LEADERSHIP SKILLS OF PRE-SERVICE TEACHERS AND CAREER TEACHERS: A
QUASI-EXPERIMENTAL STUDY
Abstract
This quantitative, quasi-experimental study examined the leadership
skills of pre-service and career teachers to determine how education
influences leadership skills when assessed by two valid and reliable
leadership assessments. The general problem was some teachers leave the
field of education, due to lack of effective leadership skills in
managing the classroom to include practicing leadership power skills,
organizational skills, and classroom management skills. This study has
revealed the significance of how engaging in effectual leadership skill
instruction by embracing leadership power skills and organizational
skills, which may assist teachers remaining in the educational domain.
The theoretical framework most closely related to this study was
transformational leadership theory and concerned whether or not
leadership skills can be learned. Three research questions were analyzed
and the findings affirmed the second and third hypotheses. The summary
of results determined most teachers were rewarding, legitimate, expert,
referent, or coercive leaders. The findings suggested doctoral level
research was successfully conducted; leadership skills can be learned
and further research was recommended. The conclusion was hope was given
to future students and future teachers who enroll in leadership training
programs. Recommendations derived from this study included universities
should require mandatory leadership classes be offered to most all
students, especially educational students; continued professional
development seminars to career teachers was encouraged in order to
educate and support career teachers as they develop into successful
leaders in their classrooms, communities, and throughout the United
States.