The Relationship Between Levels of Moral Reasoning and Transformational Leadership Behaviors of West Virginia Public School Administrators

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Daniel, Cynthia L.
Moral Reasoning; Transformational Leadership; Education; Educational Administration and Supervision; Educational Leadership; Elementary and Middle and Secondary Education Administration; Social and Philosophical Foundations of Education
thesis / dissertation description
The purpose of this study was to examine the relationship between levels of moral reasoning and the use of transformational leadership behaviors of public school administrators in West Virginia. The Defining Issues Test-2 was used to measure levels of moral reasoning. Transformational leadership behaviors were measured by the Multifactor Leadership Questionnaire 5x. The population for the study consisted of 55 superintendents; 62 deputy, assistant, or associate superintendents and 250 randomly selected principals. A total of 103 administrators participated in the study. A one-shot case study design was used. The Pearson Product Moment Correlation, T-Test for independent samples, and one-way analysis of variance were used for purposes of data analysis. An alpha level of .05 served as the level of significance. Data were entered and manipulated using the Statistical Package for Social Sciences software. Results of the study indicated no statistically significant relationship between the administrators’ levels of moral reasoning and their use of transformational leadership behaviors. Additionally, there was no significant difference between the moral reasoning and transformational leadership behaviors of male and female administrators.