Novice school principals’ challenges range from school and curricular restructuring, pressures of accountability, and changing local initiatives. The interplay from these different variables leads some novice school principals to abandon their positions during their third year (Fuller & Orr, 2008). This narrative case study explored the relationship of the transformational and transactional leadership practices of two elementary novice principals. The first goal of this narrative case study was to complement course content with a field-based learning experience. Secondly, in this field-based theory to practice research experience, Educational Administration graduate students interviewed two novice school principals. Data analysis focused on the interplay of transformational and transactional leadership decisions when novice school principals address challenges like school and curricular restructuring, pressures of accountability, and changing local initiatives.
Viloria, Maria de Lourdes; Palau, Gloria; and Montalvo, Jeanette
"Novice Principals' Transformational and Transactional Leadership Practices,"
Journal of Educational Leadership in Action: Vol. 6:
1, Article 6.
Available at: https://digitalcommons.lindenwood.edu/ela/vol6/iss1/6
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.