چکیده (انگلیسی):

The purpose of this correlational study was to examine the relationship between
transformational leadership, school climate, and student mathematics and reading achievement.
Survey data were collected from a purposeful sample of elementary school principals and a
convenience sample of his or her respective teachers located in a small suburban school district
in southeast Texas. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure
the degree to which a principal displays the factors of a transformational leader based on
teacher perceptions and was used by the principals surveyed to self-assess. The School Climate
Inventory-Revised (SCI-R) survey was used to measure teacher perceptions of school climate.
Findings indicated a positive relationship between transformational leadership and school
climate. However, a relationship was not found to exist between transformational leadership
and student achievement nor between school climate and student achievement. When
determining whether a relationship existed between the campus principal’s perceptions of their
own transformational leadership qualities and his/her teachers’ perceptions of those same
qualities, only two out of the 25 correlations were found to be statistically significant.