Assignment:
Literature Review Funnel
Research Question: What is the relationship between principal transformational leadership practices (inspirational motivation, individualized consideration, idealized influence, intellection stimulation, contingent reward, management by exception-active, management by exceptionactive, and laissez-fair leadership) and their corresponding school's academic progress?
Background or Distantly Related Work:
National Accountability - (Quin et al., 2015; Styron & Styron, 2011)
Ohio Accountability - (Ohio Department of Education, 2016)
Ohio's Inclusive Leadership Practices (Purpose & Priorities, n.d.; State Development Team, 2019)
Narrow Categories:
Transformational Leadership - (Avolio et al., 1991; Bass, 1998; Bass & Avolio, 1994;
Boerner et al., 2007; Bush, 2014; Bush & Glover, 2014; Bush & Glover, 2014; Hallinger, 2003; Leithwood et al., 1999; Leithwood & Sun, 2012; Lucius & Kuhnert, 1999; Shatzer et al., 2013)
Instructional Leadership - (Bush, 2014; Hallinger, 2003; Robinson, 2011; Robinson et al., 2008; Shatzer et al., 2013)
Achievement - (Office of Accountability, 2020)
Progress - (Office of Accountability, 2020)
Specific Categories:
Positive correlation of transformational leadership - (Bass, 1998; Bass & Avolio, 1994;
Boerner et al., 2007; Shatzer et al. 2013)
Varying correlation of transformational leadership on student achievement - (Leithwood et al., 2006; Leithwood and Jantzi, 2006; Ross and Gay, 2006)
Most Specific and Similar Studies:
Cultural context in relation to application of varying correlation of transformational leadership on student achievement for Ohio schools- (Hallinger, 2003)
Mutual influence process - (Hallinger, 2003)
Transformational and Instructional Leadership correlation to Ohio AYP - (Dowling, 2007)