Date of Award

Fall 11-18-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Patsy Hughey

Abstract

The purpose of this study was to investigate how Path-Goal leadership styles impact the decision-making process of school principals in response to school performance scores. Using purposive sampling, the researcher selected participants from public high schools in the Northwest Southern region for inclusion in a descriptiveembedded case study, specifically focusing on principals and their instructional leaders. The data collection process encompassed various sources, such as field observations, state-released test data, and semi-structured one-on-one interviews with principals and instructional leaders. The theoretical framework underpinning this study was the Path-Goal theory of leadership, which posits four distinct leadership styles: Directive, Supportive, Participative, and Achievement-Oriented. The study revealed that while principals consistently exhibited a specific Path-Goal leadership style, they demonstrated flexibility in employing all four styles as needed. Furthermore, the alignment between a principal’s self-perception of their leadership style, their actual style, and the perceptions of their instructional leaders was consistently observed in practice. This research study underscores the importance of a leader’s influence on followers. It emphasizes the need for leaders to cultivate adaptability in their leadership styles while making decisions that enhance school performance scores effectively.

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