Date of Award

5-15-2020

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Policy Studies

First Advisor

Yinying Wang, Ed.D

Second Advisor

Susan Ogletree, Ph.D.

Third Advisor

James Kahrs, EdD

Abstract

Purpose: School leaders have an ability to instill trust, efficacy, and motivation in their teachers through transformational leadership. The school’s actions and behaviors also can lead to increased motivation, efficacy, and a sense of justice for teachers through organizational justice. These characteristics of teachers are major factors in the academic performance of English language learners (ELLs). Finding a relationship between the school leader’s transformational leadership and the school’s organizational justice may help meet the needs or teachers and lead to increased ELL performance. Research Methods: This dissertation focuses on two constructs: transformational leadership and organizational justice. This study utilized teacher surveys to understand their perceptions of both the principal’s leadership and the school’s justice. The data for two regression models came from teacher surveys and publicly available data. The sample for this study was 163 classroom teachers from the north Georgia area. This study provides insight into organizational justice and transformational leadership. Findings: Through regression, organizational justice was found to be a significant predictor of transformational leadership with organizational justice accounting for 56% in the variation of transformational leadership. Gender, years of experience, or level of education did not have a significant impact on the findings. The conclusion states that a 1 point increase in organizational justice yields a 1.6 point increase transformational leadership. Implications: This research provides connections between organizational justice and transformational leadership and the supports the need to continue integrating justice and leadership theory. It also supports the need for principal training so that they build a better ability to motivate teachers while building efficacy and trust, which improves the performance of ELLs in the classroom.

DOI

https://doi.org/10.57709/17582923

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