Abstract
Purpose. The purpose of this quantitative correlational research study was to examine the impact of transformational leadership on continuous improvement outcomes in the Head Start program in Southern California.
Theoretical Framework. The theoretical framework used to analyze effective leadership practices in the Head Start program was transformational leadership. The study aimed to analyze how transformational leadership practices can contribute to the success of continuous quality improvement in the Head Start program.
Methodology. The study used a correlational research design and involved 86 deidentified Head Start teachers who rated their program leaders' transformational leadership style using the Global Transformational Leadership scale survey. A multiple regression model was employed to determine whether any statistically significant differences were present.
Findings and Conclusion. The findings revealed no statistically significant correlations between the transformational leadership style and Classroom Assessment Scoring System® scores (emotional support, classroom organization, and instructional support) or average daily attendance.
Recommendations. Future research should be conducted with a large sample size to encourage Head Start program participation in studies that demonstrate the significance of continuous quality improvement. Additionally, future studies should investigate different types of leadership styles in a preschool environment and consider factors such as race, ethnicity, gender, and socioeconomic status when analyzing the data to ensure all perspectives are considered.