Master of Education Applied Research Projects

Date Degree Awarded


Document Type



Jeremy A. Ervin, Ph.D.


Educational leadership, leadership styles, principal, teacher job satisfaction, school climate


The purpose of this research is to explore the various styles of leadership within education that are practiced by principals, administrators, and other educational leaders and how it impacts education, specifically the implications for school climate and teacher job satisfaction. The styles of leadership explored in this research include Affiliative, Authoritative, Autocratic, Coaching, Coercive, Democratic, Laissez-Faire, Pacesetting, Transactional, and Transformational. Each style of leadership is defined and demonstrates the effect it has on schools. The Paradigm of Educational Leadership has been crafted to visually show the relationship each style of leadership has with its counterparts. Research from the business industry will be utilized, as there are strong correlations and implications for the betterment of educational leaders and their schools. While this study focuses on leadership styles and the effects they have upon schools, the scope of educational leadership is wider than the styles put into practice by those in positions of authority. Therefore, context and parameters of use will be considered, as the literature allows, to provide a more thorough understanding of the leadership styles. Comparisons will be drawn between the various leadership styles, including age and gender of the educational leader. The importance of cultural understanding will be highlighted as leadership styles may have varying levels of effectiveness depending on the demographics of the school and surrounding community. The research concludes by pointing out the benefits of using a variety of leadership styles, using self-evaluation methods to collect information regarding one’s own leadership style(s), and exploring ways to ensure a legacy of leadership in the face of administrator turnover.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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