LEADERSHIP QUALITIES NECESSARY FOR EDUCATIONAL LEADERS TO BECOME EFFECTIVE TURNAROUND PRINCIPALS: A GROUNDED THEORY STUDY

The purpose of this qualitative grounded theory study was two-fold: to understand how educational leaders help failing schools and to generate a theoretical model to explain the leadership qualities necessary to elicit a successful turnaround. Four research questions related to turnaround principals ’ experiences and leadership qualities guided this study. Participants included four middle and high school principals within the state of Michigan. Participants were selected based on their involvement in successfully turning around a failing school. Data was collected through surveys, interviews, and observations. Data was analyzed using the grounded theory process of open coding, axial coding, and selective coding procedures. The findings of this study led to the formation of a theoretical model of leadership qualities of effective turnaround principals. The central theme of the theoretical model was being a visionary leader. Leadership traits utilized by visionary leaders included instructional leadership, situational leadership, being collaborative, a good communicator, and persistent