, how much you improve is really important.
In our class, really understanding the material is the main goal.
In our class, it’s important to understand the work, not just memorize it.
In our class, learning new ideas and concepts is very important.
In our class, it’s OK to make mistakes as long as you are learning.
40
In our class, getting good grades is the main goal.
In our class, getting right answers is very important.
In our class, it’s important to get high scores on tests.
41
In our class, showing others that you are not bad at class work is really
important.
In our class, it’s important that you don’t make mistakes in front of everyone.
In our class, it’s important not to do worse than other students.
In our class, it’s very important not to look dumb.
In our class, one of the main goals is to avoid looking like you can’t do the
work.
42
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
MGS
Transformational
.563***
Transactional
.341***
Passive-Avoidant
-.451***
PApGS
PAvGS
.123**
.107**
.181***
43
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
Null Hypothesis 2a.
There is no statistically significant correlation between student-rated teacher
leadership style and a mastery classroom goal structures.
CMGS
TF
TA
PA
Math
.504***
-.293**
English
.543***
.232**
-.504***
Science
.556***
.335***
-.310**
Social Studies
.624***
.497***
-.474***
Spanish French
.561***
.377***
-.513***
Art or Drama
.579***
.366*
-.366*
Other
44
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
Null Hypothesis 2b.
There is no statistically significant correlation between student-rated teacher
leadership style and a performance approach classroom goal structures.
PApCGS
TF
TA
.175*
.259**
PA
Math
English
Science
Social Studies
Spanish French
.225*
Art or Drama
Other
45
Research Question 2: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
perceptions of the classroom goal structures?
Null Hypothesis 2c.
There is no statistically significant correlation between student-rated teacher
leadership style and a performance avoid classroom goal structures.
PAvGS
TF
Math
English
TA
PA
.403***
-.168*
.179*
Science
.298***
Social Studies
.292**
Spanish French
Art or Drama
Other
46
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Null Hypothesis 3a.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
academic efficacy.
Null Hypothesis 3b.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
academic press.
Null Hypothesis 3c.
There is no statistically significant correlation between studentrated teacher leadership style and student perception of
avoiding novelty.
47
I’m certain I can master the skills taught in class this year.
I’m certain I can figure out how to do the most difficult class work.
I can do almost all the work in class if I don’t give up.
Even if the work is hard, I can learn it.
I can do even the hardest work in this class if I try.
48
When I’ve figured out how to do a problem, my teacher gives me more
challenging problems to think about.
My teacher presses me to do thoughtful work.
My teacher asks me to explain how I get my answers.
When I’m working out a problem, my teacher tells me to keep thinking
until I really understand.
My teacher doesn’t let me just do the easy work, but makes me think.
My teacher makes sure that the work I do really makes me think.
My teacher accepts nothing less than my full effort.
49
I would prefer to do class work that is familiar to me, rather than work I
would have to learn how to do.
I don’t like to learn a lot of new concepts in class.
I prefer to do work as I have always done it, rather than trying something
new.
I like academic concepts that are familiar to me, rather than those I
haven’t thought about before.
I would choose class work I knew I could do, rather than work I haven’t
done before.
50
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Academic
Efficacy
.490***
Academic
Press
.736***
Transactional
.339***
.486***
Passive-Avoidant
-.381***
-.473***
Transformational
Avoidance of
Novel Work
-.148***
.253***
51
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Null Hypothesis 3a.
There is no statistically significant correlation between student-rated teacher
leadership style and academic efficacy.
Academic Efficacy
TF
TA
PA
Math
.241***
.197*
English
.564***
.288***
-.501***
Science
.505***
.333***
-.404***
Social Studies
.510***
.511***
-.358***
Spanish French
.592***
.378***
-.404***
Art or Drama
.562***
Other
52
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Null Hypothesis 3b.
There is no statistically significant correlation between student-rated teacher
leadership style and academic press.
Academic Press
TF
TA
PA
Math
.675***
.341***
-.216*
English
.682***
.297***
-.497***
Science
.737***
.513***
-.406***
Social Studies
.726***
.610***
-.541***
Spanish French
.800***
.523***
-.522***
Art or Drama
.832***
.334*
-.429**
Other
.478***
.408*
53
Research Question 3: Is the teacher’s leadership style in the
classroom, as perceived by students, related to students’
academic-related perceptions, beliefs, and strategies?
Null Hypothesis 3c.
There is no statistically significant correlation between student-rated teacher
leadership style and avoidance of novel work.
Avoidance
TF
Math
TA
PA
.384***
English
-.166*
.253**
Science
-.249**
.314**
Social Studies
.183*
Spanish French
.200*
Art or Drama
Other
54


Transformational Leadership was most closely
associated with a mastery goal orientation.
Implications for teachers who rely on a
transactional or passive avoidant style
55


Passive-avoidant leadership was negatively
associated with a mastery goal orientation,
which suggests that teacher leadership behaviors
impact whether or not a student wants to learn.
In this study, 22% of students rated their
teachers’ passive-avoidant characteristics higher
than transformational characteristics. Fourteen
percent of students rated their teachers higher
than “2” on passive-avoidant characteristics.
56

Student perceptions of teacher leadership style
in the classroom are associated with students’
desire to learn; therefore, teachers and principals
may consider giving students the MLQ in order
to determine how students perceive their
teacher’s leadership style, particularly if students
are not engaging in school work.
57


Transformational Leadership was most closely
associated with classroom mastery goal
structures (students’ beliefs that the purpose of
class work is to develop competence).
Transformational Leadership was not associated
with performance approach or performance
avoid goal structures, yet transactional
leadership was associated with both.
58


Transformational Leadership was most closely
(positively) associated with students’ beliefs that
they can do challenging work, that the teacher
gives them challenging work in order to develop
their competence, and that the teacher supports
them in persisting in challenging work.
Students negatively associated transformational
leadership with their desire to avoid novel work.
59

Results indicate that the leadership style of
teachers in the middle school classroom is
related to students’ willingness to engage in
cognitive challenges, how students’ perceive the
purpose of school work, students’ beliefs that
they can do the work, and academic press.
60
While this study does not suggest causation and
cannot be generalized to dissimilar populations,
the findings show that in this sample
 there is a positive association between
transformational leadership and desired
(adaptive) student attitudes and beliefs;
 therefore, this relationship needs to be studied in
more depth, and
 more attention needs to be placed on
transformational leadership behaviors in the
middle school classroom.
61