Abstract
Purpose. The purpose of the study was to determine if there were significant differences in the degree of dogmatism and visionary leadership exhibited by principals from high and low performing secondary schools. Methodology. Descriptive research, involving the use of a questionnaire, was used to solicit data from eighty principals from high and low performance schools. The Dogmatism Scale developed by Rokeach and the Leader Behavior Questionnaire-The Visionary Leader developed by Sashkin were used to measure the principals' level of dogmatism and visionary leadership. The variables were compared using t-test, Pearson Product Moment correlation coefficients, and frequency techniques. Findings and conclusions. (1) There was a significant difference in the degree of dogmatism exhibited between principals from high and low performance schools. Principals from high performance schools were significantly more open-minded towards change than their counterparts. (2) A statistically significant difference existed between the principal scores measuring visionary leadership. Principals from high performance schools demonstrated a higher degree of visionary leadership than those principals from low performance schools. (3) The measured bivariate data indicated that a low positive correlation existed betweeen open-mindedness and visionary leadership variables. The majority of principal responses reflected either a high degree of visionary leadership/open-mindedness or a corresponding low degree of visionary leadership/open-mindness. (4) Analysis of the data revealed no significant relationships existed between high and low performance schools when the principal's age, length of service as a principal, tenure at current school site, and academic area of specialization were considered as variables. Recommendations. (1) Districts should develop and implement staff development activities to train existing and prospective principals on the theory and use of visionary leadership. (2) Lower level administrators should receive instruction on the elements of open-mindedness that may enhance or inhibit the change process. (3) Districts should develop hiring practices that incorporate a screening process to determine a prospective principal's degree of open-mindedness and visionary leadership. (4) Training institutions should incorporate elements of visionary leadership and open-mindedness to change into the curriculum pertaining to their administrative credential programs.