Transformational and Transactional Leadership Behaviors of Administrators of Performing and Visual Arts Schools

This study examined the extent to which administrators in performing and visual arts schools demonstrate transformational and transactional leadership behaviors. Administrator self-perceptions and teacher perceptions of transformational and transactional leadership behaviors of administrators in performing and visual arts schools were compared. Eight transformational and transactional leadership behaviors and four leadership effects were examined. The eight leadership behaviors examined were attributed charisma, idealized influence, inspirational motivation, intellectual stimulation, individual consideration, contingent reward, management-by-exception active, and management-byexception passive. The four leadership effects examined were laissez-faire, extra effort, effectiveness, and satisfaction. Data were collected by obtaining responses to a survey instrument mailed to one administrator and two teachers in 93 performing and visual arts schools which were members of the International Network of Visual & Performing Arts Schools. Sixty-nine percent of the schools responded for a total of 63 administrator surveys returned and 87 teacher surveys returned. Data for answering the research questions were analyzed by utilizing t tests. The probability for significance was set at the .05 level. Performing and visual arts schools have unique organizational characteristics which may require specialized types of leadership. The leadership behaviors and effects associated with transformational and transactional leadership theory were used to determine administrator and teacher perceptions of leadership in performing and visual arts schools. Administrator responses were compared to teacher responses to determine the extent to which administrators have been effective in using these behaviors. The findings of the study indicated that while both administrators and teachers in performing and visual arts schools believed that the administrators in such schools used transformational leadership behaviors more frequently, there were significant differences between administrator and teacher perceptions of the frequency of use of the transformational leadership behaviors of attributed charisma, idealized influence, intellectual stimulation, and individual consideration. These differences in perceptions were found throughout the study, but the greatest differences in perceptions were in magnet schools. There were no significant differences in administrator and teacher perceptions regarding the use of transactional leadership behaviors