Educational leadership--Florida

The purpose of this study was to determine if Catholic schools in the state of
Florida were using learning organization principles, and if they were, what effect did it
have on student learning. The study was framed by three concepts: learning organization
principles, student achievement, and contextual factors. The study employed a nonexperimental
design and the school was the unit of study. The study's instrument, called
the Learning Organization Survey for Schools (LOSS), was distributed to fifty Catholic
schools in the state of Florida in the summer of 2006. Each school was asked to distribute
the surveys to ten full-time teachers working at the schools. Thirty-four of the schools
responded for a 7 5. 7 % rate of return.
The study showed that Catholic schools are using learning organization
principles. A reliable instrument was established and achieved face validity through the
use of an expert panel. Mental models were significantly negatively related. Shared
vision was significantly positively related to student achievement. Three statistically significant moderating relationships between the contextual factors, mental models,
shared vision and systems thinking and student achievement were found.
Two major conclusions were drawn from this study. Catholic schools are using
learning organization principles, and shared vision has an impact on the success of a
school. The second conclusion is that schools should work diligently to develop shared
vision if they desire to improve student achievement.

The purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred ten personalized packets were delivered to the teachers of the selected schools. Two hundred and three answer sheets were returned to the researcher for a return rate of 97 percent. Data were collected from randomly selected teachers by voluntary completion of Bass and Avolio's Multifactor Leadership Questionnaire Form-5X (Short Form). The data were analyzed using Cronbach's alpha, Pearson correlation coefficients and multiple regression analysis. Transformational leadership was found to be linked to increased learning. In addition, transformational leadership was also related to increased teacher satisfaction, greater perception of principal effectiveness, and increased teacher willingness to give extra effort. Moreover, two ancillary questions were explored. These questions related to gender, and school size. The question on gender could not be analyzed in light of the overwhelming majority of female principals and lack of reliability of gender. School size was not related to transformational leadership. Based on the above findings, the following conclusions can be made with regard to transformational leadership and its impact on elementary education. First, transformational leadership does improve student achievement in inner-city elementary schools. Second, inner-city elementary teachers consider transformational principals superior to non-transformational principals. Third, elementary inner-city teachers demonstrate increased levels of satisfaction, willingness to give extra effort, and a high perception of principal effectiveness for transformational principals. The practical applications of the findings of this study and the implications drawn for further theoretical consideration and research are significant for future school improvement. This study adds to an important line of research. The information available today about transformational leadership and its impact on student achievement may help schools improve the lives of their students and the social and political future of our World.