6.2 Literature Review Funnel

Raymond Blevins

Department of Leadership Studies, University of the Cumberlands

DSRT 837: Professional Writing and Proposal Development

Dr. Whitney Taylor

June 13, 2021

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6.2 Literature Review Funnel

Research Question: What is the relationship between principal transformational leadership practices (inspirational motivation, individualized consideration, idealized influence, intellection stimulation, contingent reward, management by exception-active, management by exception- active, and laissez-fair leadership) and their corresponding school’s academic progress?

Background or Distantly Related Work: ? National Accountability – (Quin et al., 2015; Styron & Styron, 2011) ? Ohio Accountability – (Ohio Department of Education, 2016) ? Ohio’s Inclusive Leadership Practices (Purpose & Priorities, n.d.; State Development

Team, 2019)

Narrow Categories: ? Transformational Leadership – (Avolio et al., 1991; Bass, 1998; Bass & Avolio, 1994;

Boerner et al., 2007; Bush, 2014; Bush & Glover, 2014; Bush & Glover, 2014; Hallinger, 2003; Leithwood et al., 1999; Leithwood & Sun, 2012; Lucius & Kuhnert, 1999; Shatzer et al., 2013)

? Instructional Leadership – (Bush, 2014; Hallinger, 2003; Robinson, 2011; Robinson et al., 2008; Shatzer et al., 2013)

? Achievement – (Office of Accountability, 2020) ? Progress – (Office of Accountability, 2020)

Specific Categories: ? Positive correlation of transformational leadership – (Bass, 1998; Bass & Avolio, 1994;

Boerner et al., 2007; Shatzer et al. 2013) ? Varying correlation of transformational leadership on student achievement – (Leithwood et

al., 2006; Leithwood and Jantzi, 2006; Ross and Gay, 2006)

Most Specific and Similar Studies: ? Cultural context in relation to application of varying correlation of transformational

leadership on student achievement for Ohio schools– (Hallinger, 2003) ? Mutual influence process – (Hallinger, 2003) ? Transformational and Instructional Leadership correlation to Ohio AYP – (Dowling, 2007)