The Principal as Leader: The Relationship Between Motion Leadership and Campus Accountability Ratings in the State of Texas

Abstract

In a time when high stakes testing dominates the education environment, leadership is even more imperative for school success. The study examined the relationship between motion leadership traits and demographic characteristics of principals in the state of Texas according to their campus accountability ratings. Using a self-developed instrument, Motion Leadership Questionnaire, 251 principals participated in the study across the state. A correlational research design was utilized to describe the relationship between six motion leadership traits and campus accountability ratings of met standard or improvement required. Motion leadership traits involved (a) love your employees, (b) connect peers with purpose, (c) capacity building prevails, (d) learning is the work, (e) transparency rules, and (f) systems learn. Additionally, relationships between motion leadership traits and demographic characteristics were examined. They included (a) gender, (b) ethnicity, (c) education level, (d) campus type (elementary, middle, high), (e) campus or district classification (rural, urban, suburban), (f) years of experience as an educator, (g) years of experience as a campus principal, and (h) years of experience as the principal. Results showed no statistically significant differences between met standard and improvement required schools among principals. Regardless of demographic characteristics, principals identified the six motion leadership traits in the same order. Implications suggest a high stakes environment as a system can hinder the efforts of the most capable leader. Moreover, no single leadership style can be identified linked to school ratings. Future research should compare various leadership styles of principals and rating outcomes while controlling for demographic characteristics.