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Hierarchical linear modeling tests an augmentation model drawn from Bass and Riggio, assessing explained variance and model applicability. Findings offer researchers a replicable method and practitioners actionable guidance to improve teacher outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Commitment  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of  \nschool administration and K-12 education.  \nKatherine H. Kieres  \nDaniel Gutmore  \nSeton Hall University  \nBased on Bass and Riggio’s (2006) Augmentation Model of Transactional and Transformational Leadership, this quantitative study sought to identify the amount of variance in teacher job satisfaction and organizational commitment that can be explained by principals’ transformational leadership behaviors, above and beyond the influence of transactional behaviors. Pennsylvania high school teachers totaling 156 and located in five Pennsylvania high schools were surveyed about their job satisfaction and organizational commitment, and about the leadership behaviors in which their principals engaged. The researcher then used hierarchical linear modeling to test the augmentation model within this sample group. The results of this study provide researchers with a replicable method with which to examine this leadership model. They also provide practitioners with actionable guidance on leadership behaviors that can positively influence teachers’job satisfaction and organizational commitment.  \nIntroduction  \nThe challenges faced today by those who seek to improve American public schools will require leadership that is able to bring about what Bass (1985) referred to in his seminal text Leadership and Performance Beyond Expectations as “second-order changes:” those changes that go beyond “first-order” changes of degree that “can be handled adequately by the current emphasis on leadership as an exchange process” (p.4) and require a transformation of the environment through new ways of examining old problems. Through his extensive work on leadership theory and behavior, Bass developed the Full Range of Leadership Model, which  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution  \nto the author/s is required.  \nincludes various behaviors in which leaders engage. These include transformational behaviors, which can help the leader bring about powerful changes in an organization. The model also includes more mundane but no less essential behaviors, called transactional behaviors. Bass’s theory was that, although leaders regularly engage in most if not all of the Full Range of Leadership behaviors, the most effective leader would practice the transformational behaviors more frequently and the transactional behaviors less frequently. Knowing that both types of behaviors are common and necessary, it is important to examine the relative impact of all of these behaviors in the school context to see which are the most effective in bringing about powerful and sustainable change.  \nTransformational leadership has undergone testing in a variety of work contexts over the past thirty years, and has been the subject of various studies in educational settings since the early 1990s. Since then, according to Nguni, Sleegers, and Denessen (2006), “a large number of studies have reported evidence of effects of transformational leadership on school organizations, the implementation of large-scale innovations, teachers’psychological states and attitudes, teachers’ role behavior, and student engagement” (p. 149) . The research suggests that transformational school leaders are able to, “alter their environments to meet their desired outcomes…by promoting educational restructuring and innovation, focusing on building vision, encouraging collaborative participation and raising the role of followers to that of leader ","cbCaitDdgAGSyJZH","https://ap.wps.com/l/cbCaitDdgAGSyJZH","pdf",224427,"English","# Introduction\n## Full Range of Leadership Model\n## Transformational Leadership in Educational Settings\n## Augmentation Model and Research Gap\n## Study Purpose and Primary Question","[{\"question\":\"What is the study trying to measure about leadership and teacher outcomes?\",\"answer\":\"The study measures how much variance in teachers’ job satisfaction and organizational commitment can be explained by principals’ transformational leadership behaviors beyond transactional behaviors.\"},{\"question\":\"How were participants and data collected?\",\"answer\":\"Pennsylvania high school teachers (totaling 156) from five Pennsylvania high schools were surveyed about job satisfaction, organizational commitment, and principals’ leadership behaviors.\"},{\"question\":\"What method was used to test the leadership model?\",\"answer\":\"Hierarchical linear modeling was used to test the augmentation model within the sampled group.\"}]","A Study of the Value Added by Transformational Leadership Practices to Teachers’ Job Satisfaction and Organizational Commitment | PDF",1792093375,25]