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Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs

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Indicators of successful administrative leadership practice within high-stakes performance-based preschool programs

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INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE WITHIN
HIGH STAKES PERFORMANCE-BASED PRESCHOOL PROGRAMS

by

Christine Elena Wilson

A Dissertation Presented to the
FACTULY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

DECEMBER 2014

Copyright 2014 Christine Elena Wilson

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DEDICATION

I lovingly dedicate this dissertation to every preschool teacher and administrator, every
ECE college professor and every mentor I have ever had the pleasure of working with. My
experiences with you have been so fruitful, and I thank you for all that you have taught me.
Please except this dedication as a symbol of my heartfelt feelings for all of you.
To my parents Stanley and Ruby McWilliams for supporting me in every possible way
throughout my doctoral studies, and most importantly, I dedicate this to my children Brandon
and Lauren, without you, I may never have reached, much less dreamed of reaching my highest
goals. For all of these years, I did it all for you. Mommy loves you.
Love and Respect
Christine E. Wilson

ACKNOWLEDGEMENTS

Special acknowledgements for the guidance and completion of this dissertation go to the
following faculty at the University of Southern California: Dr. Pedro Garcia, Dr. Rudy Castruita,
Dr. Helena Seli, Dr. Dennis Hocevar, and Dr. Ilda Jimenez y West, and Dr. Celia Ayala. One
other notable acknowledgement goes to Dr. Jungmiwha Bullock.

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.

Table of Contents
List of Tables v
List of Figures xii
Abstract xiii
Chapter One: Overview of the Study 1
Introduction 1
Statement of the Problem 4
Potential Significance 5
Purpose of the Study 6
Research Questions 7
Importance of the Study 8
Limitations and Delimitations 9
Definitions 10
Chapter Two: Literature Review 13
Introduction 13
Overview of Performance Based Contracting in
Preschool Settings 15
Leadership Principles and Theory 16
Leadership within High Quality Preschool Programs 19
21
st
Century Skills as Transformational Leadership
Pedagogy to Lead Performance Based Preschool Programs 20
Specific Charismatic Leadership Traits to Meet Contractual
Demands 20
Preschool Administrative Leadership Viewed Through
The Four Frames 21
Organizational Climate 21
Gaps in the Literature 22
Summary 22
Chapter Three: Methodology 24
Introduction 24
Review of Purpose 24
Research Questions 25
Sample Population 25
Framework/Conceptual Model 26
Research Design 28
Instrumentation 28
Data Collection 29
Data Analysis 29
Ethical Considerations 31

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Chapter Four: Results 32
Coding Scheme 36
Participant Selection Results 37
Data Analysis 39
Research Question One 39
Symbolic Frame 40
Quantitative Results 40
Data Collection: Interviews/Observations Results 43
Human Resource Frame 47
Quantitative Results 48
Data Collection: Interviews/Observations Results 51
Structural Frame 57
Quantitative Results 58
Data Collection: Interviews/Observations Results 61
Political Frame 72
Quantitative Results 72
Data Collection: Interviews/Observations Results 75
Research Question Two 80
Symbolic Frame 81
Data Collection: Interviews/Observations Results 81
Human Resource Frame 87
Data Collection: Interviews/Observations Results 87
Structural Frame 91
Data Collection: Interviews/Observations Results 91
Political Frame 101
Data Collection: Interviews/Observations Results 101
Summary of Findings 108
Chapter Five: Discussion 130
Introduction 130
Statement of Problem 131
Research Questions 132
Review of Current Literature 132
Methodology 135
Discussion of Findings 135
Research Question One 135
Research Question Two 138
Ancillary Findings 141
Implications 142
Recommendations for Future Research 144
Conclusions 145
References 149
Appendix A: Preschool Administrative Leadership Survey 153
Appendix B: Preschool Staff Survey 159
Appendix C: Preschool Administrative Leadership Interview Questions 164
Appendix D: Quality Preschool Program Survey 165

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List of Tables
Table 1.1: Symbolic Group Statistics PALS 40
Table 1.2: Symbolic Independent Samples Test PALS 41
Table 1.3: Symbolic Group Statistics LAPN Staff 43
Table 1.4: Symbolic Independent Samples Test LAPN Staff 43
Table 1.5: Preschool . F (5 star) 44
Table 1.6: Preschool . G. (3 star) 45
Table 1.7: Preschool A. (5 star) 45
Table 1.8: Preschool . B. (5 star) 46
Table 1.9: Preschool E. (3 star) 46
Table 2.0: Preschool E. (3 star) 47
Table 2.1: Human Resource Group Statistics PALS 48
Table 2.2: Human Resource Independent Samples Test PALS 49
Table 2.3: Human Resource Group Statistics LAPN Staff 50
Table 2.4: Human Resource Independent Samples Test LAPN Staff 51
Table 2.5: Human Resource Group Statistics Staff 51
Table 2.6: Preschool . F (5 star) 52
Table 2.7: Preschool . B (5 star) 53
Table 2.8: Preschool G . (3 star) 53
Table 2.9: Preschool . H (3 star) 54
Table 3.0: Preschool . C (3 star) 54
Table 3.1: Preschool . F. (5 star) 55
Table 3.2: Preschool B. (5 star) 55
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Table 3.3: Preschool D. (5 star) 55
Table 3.4: Preschool . G. (3 star) 56
Table 3.5: Preschool C. (3 star) 56
Table 3.6: Structural Group Statistics PALS 58
Table 3.7: Structural Independent Samples Test PALS 58
Table 3.8: Structural Group Statistics LAPN Staff 59
Table 3.9: Structural Independent Samples Test LAPN Staff 60
Table 4.0: Structural Group Statistics Staff 60
Table 4.1: Preschool F. (5 star) 62
Table 4.2: Preschool F. (5 star) 62
Table 4.3: Preschool B. (5 star) 62
Table 4.4: Preschool D. (5 star) 63
Table 4.5: Preschool A. (5 star) 63
Table 4.6: Preschool F. (5 star) 63
Table 4.7: Preschool G. (3 star) 64
Table 4.8: Preschool C. (3 star) 64
Table 4.9: Preschool H. (3 star) 64
Table 5.0: Preschool B. (5 star) 65
Table 5.1: Preschool A. (5 star) 65
Table 5.2: Preschool G. (3 star) 66
Table 5.3: Preschool E . (3 star) 66
Table 5.4: Preschool C . (3 star) 66
Table 5.5: Preschool F . (5 star) 67
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Table 5.6: Preschool B . (5 star) 67
Table 5.7: Preschool E . (3 star) 67
Table 5.8: Preschool C . (3 star) 68
Table 5.9: Preschool B . (5 star) 68
Table 6.0: Preschool F . (5 star) 69
Table 6.1 Preschool D . (5 star) 69
Table 6.2 Preschool F . (5 star) 69
Table 6.3 Preschool F . (5 star) 69
Table 6.4 Preschool A . (5 star) 70
Table 6.5 Preschool C . (3 star) 70
Table 6.6 Preschool F . (5 star) 71
Table 6.7: Political Group Statistics PALS 72
Table 6.8: Political Independent Samples Test PALS 73
Table 6.9: Political Group Statistics LAPN Staff 74
Table 7.0: Political Independent Samples Test LAPN Staff 75
Table 7.1 Preschool G . (3 star) 76
Table 7.2 Preschool E . (3 star) 76
Table 7.3 Preschool H . (3 star) 76
Table 7.4 Preschool B . (5 star) 77
Table 7.5 Preschool F. (5 star) 77
Table 7.6 Preschool D . (5 star) 77
Table 7.7 Preschool A . (5 star) 77
Table 7.8 Preschool A . (5 star) 78
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Table 7.9 Preschool D . (5 star) 78
Table 8.0 Preschool C . (5 star) 78
Table 8.1 Preschool F . (5 star) 81
Table 8.2 Preschool C . (5 star) 81
Table 8.3 Preschool C . (5 star) 81
Table 8.4 Preschool C . (5 star) 81
Table 8.5 Preschool G . (3 star) 82
Table 8.6 Preschool C . (5 star) 82
Table 8.7: Preschool F. (5 star) 82
Table 8.8: Preschool B. (5 star) 83
Table 8.9: Preschool F (5 star) 83
Table 9.0: Preschool . F (5 star) 83
Table 9.1: Preschool G. (3 star) 83
Table 9.2: Preschool E. (3 star) 84
Table 9.3: Preschool C. (3 star) 84
Table 9.4: Preschool B. (5 star) 84
Table 9.5: Preschool A. (3 star) 85
Table 9.6: Preschool D. (5 star) 85
Table 9.7: Preschool F. (5 star) 85
Table 9.8: Preschool G. (3 star) 86
Table 9.9: Preschool E. (3 star) 86
Table 10.1: Preschool F. (5 star) 88
Table 10.2: Preschool H. (3 star) 88
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Table 10.3: Preschool G. (3 star) 88
Table 10.4: Preschool C. (3 star) 89
Table 10.5: Preschool F. (5 star) 89
Table 10.6: Preschool B. (5 star) 90
Table 10.7: Preschool A. (5 star) 90
Table 10.8: Preschool D. (5 star) 90
Table 10.9: Preschool f. (5 star) 92
Table 11.0: Preschool B. (5 star) 92
Table 11.1: Preschool F. (5 star) 92
Table 11.2: Preschool D. (5 star) 92
Table 11.3 Preschool B. (5 star) 93
Table 11.4 Preschool B. (5 star) 93
Table 11.5 Preschool F. (5 star) 93
Table 11.6 Preschool D. (5 star) 93
Table 11.7 Preschool G. (3 star) 93
Table 11.8 Preschool E. (3 star) 94
Table 11.9 Preschool C. (3 star) 94
Table 12.0 Preschool G . (3 star) 94
Table 12.1 Preschool . E (3 star) 94
Table 12.2 Preschool G. (3 star) 95
Table 12.3 Preschool C. (3 star) 95
Table 12.4 Preschool C. (3 star) 95
Table 12.5 Preschool E. (3 star) 95
x

Table 12.6 Preschool F . (5 star) 96
Table 12.7 Preschool B . (5 star) 96
Table 12.8 Preschool D . (5 star) 96
Table 12.9 Preschool B. (5 star) 97
Table 13.0 Preschool F. (5 star) 97
Table 13.1 Preschool D. (5 star) 97
Table 13.2 Preschool G . (3 star) 98
Table 13.3 Preschool . E (3 star) 98
Table 13.4 Preschool . F. (5 star) 98
Table 13.5 Preschool B. (5 star) 99
Table 13.6 Preschool D. (5 star) 99
Table 13.7 Preschool F. (5 star) 99
Table 13.8 Preschool G. (5 star) 99
Table 13.9: Preschool C. (3 star) 99
Table 14.0: Preschool E. (3 star) 100
Table 14.1: Preschool G. (3 star) 100
Table 14.2: Preschool F. (5 star) 101
Table 14.3: Preschool B. (5 star) 101
Table 14.4: Preschool D. (5 star) 102
Table 14.5: Preschool G. (3 star) 102
Table 14.6: Preschool E . (3 star) 102
Table 14.7: Preschool G . (3 star) 102
Table 14.8: Preschool C . (3 star) 103
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Table 14.9: Preschool G. (3 star) 103
Table 15.0: Preschool E . (3 star) 104
Table 15.1: Preschool C . (3 star) 104
Table 15.2: Preschool H . (3 star) 104
Table 15.3: Preschool F (5 star) 104
Table 15.4: Preschool A . (5 star) 105
Table 15.5: Preschool B. (5 star) 105
Table 15.6: Preschool D . (5 star) 105
Table 15.7: Preschool G . (3 star) 105
Table 15.8: Preschool H . (3 star) 105
Table 15.9: Preschool C . (3 star) 106
Table 16.0 :Preschool H. (3 star) 106
Table 16.1 :Preschool F. (5 star) 106
Table 16.2 :Preschool D. (5 star) 107
Table 16.3 :Preschool A. (5 star) 107
Table 16.4 :Preschool B. (5 star) 107

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List of Figures

Figure 1: Motivational Effects of Charismatic Leadership 27
Figure 2: Cresswell’s (2009) Model 31
Figure 3: Patton’s (2002) Model 35
Figure 4: LAPN PALS Demographic Sample 38
Figure 5: LAPN Teacher Demographic Sample 39

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Abstract
The purpose of this study was to understand how administrative leaders in high stakes,
performance-based, preschool programs lead, motivate stakeholders and create climate within
their preschool program to be successful in the face of increased professional demands and
assessments under public subsidy. Four Leadership Frames and Charismatic Leadership was
used to compare the leadership practices and attributes of preschool administrative leaders and
the leadership perceptions of their teaching staff in highly rated and low rated subsidized
preschool centers. Two key elements of successful preschool administrative leadership were
studied; leadership performance traits under high-stakes, performance-based settings, where
performance is directly tied to subsidy and the fostering by the preschool administrative leader of
a successful cultural climate. There were two questions to guide the literature and methodology.
How do preschool administrative leaders in successful early childhood education programs
influence staff performance in performance-based high stakes settings, and what leadership
attributes do successful preschool administrative leaders possess in order for their preschool
programs to be successful in performance-based settings? The study was conducted using a
survey, observations and interviews in which eight preschool centers voluntarily participated.
The survey utilizing the key assumptions of Bolman and Deal’s Four Leadership Frames, was
used to gather information and determine if there was a significant difference between the two
groups. The findings indicated that there was robust statistical significance in the mean scores for
the structural and symbolic frames of leadership for those highly rated preschool administrative
leaders in comparison to their low rated counterparts. The findings also aligned with charismatic
leadership theory. In addition, there was found a relationship between leader behaviors and their
transformational effects. Highly rated preschool administrative leaders demonstrated a number of
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leadership attributes and strategies, which aligned with the key assumptions of the structural and
symbolic frame, as well as demonstrated values and identities that when implicated in action,
influenced the cultural climate of their programs, and represented a shift from the instrumental to
the moral, and from individual concern for contributions to a collective leading to high quality
organizations. However the data indicated that there was no statistical significance in mean
scores for the human resource or political frame, and that there was no significance in the
perceptions of leadership practice by the teaching staff of either group.

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CHAPTER ONE: OVERVIEW OF THE STUDY
Study after study shows that the sooner a child begins learning, the better he or she does
down the road. (Tonight) I propose working with states to make high-quality preschool available
to every child in America. Every dollar we invest in high-quality early education can save more
than seven dollars later on - by boosting graduation rates, reducing teen pregnancy, even
reducing violent crime. So let's do what works, and make sure none of our children start the race
of life already behind. Let's give our kids that chance. (President Obama, 2013)

Introduction
Federal and state funded early childhood education (ECE) programs have been in
existence in the United States since the early 1960’s with the introduction of Head Start.
Accountability standards created to address the health and safety of children, as well as the
qualifications of staff began as derisory practices, and has since, sparked our national dialogue
about quality of childcare programs. Today, with both the federal funding and accountability
standards, which preschool programs now must maintain in order to sustain their funding,
increased demands on administrative leaders to be highly educated, experienced and effective
leaders in ECE is essential to maintaining quality programs, and leading exceptional teaching
staff. Today there are a variety of subsidizing agencies funding preschool programs. Some of
these agencies have adopted the idea of providing professional, technical support for preschools
under their financial umbrella, which include ‘seasoned’ professionals in the field of early care
and education who specialize in providing that technical support. This support may be provided
by ‘coaches’ or ‘consultants’ who provide resources, advice and feedback using evidence based
data for curricular support, parent engagement, policy implementation and a whole variety of
other considerations preschool program leaders must contend with. Many subsidized preschool
programs, despite having technical support systems in place, such as professional development
plans, coaching and community agencies are not successful in that they may have poor curricular
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implementation, staff turnover, weak parent engagement, and inexperienced leadership, which
have direct influence on teacher instruction, thus having direct influence on children’s outcomes.
The lure of becoming a contracted program within of a network of subsidized preschools, such as
exists in Los Angeles County and other cities in America is persuasive to many teachers and
administrators in the field seeking employment that seems to guaranteed the quality it is
contractually designed and subsidized to provide. The contracted subsidies are designed to
address long held issues in the field of ECE such as low wages, absent healthcare benefits and
little to no extra staff for classroom coverage. Yet with the enticement of more money, also
comes the caveat of increased accountability of those administrative leaders and teachers to
deliver excellent services to children and families.
Administrative leadership in ECE itself seems an unsupported path. Educational
requirements in California, as set forth by the California Commission on Teacher Credentialing
and found within the Child Development Permit matrix for are first based on units earned in ECE
college coursework, and less on practical experience (Child Development Training Consortium).
In California, there are six units of college level administration, which is two mandated courses
individuals must complete to meet the educational requirements to become a preschool
administrator. In addition, the majority of the courses one must take to earn their site supervisor
permit in California are not based on a curriculum designed for preschool leadership. By
measuring the requirements for preschool administration, it does indeed seem the path for
administrative leaders is an unsupported path, particularly for those who feel especially
efficacious in the classroom as a teacher. Research done in the last five years unveils that ECE
staff are reluctant to become administrative leaders, for fearing less time with children means
more time with compliance, and goes against their already established pedagogy. In addition,
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early childcare education administrative leaders are reluctant to stay in leadership positions,
because they have never envisioned creating and managing a pedagogical vision beyond what
they already know would be part of their leadership role (O’Sulivan, 2009).
There exists a much larger body of research on publicly funded preschool composed of
state evaluations (e.g., Gormley, Phillips, & Gayer, 2008; Frede, Jung, Barnett, & Figueras,
2009; Hustedt, Barnett, Jung, & Friedman, 2010), which examine classroom quality, teacher
qualifications, and teacher instructional practice; however, much less research has been
conducted on the impact on Preschool Administrative Leaders, here forward referred to as
“PALS” and less still is still known about the administrative leadership impact on climate and
staff working within publicly funded programs. The relatively small body of research that
currently exists on administrative leadership in preschool has focused on the relations between a
measure of program quality via child outcomes and the qualifications and experience of child
care directors (Helburn, 1995; Bloom & Sheerer, 1992; Muijs, Aubrey, Harris, & Briggs, 2004;
Whitebook & Sakai, 2004). These studies have uncovered that well educated and stable leaders
positively influence children’s experiences and outcomes. However, of the small amount
research on preschool leadership, even fewer studies have examined how child care directors
approach their work (e.g., Muijs et al., 2004; Sanders, Deihl, & Kyler, 2007). Each of these
studies fail to study the administrative leadership necessary to create and sustain a successful
preschool program under such performance based contracted and subsidized settings.

“Leadership involves an array of individuals with various tools and structures.” (Spillane,
2005) In Distributed Leadership “Leadership practice centers not only on what people do, but
how and why they do it. Understanding Leadership practice is imperative if research is to
4

generate usable knowledge about and for leadership.” It becomes important then, to understand
the construct of leadership, and its vast theoretical and conceptual frameworks. Leadership is
constructed within a social context, yet also influenced by current public policy. For example,
“the concepts of target and performance outcomes dominate and leaders need to deliver this in a
way that is appropriate.” This is exceedingly true for current administrative leaders in early
childhood education, for administrative leadership in effective settings is characterized by a clear
vision and when the curriculum and pedagogy is shared by everyone working in the setting
(Blatchford, 2008).

Statement of the Problem

While it is known that financial support from state and federal funding for subsidized
preschool based on performance contracts is only a few years old in Los Angeles county, such
literature on how administrator’s in these settings uniquely lead these programs to success has
not yet been studied. There are no current ways to measure successful leadership in preschool
programs, let alone under high stakes conditions. It is not known specifically how to understand
and identify what practices administrative leaders in high stakes ECE programs use and in
particular what behavioral indicators of administrative leadership positively correlate to high
stakeholder performance, and how successful administrative leaders create a climate of culture
where such success can flourish and be sustained.
This study is purposeful, in that knowing the indicators of successful administrative
leadership in early care and education settings increases the likelihood that federal funding is
being utilized under effective stewardship, teacher instructional practice and pedagogy will be
5

positively and effectively influenced, and children will develop in their cognitive, social,
physical, perceptual skills in successful environments, thus leading to better outcomes for those
children.

Potential Significance
The importance of preschool has been a long held debate that has taken shape on both the
political and social stage in the past decade and has become a large part of the national dialogue
on early childhood education initiatives. The increase of subsidized preschool programs in
existence have been a strong source of needed support for the workforce and dual income
households. (Heyman, 2006). While claims of one year of preschool having a positive impact on
a child’s academic and social development endure (Reynolds, et al,. 2001), more studies
predominate of how instructional practice having a positive impact on those domains of learning
also came into the national dialogue. In the past 12 years, assessment tools to measure specific
indicators of teacher/child interaction, such as the Classroom Assessment Scoring System
(CLASS) tool have become popular national assessments, and in particular, popular with
subsidized preschool movements such as Head Start, State Preschool and Universal Preschool.
There is less of a focus and less is known about the impact of administrative leadership in
programs under annual assessment. There does yet exist assessment tools, such as the Program
Administration Scale (PAS), measures national norms identified for administrative practices
relating to Human Resources Development, Personnel Cost and Allocation, Center Operations,
Child Assessment, Fiscal Management, Program Planning and Evaluation, Family Partnerships,
Marketing and Public Relations, Technology, and Staff Qualifications
(http://cecl.nl.edu/evaluation/pas.htm).
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With such multi-layered and complex levels of accountability to be assessed by state,
local and non-profit agencies and organizations, administrative leadership accountability within
high stakes, performance-based settings come down to one basic premise; that it is ultimately
subsidy for performance which drives and impacts these varied levels of accountability either
positively or negatively. In addition, the bureaucratic nature of the system of compensation for
outcomes, driven by assessment data that is evidence-based, might not allow for authentic
strengthening of administrative leadership, or sound, pedagogical administrative professional
development to root itself as a primary motivation. If the levels of subsidy have continuity across
each participating preschool program, and all high stakes, performance based programs must be
held accountable by way of assessment as an indicator of high quality, what then, by looking at
the leadership at the helm of these preschool programs indicates and explains program success or
failure? It would seem vitally important that we have successful administrative leadership in
current and future incentivized preschool settings therefore, it is important to understand what
the indicators of behavior and skill the successful administrative leaders demonstrate to sustain
that success.

Purpose of the Study

The purpose of this study is to understand how administrative leaders in high stakes,
performance-based, preschool programs lead, motivate stakeholders and create climate within
their preschool program to be successful in the face of increased professional demands and
assessments under public subsidy. Clarke and Estes (2006) state that, “motivation influences
three very critical aspects of our work and private lives- first, choosing to work towards a goal;
7

second, persisting at it until it is achieved; and third, how much mental effort we invest to get the
job done” (pg. 44). Bolman and Deal (2008) introduce the concept of impacting an organization
by understanding mental models referred to as ‘frames’, which are “a set of ideas and
assumptions – that you carry in your head to help you understand and negotiate a particular
territory” (p. 11). Because administrative leaders in preschool programs are charged with
influencing the organizational climate and the relation between the organizational climate its
influence on behavior and attitudes of the members of that organizational setting (Bloom, 2010),
the study will look at two key elements of successful administrative leadership in the early
childhood education setting: Leadership performance traits under high-stakes, performance-
based settings, and the fostering by the leader of a successful cultural climate.
The theoretical frameworks of specific motivational constructs and leadership theory will
be used to explain the phenomenon and to provide insight to the gap that is what the behavioral
indicators of successful administrative leadership in these high-stakes settings are.

Research Questions
The research specifically attempts to answer two questions:
1. How do preschool administrative leaders in successful ECE programs influence
follower performance in performance-based, high-stakes settings?
2. What leadership attributes do successful preschool administrative leaders possess
in order for these preschool programs to be successful in performance based
settings?

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Importance of the Study

Given the absence of knowledge on precisely how administrative leaders, specifically in
publicly funded, high stakes, performance based settings both contend with these settings and
successfully provide high quality preschool programs, this study derives its importance from the
need to use sound, theoretical framework to uncover the indicators of successful leadership
practice found in these successful programs . If we are to consider high quality preschool in each
state, as President Obama has now vowed to create, such research would be critical to those most
concerned with the accountability of these programs, which inevitably will come with such an
undertaking. The preschool administrative leaders (PALS) of current subsidized preschool
programs are challenged with creating climate conducive to high quality and motivating staff
under high stakes, incentivized and performance-based settings. It is then important to
understand and identify what characteristics and behaviors successful preschool administrative
leaders in high-stakes ECE programs possess, in particular what indicators of administrative
leadership positively correlate to high performance in their followers, and how successful
administrative leaders create a climate of culture where such success can flourish and be
sustained. The importance of this study also addresses the aspiration of continuous quality
improvement and sustainability; a challenge put forth by the current administration under
President Obama (Race to the Top) and The California Early Learning Quality Improvement
System (CAEL QIS) Advisory Committee in developing a policy and implementation plan for
the Early Learning Quality Improvement System. With further regard to the importance of this
study, it is contended that successful preschool administrative leadership under performance-
based and incentivized conditions require a certain type of leadership skillset, one that can be
captured and expressed by listing indicators of behavior, character and culture using facets of
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motivational theory, leadership theory and social development theory to explain the
phenomenon. In particular, the research attempts to operationalize Lee Bolman and Terrence
Deal’s Four Frames of Leadership as a coherent way to assess the attributes and skills found
within successful leadership of Preschool Administrative Leaders (PALS).

Limitations and Delimitations

Limitations or conditions that restrict the scope of the study or may affect the outcome
and cannot be controlled by the researcher are that these preschool programs might only allow
the researcher to collect data during a certain time of the school year, January through April, for
example, as Los Angeles Preschool Network (LAPN) funded programs are not receiving funds to
operate over summer months, July and August. The researcher, having had some prior
relationship with the sites, as their coach provides a possible limitation of bias from some
selected participants, who might not answer truthfully or at all. Also, the number of participants
in the research study limit the robustness of the data, whereby a small number of total
participants volunteered make up the group for the study.
Delimitations or the restrictions/bounds that researchers impose prior to the inception of
the study to narrow the scope of a study are the data must come from preschool programs which
receive subsidy under a performance-based contract, and are bound to the criterion set forth by
the contract. The study is also delimited to Los Angeles County preschool programs operating
under Los Angeles Preschool Network (LAPN) who have regulatory contract compliance, annual
10

quality assessment scores of 5.50 or higher, or 4.50 or lower in assessments of teacher/child
relationships and learning environment, staff qualifications, tiered family and community
engagement and excellent or modest working conditions. The criterion to be met further produce
a smaller sample of preschool programs.

Definitions

Associate Teacher - In performance-based contracts, person who holds an Assistant, Associate
Teacher or Teacher Permit. The individual who may help plan, and sometimes may lead some
preschool classroom instruction and may help make decisions about what happens in the
preschool classroom. Is usually supervised by the Lead Teacher.

Behavioral Theory – This theory assumes leaders can be made, rather than be born. Leadership is
based in definable, learnable behavior

Charismatic Leadership – Belonging to the genre of leadership theories. Charisma is a central
concept in all of them, either implicitly or explicitly.

Coaching – A relationship involving a coach and client in which specific goals are set which take
in to account the organization. The relationship is structured and can be short or long-term and
generally has a set duration. The relationship usually revolves around a specific goal oriented to
a specific area or
issue.

Director – Person who holds a Program Director Permit to direct one or more sites. May directly
supervise one or multiple site supervisors.

ECE – Early Childhood Education

Human Resource Frame – One of Bolman and Deal’s four leadership frames. It posits that
manager’s practices and assumptions about people can lead to either alienation and hostility or
to commitment and high motivation.

LAPN – Los Angeles Preschool Network. A First 5 project initially funded using tobacco tax
monies to subsidize one year of free or low cost preschool for 4-year olds in Los Angeles County
regardless of income. Subsidies are ongoing, and based on a rating scale.

11

Lead Teacher – In performance-based contracts, person who holds a Teacher or Master Teacher
Permit. The individual who plans, and leads preschool classroom instruction and makes
decisions about what happens in the preschool classroom. May have a leadership position if
working with one or more associate teachers.

Mentoring – “a process for the informal transmission of knowledge, social capital, and the
psychosocial support perceived by the recipient as relevant to work, career, or professional
development; mentoring entails informal communication, usually face-to-face and during a
sustained period of time, between a person who is perceived to have greater relevant knowledge,
wisdom,
or experience (the mentor) and a person who is perceived to have less (the protégé)” (Bozeman
& Feeney, 2007, p. 433).

Motivational Theory – Theory, which is based on the premise that a psychological feature will
arouse an organism to act towards a desired goal and elicits, controls, and sustains certain goal
directed behaviors.

Organizational Leadership – Leadership that is inherent in the nature of the organization

Organizational Learning - In Organizational development (OD), learning is a characteristic of
an adaptive organization, i.e., an organization that is able to sense changes in signals from its
environment (both internal and external) and adapt accordingly. OD specialists endeavor to assist
their clients to learn from experience and incorporate the learning as feedback into the planning
process.

Performance-based – A strategy used to achieve measurable performance outcomes for a
system.

Performance Based Contract – an approach using a contract which focuses on developing
strategic performance metrics and directly relating contracting payment to performance against
specific metrics. Common metrics for preschool performance based contracts include staff
qualifications as measured against the California Teacher Permit Matrix, scores on assessments
and contractual compliance. The primary means of accomplishing this are through incentivized,
long-term contracts with specific and measurable levels of operational performance defined by
the subsidizer and agreed on by contracting parties.

Preschool Administrative Leaders – ‘PALS’ Person who works in an administrative capacity,
who oversees staff and has accountability for the preschool program overall.

Preschool Provider – A person, Program, or entity which gives preschool services to children
ages 3-5 years old.

12

Political Frame - One of Bolman and Deal’s four leadership frames. It posits that individuals and
groups compete to achieve their parochial interests in a world of conflicting viewpoints, scarce
resources and struggles for power.

Site Supervisor – Person who holds a Site Supervisor Permit to supervise, one or multiple
preschool sites.

Situational Leadership – Leaders should adapt their leadership style based on how willing the
follower is to perform tasks.

Structural Frame - One of Bolman and Deal’s four leadership frames. It posits that that there are
clear and well understood goals, roles , relationships and adequate coordination are essential to
organizational performance.

Symbolic Frame - One of Bolman and Deal’s four leadership frames. It posits that organizational
culture plays its central role in shaping performance

Transformational Leadership – A leader who transforms an organization through inspiration and
in developing a mission/vision, seeking the way forward, and leading the charge toward change.

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CHAPTER TWO: LITERATURE REVIEW
Introduction

There is a large body of evidence that preschool plays an important role in the early years
of development for children (Barnett & Masse, 2006). A growing research base has steadily
begun to arise, which highlights the importance of early learning experiences for young children
prompting an increase in the number of families with young children to look to access preschool
programs (Piana & Howes, 2009). In the initial years before popularity of preschool programs
began to increase, leadership within preschool settings went without much oversight, and the
level of accountability to these programs in California, as guided by Title 22 regulations for
licensed childcare led to varying levels of quality (Mareoff, 2006). In the past decade, programs
have focused on increased accountability and a demonstration of increased quality (eg; health
and safety standards) by means of government funded, subsidized preschool programs (Barnett,
Robin, Hustedt & Schulman, 2004). Research in the last two decades focusing on school
readiness provided the basis for the importance of high quality preschool programs, which are
defined by particular structural indicators such as; low teacher-child ratios, sound curricular
instruction, high levels of teacher education and positive teacher-child interactions (Scarr,
Eisenberg, & Deater-Deckard, 1994; Phillips, Mekos, Scarr, McCartney, & Abbott-Shim, 2000).
These aforementioned indicators of quality are the direct responsibility of the preschool
administrative leader (PALS).
PALS in preschool programs are charged with influencing the organizational climate and
the relation between the organizational climate its influence on behavior and attitudes of the
members of that organizational setting (Bloom, 2010). Bolman and Deal (2008) provide
metaphors for the organization itself; where the structure of an organization is viewed as a
14

“factory or machine,” it’s human resource (stakeholders) as “family”, it politics as the “jungle,”
and it’s symbolic nature as a “carnival, temple or theater” (p.18). Likewise, organizational
climate research studies the collective attitudes, beliefs, perceptions and values of the individuals
in a particular work environment (Bloom, Hentschel, &Bella, 2010). New theories of leadership
state that leaders must provide meaningfulness to work by joining the collective people within
that workplace in the creation of moral purpose and commitment rather than coercion through
affecting tasks, compensation or other material incentives (Shamir, House, & Arthur, 2001).
This review of the literature highlights key themes that provide background, context and
practices related to preschool administrators attributes and responses to leading successful
preschool programs under high stakes conditions. The review of the literature begins with an
overview of performance based contracting in preschool settings to frame the types of programs
discussed herein. It then discusses leadership principals and theories including the role of the
PALS, and impact of leadership using work motivation theory, cognitive evaluation theory and
the four leadership frames as a lens.
To lead successful high stakes preschool programs, preschool administrative leaders must
respond to demands for high quality by employing strategies and attitudes that enhance the
effectiveness of their leadership on program, staff and families. Three key themes were identified
in the literature; they are (a) the impact of leadership on staff (b)The importance of the presence
of a shared mission, vision and goals, and (c) the organizational conditions by which preschool
administrative leaders influence a climate of trust and innovativeness. In closing, leadership
traits and mental models of leadership frames to positively impact and sustain successful
preschool program under high stakes settings will be detailed.

15

Overview of Performance Based Contracting in Preschool Settings
Performance based contracting, or “competitive tendering,” is receiving increased
attention today as a method of improving the quality, and effectiveness of preschool delivery. It
is intended to change the behavior of contractors to focus more on performance (Martin, 2008).
The Office of Federal Procurement Policy (OFPP) defines performance based contracting as a
type of approach to work that is based on “objective, measurable performance standards outputs”
(OFPP, 1998). Further The National Association of State Purchasing Officials (NASPRO) states
that performance based contracting is characterized by “specification of the outcome
expectations of the contract and the requirement that any renewals or extensions be based on the
achievement of the identified outcomes” (NASPRO, 1997; 120). Finally, performance based
contracting methods “are intended to ensure that required performance quality levels are
achieved and that total payment is related to the degree that services performed meet contract
standards.”
In the case of preschool programs under performance based contracts, it is a focus on the
program outputs, level of quality as defined by the agency providing payment, and outcomes
based on annual assessments of the program. Performance based contracts for human services
vary by state. Organizations who subsidize preschool programs in Los Angeles County (e.g., Los
Angeles Preschool Network) utilizing performance based contracts, directly tie compensation to
performance. Contractors who are tied to a tiered performance based contract, and repeatedly fail
to meet their performance standards stand to vary annually on their compensation, the spectrum
of difference being tens, of thousands of dollars to their programs. One goal of preschool
administrative leaders in this setting is to meet these contractually obligated performance
standards. This type of service provision ties the preschool contractor’s payment as well as any
16

contract extension or renewal of the contract to their achievement, thus the terms “performance
based,” and “high stakes” will be used in the body of literature interchangeably. Current
leadership theory does not provide research on the ways in which leaders successfully function
under such high stakes settings.

Leadership Principals and Theory
The past three decades has provided current genres of leadership theory, sometimes
alternatively referred to as “charismatic,” or “transformational” (Bass, 1985; Shamir, House &
Arthur, 1993; Bass & Riggio, 2012). The transformational ‘qualities’ of a leader include
charismatic traits according to current leadership theory. According to these current genres of
leadership, effective leaders cause their followers to become highly committed to the mission by
making personal sacrifices for the sake of the mission and to perform at a high level (Shamir,
House & Arthur, 1993). The leader must elicit such effects on their followers, such as emotional
attachment, motivational arousal, self-esteem, trust, confidence and enhancement of follower
valences with respect to the mission, intrinsic motivation and values (p. 577). The newer theories
emphasize being a visionary, symbolic leadership behavior, providing inspirational messages,
non-verbal communication, display of confidence, intellectual stimulation of followers,
ideological values and clear leader expectations for followers (p. 578). Theories such as
Transformational Leadership emphasizes intrinsic motivation on the positive development of
followers. In addition, it provides a current view of the leadership sought by today’s complex
organizations, where followers not only seek an inspirational leader to help guide them through
an uncertain environment but where followers also want to be challenged and feel empowered if
they are to be loyal, high performers (Bass & Riggio, 2012).
17

Several empirical investigations of transformational leadership in organizations have
been conducted (Gerstner, 1997; Conger, 1999; Jung, Chow & Wu, 2003). These studies relied
on a variety of research methods including two former case studies (Roberts, 1985, Roberts and
Bradley, 1988), an interpretive analysis of interviews (Bennis and Nanus, 1985), and a rigorous
analysis of historical and archival information (House, Spangler and Woycke, 1991).
Collectively the findings found that leaders who demonstrate charismatic behaviors produce
theoretical, transformational effects on their followers, including higher performance ratings,
more satisfied and highly motivated followers and are viewed as more effective leaders by those
followers (Bass, 1990; House, Howell, Shamir, Smith and Spangler 1991). At the heart of
Shamir, House and Arthur’s (1993) motivational effects of charismatic leadership theory (p. 581)
are five processes by which charismatic leaders motivate followers through implicating their
self-concepts. These processes are used throughout the qualitative data. Shamir, House & Arthur,
then derive from their motivational analysis, a set of empirically observable leadership
behaviors, which provides the framework for the study. These observable leader behaviors, are
hypothesized to activate the self-implicating processes, which is a set of effects on their
follower’s self-concepts, which are triggered by the leader behaviors (p. 581).
Motivation Framework to Guide the Study
Throughout the current literature on leadership genres, charismatic and transformational
leaders tend to elicit higher performance ratings, have more satisfied and motivated followers
and are viewed as more effective leaders (Bass, 1990; House, Howell, Shamir, Smith and
Spangler 1991). Consider self-determination work motivation theory (Gagne and Deci, 2005)
who posit that structuring the work environment so that effective performance would lead to both
intrinsic and extrinsic rewards, would in turn produce total job satisfaction. Because in high-
18

stakes settings, performance is measured and rewarded under contract, extrinsic rewards such as
a high rating and monetary compensation are provided, designed so that the value associated
with it might become internalized.
Early studies of testing a facet of motivation theory, known as Cognitive Evaluation
Theory (CET) found that tangible extrinsic rewards undermine intrinsic motivation (Deci, 1971;
Gagne & Deci, 2005). A meta-analysis of 128 laboratory experiments confirmed that whereas
verbal rewards, such as positive feedback enhance intrinsic motivation, tangible rewards
significantly undermine it (Deci, Koestner, & Ryan,1999). In addition, when rewards were
reliant on high quality performance, and the interpersonal context was supportive, and not
pressuring, tangible rewards enhanced intrinsic motivation relative to the same conditions with
no rewards and no feedback (Ryan, Mims & Koestner, 1983). This suggests that regardless of
extrinsic, tangible rewards, such as monetary compensation for performance, which creates high-
stakes conditions; intrinsic motivation under relative supportive conditions with feedback,
positively and intrinsically motivate persons, and both are needed to lead to total job satisfaction
as work motivation theory hypothesizes.
Because preschool programs funding under performance based contracts are contingent
upon an assessment of the program and ongoing compliance, preschool program staff are subject
to high stakes evaluations and in some cases competition for high ratings, particularly if a
program houses more than one classroom under such contract. Research in line with CET has
demonstrated that contingent rewards and other extrinsic factors such as competition and
evaluations to be detrimental to outcomes such as creativity, cognitive flexibility and problem
solving which are associated with intrinsic motivation (McGraw, 1978; e.g., Amabile, Goldfarb,
& Brackfield, 1990). These theoretical processes are of importance, as they comport with and
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provide a larger framework of behaviors some PALS demonstrate in their leadership acumen
under such conditions.

Leadership within High Quality Preschool Programs
Preschool administration and their leadership acumen has more recently been the focus of
intervention projects in an attempt to increase the overall quality of preschool programs. A small
body of research highlighting the intervention of professional development of center directors
has been conducted within the last two decades. One project, a 16-month Early Childhood
Leadership Training Program placed an emphasis on the center director’s role (e.g., child
development, programming, personal knowledge, organizational theory, legal and fiscal
stewardship, parent and community relations, public policy, technology, advocacy research and
leadership style (Bloom & Sheerer, 1992). The findings of the intervention revealed that
classroom process quality increased 33 points in centers in which the leadership was involved in
the training program, as compared with a 3 point mean decrease for the comparison group not
involved, which is a statistically significant difference. Staff also rated the organizational climate
higher in the dimensions of professional growth, collegiality, supervisor support, clarity, reward-
system, decision making, goal consensus, task orientation, physical setting and innovativeness. A
similar project named Taking Charge of Change, provided 110 contact hours of training to 285
preschool directors over a 10-month period. Leadership skills was the primary focus of the
training, which included interpersonal communication, decision making, group facilitation, staff
development, creating a vision and increasing advocacy efforts (Bloom & Bella, 2005). Modest
improvements in the center’s organizational climate were found, however; preschool directors
20

who continuously participated in long-term leadership programs show significant increases to
program quality (Bloom & Bella, 2005).

21
st
Century Skills as Transformational Leadership Pedagogy to Lead Performance-Based
Preschool Programs
At the heart of Charismatic and Transformational Leadership are hypothesized processes
by which charismatic leaders motivate their followers. The theory presents the argument that
charismatic leadership has its transformational effect on followers by strongly engaging their
self-concepts in the mission articulated by the leader (Shamir, House & Arthur, 1993). In
addition, processes of charismatic leadership behavior have been studied within a motivational
context to explain how charismatic leaders bring about changes in followers values, goals and
needs (Shamir, House & Arthur, 1993). The articulation of a vision and mission by charismatic
leaders presents goals in terms of the values they represent. Doing so makes the action towards
the goals more meaningful to the followers. There is a need for specificity of the research of
Charismatic Leadership (CL) processes which describe leadership behavior in terms of current,
dominant models of motivation to bring about changes in followers values, goals and needs
guided by the leader’s mission and vision, which comport with a performance-based contract
model of motivation

Specific Charismatic Leadership Traits to Meet Contractual Demands.
While there are a variety of leadership theories to provide explanation for leadership
behavior and its effect on followers, and while current CL research primarily rests on a theory of
charismatic leadership in terms of motivational constructs, those theories assume there is a
relationship between leader behaviors and their transformational effects. There is a need to
21

understand which CL behaviors are demonstrated to operate effectively within a high stakes
environment, to better explain why such behaviors lead to successful high stakes preschool
programs

Preschool Administrative Leadership Viewed Through The Four Frames
Incentives based on performance standards have been advocated to promote productivity
and to direct activity in public organizations. (Heinrich, Heckman & Smith, 2002). Preschool
Administrative Leaders (PALS) who operate their program within high stakes settings, manage
not only their own program, but manage in concurrence with the organization providing subsidy.
Each of these organizations have separate organizational systems; however PALS must negotiate
both systems. Because PALS must operate within both systems, understanding how PALS
simultaneously manage such organizations; which are complex, is key to studying the indicators
of successful preschool leaders. “Effective managers need multiple tools, the skill to use each
and the wisdom to match frames to situations” (Bolman & Deal, 2008). The research will utilize
the four-frame model conceptualized by Bolman and Deal with its view of the structural,
political, symbolic and human resource frames which exist in an organization.

Organizational Climate
Leadership action “involves a flow of actions and utterances (what leaders do),” which
constitute an organization being managed (Smircich & Morgan, 1982). Leadership works by
influencing the relationship between the leader person and the stage for leadership which hence
provides meaning. A focus on the way meaning is created, sustained and changed by leaders in
organized settings provides the fundamental understanding of leadership as a social process (p.
261). The conception of such social processes allow for charismatic leaders to “manufacture
22

ethics to give life through commitment to the spirit of the organization” (Hodgekinson, 1983, p.
218). Leadership behaviors as a social process within the organizational setting of preschool
programs, which has its meaning ascribed by a performance-based standard, has not yet been
studied.

Gaps in the Literature
A vast array of theoretical literature has already been discussed in this section on
preschool administrative leaders adopt charismatic leadership pedagogy as a 21
st
century skill to
motivate within a preschool program; however, There are no current ways to measure successful
leadership in preschool programs under high stakes conditions. It is not known specifically how
to understand and identify what behaviors administrative leaders in high stakes ECE programs
possess and in particular what indicators of administrative leadership positively correlate to high
follower performance. Additionally it is unknown specifically how successful administrative
leaders create a climate of culture where such success can flourish and be sustained under high
stakes conditions within the complete framework of this study. This dissertation will address that
gap.

Summary
The gap in the literature on Preschool Administrative Leaders (PALS) and their impact
on followers, thus having impact on organizational performance provides the basis for this
research. Under high-stakes settings, there exist some PALS who lead their preschool programs
to successful outcomes. For this reason this research is relatively unique in qualitatively
investigating the phenomenon of the behaviors of successful Preschool Administrative Leaders
(PALS) in high-stakes, publicly funded preschool services under performance-based contracts.
23

This research aims to help fill the gap in the literature on Preschool Administrative
Leaders. Additionally, this research is particularly interested in evaluating the leadership
behaviors specific to successful PALS, but also the effects of the multiple tools used to match the
frames to specific leadership situations by undertaking an integrative, thematic analysis of their
behaviors using two frameworks: charismatic leadership, and the four frames of leadership. The
frameworks discussed in this chapter, charismatic leadership (Shamir, House & Arthur, 1993),
motivational work theory (Gagne and Deci, 2005) both posit that leaders must engage their
followers in a manner that will transform behaviors, sustaining organizational climate that
supports autonomous individuals who perform at high levels. Preschool administrative leaders
(PALS) play a critical role as leaders of preschool programs who are receiving competitive
tendering and lead followers structuring the work environment so that effective performance
would lead to both intrinsic and extrinsic rewards, in turn producing total job satisfaction(Gagne
and Deci, 2005), and have successful organizational outcomes.
Because PALS must operate within both their own organizational system, and the larger
organizational system from which they are under contract to receive subsidy, understanding how
PALS simultaneously manage such organizations also is key when studying the indicators of
successful preschool leaders. Finally, the research will utilize an organizational framework using
the four-frame model of the structural, political, symbolic and human resource frames which
exist in an organization (Bolman & Deal, 2008).
For this purpose, unique data on Preschool Administrative Leaders in Los Angeles
Preschool Network (LAPN) subsidized preschool programs in Los Angeles County will be used.
The research will analyze this phenomenological case study using a multi-modal approach to
data (eg; semi-structured interviews, observations, documents and surveys).
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CHAPTER THREE: METHODOLOGY
Introduction

Preschool Administrative Leaders (PALS) are the organizational leaders that are held to
providing oversight to the success of their preschool programs; which include being highly
educated, experienced and effective in their leadership, in order to maintain quality programs,
with motivated and exceptional teaching staff. The purpose of this study is to understand how
administrative leaders in high stakes, performance-based, preschool programs lead, motivate
stakeholders and sustain their preschool program to be successful in the face of increased
professional demands and assessments under public subsidy. As identified in the literature, there
are various studies that identified leadership skills by preschool administrators that were
implemented and resulted in increased quality. This case study will attempt to identify the
indicators of behaviors preschool administrative leaders engage in to successfully motivate their
followers and sustain their successful programs under high stakes conditions.

Review of Purpose and Research Questions

The research aims to understand the ways in which administrative leaders in high stakes,
performance-based, preschool programs lead, motivate stakeholders and sustain their preschool
program to be successful organizations in the face of increased professional demands and
assessments to garner a high public subsidy.

25

This study will draw its focus from two research questions:
1. How do preschool administrative leaders in successful ECE programs
influence staff performance in performance-based, high-stakes settings?
2. What leadership attributes do successful preschool administrative leaders
possess in order for their preschool programs to be successful in
performance based settings?

Sample Population
To address the aforementioned research questions, a decision has to be made about whom
to study. According to Patton (2002), a group may be selected as the unit of analysis if there are
characteristics of the group that have important implications for the phenomenon under
consideration. The population sample will be a cluster sampling, derived from the Los Angeles
Preschool Network (LAPN) network, which currently consists of approximately more than 300
preschool administrators and their support staff, which include lead teachers and teacher
assistants. The researcher will use a chose only to utilize Preschool Administrative Leaders
(PALS) who lead preschool programs that met a specific criterion. Comparison groups will be
established under these specific criterion. The researcher’s selection process used the following
indicators to identify PALS for the study: PALS leading programs with regulatory contract
compliance, annual quality assessment scores of 5.50 or higher in assessments of teacher/child
relationships and learning environment, identification and inclusion of children with special
needs, high staff qualifications, tier 3 family and community engagement and excellent working
conditions. The comparison group will be PALS leading programs with regulatory contract
compliance, annual quality assessment scores of 4.50 or lower in assessments of teacher/child
relationships and learning environment, no identification and inclusion of children with special
26

needs, low staff qualifications, tier 1 or 2 family and community engagement and less than
excellent working conditions. The additional participants identified will be the support staff, also
referenced in the research as “followers,” of the Preschool Administrative Leaders. To restate,
limitations to the study are a small amount of research data due to the allowance of qualitative
data collection during a certain time of the school year. Los Angeles Preschool Network (LAPN)
funded programs do not receive funds to operate over summer months, July and August. In some
cases the sample may include preschool programs where the researcher, having had some prior
relationship with the sites as their coach, provides a possible limitation of bias from some
selected participants, who might not answer truthfully or at all. In addition, there may be
preschool programs, who operate under varied performance based contracts a set forth by their
organization of subsidy. The research data will be derived from preschool programs which
receive subsidy under a performance-based contract with LAPN, and are bound to the criterion
set forth by the contract. The study is also delimited to Los Angeles County preschool programs
who have regulatory contract compliance , annual quality assessment scores of 5.50 or higher, or
4.50 or lower in assessments of teacher/child relationships and learning environment. The
criterion to be met may provide the study with a smaller sample of preschool programs.
Framework/Conceptual Model
The research will be a qualitative study, using two conceptual frameworks for the study. The
frameworks to be used include, charismatic leadership (Shamir, House & Arthur, 1993), and
leadership approaches using the four frames (Bolman & Deal, 2008). The following conceptual
model was created to identify behaviors that are demonstrated to effectively lead the success of
their followers by impacting those followers both intrinsically and extrinsically. Below (Figure
1) is a visual representation of the motivational effects of charismatic leadership theory largely
27

highlighted in the study. On the left side of the diagram are the leadership behaviors
demonstrated by charismatic leaders and their effects on followers. On the right side of the
diagram, are the effects of extrinsic motivators on follower’s self-concept.
Figure 1. Motivational Effects of Charismatic Leadership

28

Research Design
A design of mixed methods will be employed in this research study. Data will be
analyzed using qualitative and quantitative methods to identifying behaviors, practices, and
leadership skills implemented by preschool administrative leaders of preschool centers under a
performance-based contract. The researcher used Creswell’s (2003) research design to guide the
purpose of the study. Creswell’s (2003) guiding research questions are:
1.What are the knowledge claims and theoretical perspectives of the researcher?
2.In what sort of sequence will the data be collected?
3.What strategies will be employed to gather the data during the study?
The research design will use quantitative and qualitative data. The purpose is to generalize
from a sample to a population so that inferences can be made about the research phenomenon
(Babbie, 1990). More specifically, the use of motivation and leadership frameworks to
understand the behavioral indicators of preschool administrative leaders in successful, high-
stakes preschool programs and their impact on their followers to sustain high performance and
impact organizational climate will be studied.

Instrumentation
It was stated, that the population sample will be a cluster sampling, derived from the Los
Angeles Preschool Network (LAPN) network, which currently consists of approximately more
than 300 preschool administrators and their support staff, which include lead teachers and
teacher assistants. Prior to the research, a pilot project was completed in order to inform
processes which include gathering, analyzing and interpreting data related to the study. One
research question one was used in the pilot. The purpose of the pilot study was to design
29

interview protocols, observation protocols and a coding scheme to be used to generate sound
results with substantive meaning. Additionally, the pilot was administered to assess the
credibility of findings and their practical significance to the research. The results have informed
the instrumentation to be used and its relation to the conceptual frameworks for the instrument
content. Interview questions are found in Appendices A and B.

Data Collection
The data will be collected through the use of a multi-modal approach. Survey questions and
interviews will be used to collect raw data. Survey data will be collected during the spring
months of 2014, as economy of design, rapid turnaround and their self-administered design
allows for timeframe flexibility in data collection. Interviews will be taped and transcribed
verbatim in order to capture the conversations. Interviews will be conducted with PALS in order
to gather data specific to the PAL as it relates to their beliefs and practices in motivating staff
and impacting organizational climate. Observations and field notes will be used to gather data
about the organizational climate, and how the PALS and their followers behave in it.
Observations will be conducted during the spring months of, 2014, as many preschool centers do
not receive subsidy and are non-operational during summer months, and leader and follower
organizational culture is well established.

Data Analysis

Creswell's (2009) model for qualitative data analysis (see figure 3) will be used to analyze
the data. The collected qualitative data will be, first, organized and prepared by transcribing
interviews and summarizing field notes. Second, the researcher will review the data to get a sense of
30

the information. The qualitative interview data will be analyzed for themes. Third, the interviews
will be organized, managed and coded. Fourth, a description of the participants experiences will be
given compiling similar experiences in preparation for developing qualitative narratives. Finally,
the organized data will be interpreted, and analyzed for similarities. and compared with the
results of the quantitative survey data. Quantitative survey data will be analyzed with descriptive
statistic. The means and standard deviations for each item in the survey will be computed using
SPSS, one-way repeated measures ANOVA, as well as ttests used to measure validity and
reliability of survey responses.

31

Figure 2. Creswell's (2009) Model for Qualitative Data Analysis

Ethical Considerations
University procedure rooted in Institutional Review Board (IRB) protocol will be followed
throughout this study. The key informants as well as the participants will not be coerced in any
way to participate in this study. To protect the confidentiality of the participants, pseudonyms will
be used. Finally, all of the data collected during this study will be deleted from computer hard drive
and shredded upon completion of the study.

32

CHAPTER FOUR: RESULTS
“Leadership practice centers not only on what people do, but how and why they do it.
Understanding Leadership practice is imperative if research is to generate usable knowledge
about and for leadership” (Spillane, 2005).

Overview
The objective of this study was to research and analyze the effects of leadership on the
quality of preschool programs. More specifically, the research was designed to examine the
indicators of what type of administrative leadership is necessary to create and sustain a
successful preschool program under performance based contracted, subsidized settings.
The research questions for the research study are of great importance as they direct the
examination and interpretation of the data and findings: (a.) How do preschool administrative
leaders in successful ECE programs influence staff performance in performance-based, high-
stakes settings? (b.) What leadership attributes do successful preschool administrative leaders
possess in order for their preschool programs to be successful in performance based settings?
The frameworks used, posit that there are specific processes and behaviors between
leaders and their followers. A focus on leadership traits, organizational culture and practices
would narrow the focus of the research, enabling the research study to be better guided by and
returned back to the questions.

Maxwell (2013) states, “Drawing from the philosophies of constructionism,
phenomenology and symbolic interactionism” (p.14), the research design for this case study is
chosen because the purpose of the study is to understand the effects of administrative leadership
necessary to create and sustain a successful preschool program under performance based
contracted, subsidized settings. The use of quantitative methods would lead the researcher to
develop an in-depth description and analysis of this particular phenomenon. Qualitative methods
33

are also chosen because the disciplines used are drawn from psychology, in particular
charismatic leadership theory (Shamir, House & Arthur, 1993), which draws from the discipline
of social development theory.
In order to understand the effects of administrative leadership necessary to create and
sustain a successful preschool program under performance based contracted, subsidized settings,
a mixed methods approach, utilizing both quantitative and qualitative analysis, is employed. The
study’s primary research is conducted on classrooms in preschool centers subsidized in part or in
whole by Los Angeles Preschool Network (LAPN). As such, preschool administrative leaders
(PALS) and their LAPN teaching staff are presented with individual demographic surveys that
consist of forced-choice and open-ended questions, as well as an individual survey for each
group that consists of forced-choice, Likert scale questions through the use of Bolman and
Deal’s four leadership frames (symbolic frame, political frame, human resource frame and
structural frame). The PALS survey consists of 49 Likert scale questions. The LAPN staff survey
consists of 40 Likert scale questions. The survey responses are quantitatively analyzed and
provide information related to PALS leadership traits, practices and philosophy as well as the
teaching staff’s perceptions of their PALS traits, practices and philosophy. Furthermore, the
survey responses permit the examination of the PALS and their teaching staff’s perceptions of
their leadership traits, practices and philosophy by the level of star rating in quality they have
obtained from LAPN, and analyzing the data of three-star preschool programs in contrast to their
highest rated five-star counterparts, indicating the degree to which differences in preschool
administrators leadership effect the quality of their preschool programs.
In addition, an analysis of PALS traits, practices and philosophy through observations
and interviews is conducted to augment the aforementioned data. The content focus is comprised
34

of sixteen interview questions, which are derived from each of the Four Frames; structural,
human resource, symbolic and political. These interview questions asks PALS about their
strategies and practices to address each leadership frame and represent a multi-modal approach
to strategies PALS must use, Specifically, understanding the cultural nature of the school site,
the PALS articulation of what constitutes successful conditions and a description of how to
sustain those successful conditions. Employing qualitative research methods, the interview
consists of standardized, open-ended questions that are composed of carefully worded and
arranged questions with the intention of guiding each respondent through the same sequence and
asking each respondent the same questions with essentially the same words as utilized in the
primary research. However, each respondent supplies his or her own words, thoughts and
insights in answering the questions (Patton, 2002).
The interview responses support the primary research related to effects of preschool
administrative leadership on the quality of preschool programs.

35

Figure 3. Patton (2002) Model for Qualitative Content Analysis
Employing qualitative research methods, the observations consist of two hours of
observing the preschool administrative leader’s communication with teaching staff, rituals,
strategies, decision-making and the cultural environment. It also provides data to determine
whether perceived leadership and actual leadership demonstrate continuity. The content and data
collected from the interviews is qualitatively analyzed (Figure 1.). According to Patton (2002)
content analysis of the “identifying, coding, categorizing, classifying, and labeling the primary
patterns in the data.” (p. 463). Consequently the researcher is able to recognize consistencies
within a large amount of information. This descriptive phase of the data analysis develops the
groundwork for the “interpretive phase when meanings are extracted from the data, comparisons
are made, creative frameworks from interpretation are constructed, conclusions are drawn,
significance is determined and in some cases, theory is generated.” (Patton, 2002, p. 465).
Recurring patterns in the data are identified and a system of coding is developed. Codes are
Interpreting the Meaning of the Themes/Descriptions

Description

Coding the Data

Organizing and Preparing Data for Analysis

Raw Data (transcripts)

Reading Through All Data

Interrelating Themes/Descriptions

Themes

Validating the Accuracy
of the Information

36

selected due to their alignment with the primary (PAL and staff surveys) and the secondary (PAL
interviews and observations) research.

Coding Scheme

The approach to coding (content analysis, constructing rubrics) consists of a schematic analysis
using leadership framework as a guide for categorizing. Three themes are identified which
provide congruencies with each of the questions, and the frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)

This study’s findings are organized and presented in the present chapter by research
question. The PALS survey (Appendix A) responses obtained from the primary research are
collected in relation to Bolman and Deal’s four leadership frames (symbolic frame, political
frame, human resource frame and structural frame). Furthermore, PALS survey responses are
compiled in relation to Bolman and Deal’s (2008) four leadership frames (symbolic frame,
political frame, human resource frame and structural frame). LAPN teaching staff’s survey
(Appendix B) and their responses are also compiled in relation to Bolman and Deal’s four
leadership frames. Lastly, the PALS interview sample question (Appendix C) responses are
assembled in relation to the observations of the preschool administrative leader’s communication
with staff, rituals, strategies, decision-making and the cultural environment.
37

The data from both the PALS and the LAPN teaching staff surveys is further analyzed
using Levene's Test for Equality of Variances, and a t-test for equality of means, to evaluate
survey responses. A qualitative analysis of responses from the PALS interview and on-site
observations is also conducted in order to identify patterns in the data.
The term “frame” (Bolman & Deal, 2008), “ is a coherent set of ideas forming a prism
or lens that enables you to see and understand more clearly what goes on from day to day” (p.
43). The following four explanations of each frame relate to Bolman and Deal’s four frames of
leadership presented in this study. These categories also aligned with charismatic leadership
theory (Figure 1)(Shamir, House & Arthur, 1993), and motivational effects of charismatic
leadership theory (p. 581).
Bolman and Deal (2008) state the core premise of the structural frame is that “There are
clear and well understood goals, roles, relationships and adequate coordination which are
essential to organizational performance” (p. 47). The core premise of the human resource frame
is that “High performing organizations do a better job of understanding and responding to the
needs of both employees and customers (p. 136) The core premise of the political frame is that it
views “organizations as roiling arenas hosting ongoing contests of individual and group
interests” (p.194). The core premise of the symbolic frame is that “What is most important is not
what happens but what it means” (p. 253).

Participant Selection Results
The research design calls for a standard and a control group. Participant recruitment
letters and phone calls to seventy six preschool center-based LAPN programs who met the
criterion of either a five-star rated, or a three-star rated program for the research study were
38

made. The participants are selected based on star-rating information provided by LAPN. There
are two sets of selection participants involved in the study. The LAPN programs in this study
represent diverse linguistic, economic and/or cultural backgrounds. Research is conducted
employing the strategy of purposeful sampling. Qualitative data analysis typically utilizes
relatively small samples that are purposefully selected (Patton, 2002). The highly rated LAPN
preschool programs are purposefully chosen as the sample for this study due to the study’s focus
on successful preschool administrative leader’s traits, practices and philosophy. The lower rated
LAPN preschool programs are purposefully chosen as the sample for this study to provide
contrast and to draw comparisons of those lower rated program’s preschool administrative
leader’s traits, practices and philosophy. This secondary research utilized a small population –
four LAPN five-star rated preschool programs and four LAPN three-star rated programs (Figures
1-2). While the sample of participants is small, the research garners robust results.
Preschool Administrative Leader (PAL) TOTAL=8
5-Star Rated 4
3-Star Rated 4
Gender 1 male
7 female
#years in leadership position 12.5% 1-2 years
87% 4-7 years
Manage one LAPN session 37.5%
Manage two LAPN sessions 37.5%
Manage two+ LAPN sessions 30%
Ex. Director 12%
Director 44%
Site Supervisor 44%
Manage 1-6 Personnel Staff 62.5%
Manage 6-10 Personnel Staff 25%
Manage 16-20 Personnel Staff 12.5%

Figure 4. LAPN PALS Demographic Sample

39

LAPN Teachers TOTAL=14
5-Star Rated 8
3-Star Rated 6
Gender 14 female
Median age 29 years old (22-61 range)
Race (self identified) 36% African American
36% Latina
7% Asian
7% White
7% Bi-racial
7% Other
Lead Teacher 43%
Assistant Teacher 57%
Median # years in current position 3 years (1-10 years range)

Figure 5. LAPN Teaching Staff Demographic Sample

Data Analysis
The following research questions guided this study.
Research Question 1
How do preschool administrative leaders in successful ECE programs influence staff
performance in performance-based, high-stakes settings?.
The PALS survey and the LAPN staff survey ask questions that address the key assumptions of
each of the four frames of leadership (Bolman & Deal, 2008). The PALS survey also addresses
Charismatic Leadership ideology (Shamir, House & Arthur, 1993). The specifications of these
are discussed in the explanation of each theme. The results of the PALS and the LAPN staff
surveys are illustrated in Tables 1.1-2.2.

40

The Symbolic Frame

Both The PALS and the LAPN staff surveys indicate that Bolman and Deal’s symbolic
frame provides salient findings than that of other leadership dimensions in these organizations.
The literature suggests that an organizations culture is revealed through its symbols” (p. 254).
The symbolic frame is divided into five sub-frames which include: Myths, which are the stories
that are communicated from individual to individual within the organization, values, which
“characterize what an organization stands for” (p. 255), vision, which “turns an organizations
core ideology or sense of purpose into an image of the future” (p. 255), the symbolic role of
cultural heroes” where PALS embody themselves as living logos or human icons of their
preschool programs (p. 258), and rituals, which are ceremonial occasions (p. 264). Table 1.1 and
1.2 represent the PALS survey question results, which addressed the symbolic frame.

Quantitative Results

Table 1.1 Group Statistics PALS

group N Mean
Std.
Deviation
Std. Error
Mean
symbolic 3star 4 3.8750 .37430 .28715
5star 4 4.0417 .28464 .14232

Analysis of the PALS surveys on the symbolic frame show robust results which are
designed to addresses the key assumptions of the frame and how PALS view their symbolic
practices and embodiment of mission, vision and goals; in particular their self-concept and it’s
motivational implications. The key assumptions of the symbolic frame encompass the symbolic
elements in organizations including how the leader provides those symbolic elements in the
organization including the role modeling the values, mission and vision, as well as shaping those
symbolic elements in their staff. In addition, charismatic leadership ideology (Shamir, House &
41

Arthur, 1993) states that leaders provide ideology and engagement of their followers by
imparting mission, vision and goals “by “emphasizing the symbolic and expressive aspects of the
effort. The fact that the effort itself reflects important values, that by making the effort, one
makes a moral statement” (p. 582). Motivational effects of charismatic leadership suggests that
leader behavior where ideological explanations are provided provide organizational conditions
such as a heightened self-esteem and personal commitment to the leader and the mission, as
Motivational Effects of Charismatic Leadership suggests (Figure 1). The means are somewhat
significant in the symbolic frame, likely due to the sample size with a mean difference of 0.1667,
which is not statistically significant. The average value is slightly higher (4.0417) for the five-
star rated PALS than for the three-star rated PALS (3.8750). However, there is slight statistical
significance in the standard deviation between five-star and three-star programs in the symbolic
frame of one standard deviation. An in depth examination of PALS and their perceived
embodiment of symbolic actions is offered in the qualitative results.

Table 1.2 Independent Samples Test PALS

Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df

symbolic Equal
variances
assumed
6.818 .040 -.404 6
Equal
variances
not
assumed

-.404 3.796

42

Here in table 1.2, the value of 0.4 which is less than .05. demonstrates no statistical
significance. An in depth examination of PALS and their perceived leadership in the relation of
staff and the organization is offered in the qualitative results.

Analysis of the LAPN staff surveys (Tables 1.3 – 1.4) on the symbolic frame addressed
the key assumptions of the frame and how LAPN staff view their PALS symbolic practices, and
it’s motivational implications. The means here too are insignificant in the symbolic frame, likely
due to the sample size with a mean difference of 0.2407, which is not statistically significant.
The average value is slightly lower (3.9815) for the five-star rated PALS than for the three-star
rated PALS (4.2222) who seem to view their leader as a symbol of the mission, vision and values
of the preschool program, and who provides ideology in their engagement with staff. However,
the five-star PALS demonstrate a higher self-concept in their symbolic ideology, yet their LAPN
staff conversely view their PAL as not embodying or upholding the symbolic role of leader as it
relates to the mission, vision and values. Yet the three-star PALS have a lower self-concept in
their symbolic ideology, while conversely their LAPN staff indeed view their PAL as embodying
and upholding the symbolic role as leader. Overall, the variation in the symbolic frame between
five-star and three-star PALS and their LAPN staff is statistically significant.

43

Table 1.3 Group Statistics LAPN Staff

group N Mean Std.
Deviation
Std. Error
Mean
symbolic
3 8 4.2222 .43644 .15430
5 6 3.9815 .42985 .17549

Table 1.4 Independent Samples Test LAPN Staff

Levene's Test for Equality of
Variances
t-test for Equality
of Means
F Sig. T df
symbolic
Equal variances
assumed
.008 .929 1.028 12
Equal variances not
assumed

1.030 11.017

Data Collection: Interviews/Observations Results

Patterns were identified that leant to the formation of themes related to the first research
question How do preschool administrative leaders in successful ECE programs influence staff
performance in performance-based, high-stakes settings? Inductive and comparative analysis of
the interviews (statements) and observations (demonstrations) were made. Statements and
44

demonstrations the PALS made were consolidated into units of data, using both descriptive and
interpretive methods used to make correlations to charismatic leadership behaviors (Shamir,
House &Arthur, 1993) and each of the four frames of leadership (Bolman & Deal, 2008). Three
themes were identified which provided congruencies with each of the questions, and the
frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
“A symbol is something that stands for or suggests something else; it conveys socially
constructed means beyond its intrinsic or obvious functional use” (Zott & Huy, 2007, p. 72)
Bolman & Deal, 2008, p. 253). The following tables (1.5 – 2.8) represent interview statements
and observation demonstrations from each PAL participant which upheld the key assumptions of
the symbolic frame of leadership and motivational effects of charismatic leadership (Shamir,
House & Arthur, 1993) related to the theme of desired impact.

Table 1.5 Preschool . F (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “I want them to know when I see something nice they Shows researcher the display
personal commitment have done, that things matter and things are being of children’s latest photos at
to leader and mission observed, and to just give them some feedback to play on display in the lobby
build morale every chance I get.” Which the LAPN teachers
assembled.

Bolman and Deal state, “Values characterize what an organization stands for, qualities
worthy of esteem or commitment. Values are intangible and define a unique distinguishing
character. Values convey a sense of identity from boardroom to factory floor and help people
45

feel special about what they do” (p. 225). Words, deeds exemplify and reinforce important core
values. five-star PALS consistently demonstrated that values are centered around the client,
which are parents and children. In each of the five-star centers, pictures of the children and their
work predominate the centers, from the entryways, to the outdoor areas and carries into the
LAPN classrooms. Staff go to great lengths to ensure pictures, artwork and communication to
parents is constantly updated. Three-star PALS consistently demonstrated that values are
centered around staff performance. In each of the three-star centers, PALS ensure that staff are
surrounded by posters communicating reminders, teaching strategies and rules.

Table 1.6 Preschool . G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “My background is Reggio and it’s all over the Shows researcher the display in her
personal commitment building and my office.” Office and the hallway of posters
to leader and mission with Reggio approach statements
and pictures of the children doing a
project, although the PAL
demographic survey states the
program uses High Scope
curriculum.

The following table (1.7) represent interview statements and observation demonstrations
from each PAL participant which upheld the key assumptions of the symbolic frame of
leadership related to the theme of demonstrated presence.
Table 1.7 Preschool A. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “I bring them coffee and donuts once in a while Personal notes and gifts
personal commitment or send them a text saying ‘good job” from the staff in the main office.
to leader and mission “The relationship is more like family”
“If I need their help I’ll ask them, it’s the role Asked staff’s opinion on what
model in me” materials would support the
theme best.

46

The following tables (1.8 – 2.0) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the symbolic
frame of leadership related to the theme of influence on organizational conditions.

Table 1.8 Preschool . B. (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “We have a lot of lunch and dinner together. A lot Calendar in PALS office has
task meaningfulness of ‘hahaha’ that’s my specialty because they work dates marked for staff
very hard with children to make parents happy.” appreciation

Bolman and Deal state that, “Some rituals become ceremonial occasions to recognize
momentous accomplishments” (p. 264) “Rituals anchor us to a center” (Fulghum, 1995, pp. 3,
254). All of the centers participating in the study share the same types of rituals; such as
graduations, staff accomplishments/appreciation, however, they are celebrated for different
reasons. . five Star PALS do not celebrate their LAPN compliance accomplishments with staff.
Staff accomplishments and appreciation are centered around celebrating an ‘overall’
performance.

Table 1.9 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “We work better and if we perform we congratulate
task meaningfulness ourselves. For instance, if we got out of a hole or
or we had a crisis and we made it through or good
scores, we talk about it and congratulate ourselves
and build ourselves up. We have to know that we are good.”

47

Table 2.0 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “We call it a fellowship. It’s our annual ECERS diner.
task meaningfulness After we have our ECERS, we always go to a place
of our choice and we talk about the struggles and how
we stuck together.”

Three star PALS center their celebrations around LAPN compliance accomplishments
such as the passing of assessments and maintaining enrollment. This aligns with the values set
forth by each PAL in their star rating respectively.

The Human Resource Frame

Analysis of the PALS surveys on the human resource frame show ineffectual results
which are designed to addresses the key assumptions of the frame and how PALS view their
human resource practices and their ability to understand and respond to the needs of their staff;
in particular their core beliefs about managing people, management systems and management
practices. The key assumptions of the human resource frame encompass the elements in
organizations including how the leader provides organizational requirements to meet the human
needs in the organization including the existence of a developed and implemented HR
philosophy. In addition, charismatic leadership ideology (Shamir, House & Arthur, 1993) states
that “when charismatic leaders increase the salience of collective identities in their followers
self- concepts, they also increase the likelihood of self-sacrificial, collective-orientation the part
of followers (p. 582). Motivational effects of charismatic leadership suggests that leader
behavior where ideological explanations are provided provide organizational conditions such as
48

a heightened self-esteem and personal commitment to the leader and the mission, as Motivational
Effects of Charismatic Leadership suggests (Figure 1).

Quantitative Results

Table 2.1 Group Statistics PALS

group N Mean
Std.
Deviation
Std. Error
Mean
Human
resources
3star 4 4.0909 .22878 .11439
5star 4 4.1023 .28598 .14299

The means are somewhat insignificant in the human resource frame, likely due to the
sample size with a mean difference of 0.0114, which is not statistically significant. The average
value is slightly higher (4.1023) for the five-star rated PALS than for the three-star rated PALS
(4.0909). However, there is no statistical significance in the standard deviation between five-star
and three-star programs in the human resource frame. PALS were asked questions related to
aligning the program with the needs of the staff, meaningful work or compliance to LAPN being
of great importance, managing teams, inclusiveness of ideas, and delegating tasks amongst staff.

49

Table 2.2 Independent Samples Test PALS

Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df

Human resource Equal
variances
assumed
.252 .633 -.062 6
Equal
variances
not
assumed

-.062 5.724

Here in table 2.2, the value demonstrates no statistical significance. An in depth
examination of PALS and their perceived leadership in the relation of staff and the organization
is offered in the qualitative results.

50

Analysis of the LAPN staff surveys (Tables 2.3 – 2.4) on the symbolic frame
addressed the key assumptions of the frame and how LAPN staff view their PALS
human resource practices, and it’s motivational implications. The means here too are
insignificant in the human resource frame, likely due to the sample size with a mean
difference of 0.2021, which is not statistically significant. The average value is slightly
lower (3.8167) for the five-star rated PALS than for the three-star rated PALS (4.0188)
who seem to view their leader as a manager whose practices have not led to alienation
and hostility in their engagement with staff. However, the five-star PALS demonstrate a
higher self-concept in their human resource ideology. Yet the three-star PALS show a
lower self-concept in their human resource ideology, while conversely their LAPN staff
indeed view their PAL as upholding their role in human resource as leader. Overall, the
variation in the human resource frame between five-star and three-star PALS and their
LAPN staff remains statistically insignificant.

Table 2.3 Group Statistics LAPN Staff

group N Mean Std.
Deviation
Std. Error Mean
Human Resource
3 8 4.0188 .39545 .13981
5 6 3.8167 .54006 .22048

51

Table 2.4 Independent Samples Test LAPN Staff

Levene's Test for Equality of
Variances
t-test for Equality
of Means
F Sig. T df
Human
Resource
Equal variances
assumed
.580 .461 .811 12
Equal variances not
assumed

.774 8.812

Table #4 T value is -223 degrees of freedom is 12 its an index of sample size to determine
averages. Nothing is significant because of the low sample size.

Table 2.5 Group Statistics Staff

group N Mean Std.
Deviation
Std. Error
Mean
Human Resource
3 8 4.0188 .39545 .13981
5 6 3.8167 .54006 .22048

Data Collection: Interviews/Observations Results

Patterns were identified that leant to the formation of themes related to the first research
question. Inductive and comparative analysis of the interviews (statements) and observations
(demonstrations) were made. Statements and demonstrations the PALS made were consolidated
into units of data, using both descriptive and interpretive methods used to make correlations to
charismatic leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of
leadership (Bolman & Deal, 2008).
Three themes were identified which provided congruencies with each of the questions,
and the frameworks used in the study:
52

1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
“The human resource frame highlights the relationship between people and organizations.
Organizations need people (for their energy, effort and talent), and people need organizations
(for the many intrinsic and extrinsic rewards they offer), but their respective needs are not always
well aligned. When the fit between people and organizations is poor, one or both
suffer…conversely when a good fit benefits both; individuals find meaningful and satisfying
work, and organizations get the talent and energy they need to succeed” Bolman & Deal, 2008,
p. 137). The following tables (2.6 – 3.0) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the human
resource frame of leadership and motivational effects of charismatic leadership (Shamir, House
& Arthur, 1993) related to the theme of desired impact.

Table 2.6 Preschool . F (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “When I walk around and give information to staff PAL walks to each classroom
organizational to staff.I try to convey information that is asking for pertinent information
citizenship relevant. They are all equally responsible” (facilities, children, parent, ratio
behavior equipment, materials, etc) LAPN
teachers share and PAL shares
similar known information with
staff.

53

Table 2.7 Preschool . B (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “We have a teachers meeting in the morning. PAL gathered LAPN staff to
organizational Very short meeting. Twice a month we have discuss quick information on
citizenship formal meeting at lunchtime.” Child’s attendance, parent concerns
behavior change in lunch menu, next type
of information for newsletter

Bolman and Deal discuss the importance of an organization’s developed HR and implemented
philosophy or credo that makes explicit their core beliefs about managing people (p. 141). All LAPN
PALS in the study have a developed philosophy or credo around their human resource practices. The
difference between the five star and three star PALS is how those philosophies translate in to specific
management systems and practices. This is demonstrated in the five star PALS who walk around to
transmit and gain information to stay abreast of what is going on in the classroom for the purpose of
gaining information to make tactical decisions. There is collective accountability amongst the PAL and
the LAPN teachers in the five star centers. PALS and staff discuss and implement solutions together .
Table 2.8 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I use text message and send emails. I sent an PAL entered LAPN
organizational email about things we want to do and work on. classroom to observe the
citizenship I made a hard copy and had everyone sign it. I” dismissal procedures. No
behavior do try to spend time in the classrooms interacting pertinent information was
with staff because I enjoy being in the classroom. shared, but discussed a
It’s about things that I see I think need improvement.” child’s ‘misbehavior’ with
the lead teacher.
“I have a whiteboard in my office where they
(LAPN Teachers) can write any of their concerns Whiteboard located in the
or questions. We can discuss during the meeting.” PALS office.

54

Table 2.9 Preschool . H (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “Sometimes I make general statements until I A suggestion box was
organizational really need to go specific. I have a suggestion located in the administrative
citizenship box for staff just like the one for parents.” assistant’s office.
behavior

Table 3.0 Preschool . C (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I present it to them not in a critical manner, but PAL visits all classrooms
organizational a concern that needs to be handled right away.” In the morning. Says ‘hello’
citizenship “I do a follow up to see that they have done what to the children. Observes
behavior I have asked them to do.” Staff interaction with the
children.

The three star PALS demonstrate that organizational learning does not take place daily.
The PAL transmits information to the LAPN staff using didactic management practices. Three
star PALS visit their LAPN classrooms, yet express the strategy is for the PAL to act as a
monitor of classroom management or to provide professional development as opposed to
sharing information. Information is shared through formal means. Solutions are not always
created together and are not tactical.
The following tables (3.1 – 3.5) represent interview statements and observation demonstrations
from each PAL participant which upheld the key assumptions of the human resource frame of
leadership related to the theme of influence on organizational conditions.

55

Table 3.1 Preschool . F. (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I go back to communication. It’s important to Part of outdoor play area
organizational have this in managing teams to be effective and flooded. PAL discussed any
citizenship behavior or be in the know. The psychology that I use is concerns with lead teachers
making the ladies trust that they are being included from neighboring classrooms
in the decision making process and that they are who were all transitioning
heard and understood. Whether or not their ideas children to outdoor play.
are taken into consideration, a lot of times we do, A consensus was reached
but decisions aren’t made without discussions first and course of action taken
and they feel they are being heard.”

Table 3.2 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “Prep time meetings are for teacher only.
organizational They are very educated. They work on the
citizenship behavior curriculum without me. Sometimes teachers can have a
good personality and education but no
experience. They ask for my opinion and
we work together.”

Table 3.3 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I don’t micromanage and they say
organizational I’m easy to talk to.”
citizenship behavior

Five star PALS promote egalitarianism by creating a democratic workplace where employees
participate in decision making. There is a clear management system and practice in place, which is
demonstrates the way in which the five star PALS have created their own HR philosophy. There is
‘total quality management’ (TQM) (Bolman and Deal, 2008, p. 159) which emphasizes workforce
involvement, participation in teaming as an essential component of serious quality effort.

56

Table 3.4 Preschool . G. (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I feel that I can offer solutions and what are
organizational the steps we can do for the teams. If a teacher
citizenship behavior is not pulling her weight, I might say ‘let’s
make a schedule of delegating responsibilities.’
I try to make solutions concrete and organized.”

Table 3.5 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration

Impact on “I present it to them, not in a critical manner
organizational but a concern that needs to be handled right
citizenship behavior away. Things that I don’t care for or not up to
my standards.”

Employees are not “given power” as well as three star PALS do not demonstrate “investing in their
development which includes keeping employees informed, encouraging autonomy, participation,
redesigning work, fostering teams, promoting egalitarianism and infusing work with meaning” (Bolman
& Deal, 2008, p. 149). There is insubstantial TQM here which emphasizes the three star PAL controls
workforce involvement, and participation in teaming through use of non-egalitarian practices. Needs of
the organization are defined by the three star PALS. “Quality problems are cross functional and top
management is ultimately responsible for quality (p. 159).

57

The Structural Frame

Analysis of the PALS surveys on the structural frame show robust results which are
designed to addresses the key assumptions of the frame and how PALS view their structural
practices, including how they view whether conflict or harmony has impact on effectiveness of
their organization. The key assumptions of the structural frame encompass the structural
elements in organizations including how the leader designs an evolving structure as it’s members
work together and how that design may help or hinder effectiveness. In addition, charismatic
leadership ideology (Shamir, House & Arthur, 1993) states that charismatic leaders increase
effort-accomplishment expectancies by enhancing the follower’s self-esteem through specific
leadership which provides ideology and engagement of their followers by imparting mission,
vision and goals. Motivational effects of charismatic leadership suggests that leader behavior
where ideological explanations are provided provide organizational conditions such as a
heightened self-esteem and personal commitment to the leader and the mission, as Motivational
Effects of Charismatic Leadership suggests (Figure 1). The means are very significant in the
structural frame, despite the sample size with a mean difference of 0.7084, which is statistically
significant. The average value is slightly higher (4.7917) for the 5-star rated PALS than for the
three-star rated PALS (4.0833). However, there is statistical significance in the standard
deviation between five-star and three-star programs in the structural frame of two whole standard
deviations.

58

Quantitative Results

Table 3.6 Group Statistics PALS

group N Mean
Std.
Deviation
Std. Error
Mean
structural 3star 4 4.0833 .28868 .14434
5star 4 4.7917 .47871 .23936

Table 3.7 Independent Samples Test PALS

Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df

Structural Equal
variances
assumed
.974 .362 -2.534 6
Equal
variances
not
assumed

-2.534 4.927

Here in table 3.6 and 3.7 the mean difference is statistically significant. Structural t=
significant by two standard deviations. An in depth examination of PALS and their perceived
leadership in the relation of staff and the organization is offered in the qualitative results.

59

Analysis of the LAPN staff surveys (Tables 3.3 – 3.4) on the symbolic frame
addressed the key assumptions of the frame and how LAPN staff view their PALS
symbolic practices, and it’s motivational implications. The standard deviations here are
significant in the structural frame, despite sample size with a mean difference of 0.0625,
which is not statistically significant To highlight these differences, an in depth examination
of PALS and their perceived structural leadership is offered in the qualitative results. The
average value is slightly lower (3.8167) for the five-star rated PALS than for the three-star
rated PALS (4.0188) who seem to view their leader as articulating clear goals, roles,
relationships and adequate coordination of the preschool program, and who provides the
means for diverse efforts in pursuit of those common goals. The five-star PALS
demonstrate a higher self-concept in their structural ideology, yet their LAPN staff
conversely view their PAL in the same way that their PAL views themselves with regard to
structural frame which include how PALS address management issues, and structural
pathologies (Bolman & Deal, 2008, p. 47). Yet the three-star PALS have a lower self-
concept in their symbolic ideology, while similarly, their LAPN staff indeed view their
PAL in the same way that their PAL views themselves with regard to structural frame.
Overall, the variation in the structural frame between five-star and three-star PALS and
their LAPN staff is statistically significant.
Table 3.8 Group Statistics LAPN Staff

group N Mean Std.
Deviation
Std. Error Mean
Structural
3 8 3.6875 .49552 .17519
5 6 3.7500 .54772 .22361

60

Table 3.9 Independent Samples Test LAPN Staff

Levene's Test for Equality of
Variances
t-test for Equality
of Means
F Sig. T df
Structural
Equal variances
assumed
.068 .799 -.223 12
Equal variances not
assumed

-.220 10.261

Table 3.9 T value is -223 degrees of freedom is 12 and an index of sample size to
determine averages. Nothing is significant due to the low sample size. However the trends in
both qualitative and quantitative data emphasizing the structural frame reveal salient findings.
Both surveys indicate that the structural dimension is higher in these organizations. The literature
suggests that structure is the key to organizational success, which underscores what Bolman and
Deal state about the structural frame. “Structural design depends on an organizations
circumstances, including it’s goals, technology and environment (p. 44) The right structure forms
a solid underpinning to combat the risk that individuals, however talented, will become confused,
ineffective, apathetic or hostile (p. 46).”

Table 4.0 Group Statistics Staff

group N Mean Std.
Deviation
Std. Error
Mean
Structural
3 8 3.6875 .49552 .17519
5 6 3.7500 .54772 .22361

61

Data Collection: Interviews/Observations Results

Patterns were identified that leant to the formation of themes related to the first research
question. Inductive and comparative analysis of the interviews (statements) and observations
(demonstrations) were made. Statements and demonstrations the PALS made were consolidated
into units of data, using both descriptive and interpretive methods used to make correlations to
charismatic leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of
leadership (Bolman & Deal, 2008). Three themes were identified which provided congruencies
with each of the questions, and the frameworks used in the study:
4. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
5. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
6. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
“The core premise of the structural frame is that there are clear and well understood goals, roles,
relationships, and adequate coordination which are essential to organizational performance. The
structure of an organization must address two key points: How responsibilities are allocated
across different units and roles, and once that is done, how diverse efforts are integrated in
pursuit of those common goals” Bolman & Deal, 2008, p. 47). The following tables (4.1 – 5.8)
represent interview statements and observation demonstrations from each PAL participant,
which upheld the key assumptions of the structural frame of leadership and motivational effects
of charismatic leadership (Shamir, House & Arthur, 1993) related to the theme of desired impact.

62

Table 4.1 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on organizational “I have no issues talking to the first teacher After a consensus was reached
citizenship behavior I see that is available. They are all equally regarding the flooded play
responsible. I trust and expect that, that yard, teachers were observed
teacher will convey the message to the sharing the information and the
rest of the team” plan of action with other
teaching staff members

Bolman and Deal (2008) state that High Performing Teams (HPT) shape purpose in response to a
demand or opportunity. HTP translate common purpose into specific, measurable performance
goals. HTP develop a common commitment to working teams and members hold themselves
collectively accountable (p. 111 – 112). When problems arise the five star PALS and their staff
demonstrate a collective commitment to high performance because the performance goal takes
precedence. Values and goals for five star PALS and their organizations center around the client
(parents and children).
Table 4.2 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “ Our goal is to have teachers primarily PAL addresses any facility or large
Meaningfulness focused on the children and their safety so Equipment issues during the visits
tasks do not take precedence over that. to classrooms. Shares information
There are tasks with soft and hard with teachers. Does not interrupt
Deadlines. I will give the teaching their teaching duties.
Team soft deadlines on their teaching
Tasks and then a second deadline
Because those are our internal concerns.”

Table 4.3 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Their job is teaching.” PAL addresses any facility or issues
Meaningfulness “I really want teachers to that may effect the entire program such
Concentrate on programming.” as communicating with the cook about
meals while teachers sit with children.

63

Table 4.4 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “ I did have two teachers helping me with
Meaningfulness compliance things. It was hard to try to
balance the classroom time, so we have
somebody new to do that now. They have
to manage classrooms and so forth.”

Table 4.5 Preschool A. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Based on their job descriptions, they
Meaningfulness have their tasks to do. I am in charge of
the newsletter each month, but I will get
her (lead teacher) feedback and I’ll ask
her if it works.”

Table 4.6 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I will always add what I have observed to the PAL observes a child who
Meaningfulness conversation as well. Staff do come to expect displays behavior issues. PAL
that from me. I expect feedback from them too waits to hear what staff have
as long as it is professional and respectful. They to say about how to meet
expect that we will talk first and act later. There the child and parents needs
is no acting without thinking it through first.” for the day.

The five star PALS continually demonstrate clear values, roles and goals. The health and
safety of the children, or the teachers teaching the children do not become infringed upon if there
is a problem that occurs. It is taken care of swiftly and quickly. The problem or issue itself is
brought to the team for discussion by any of the team members, as it is part of the organizational
culture to do so.

64

Table 4.7 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I think that I need to work more on the
Meaningfulness delegating department. I think that I am
getting better at it”

Table 4.8 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “It’s really important to have a relationship
Meaningfulness with staff because they will try to please kids
and please you too.” “They give me the respect
as a supervisor to know what to do and what not
to do. ”I would say the kids come first, then the
parents and then you, so don’t have any parent come
to me with a complaint because I am definitely going
to come to you with it!”

Table 4.9 Preschool H. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “The secretary is now taking child development
Meaningfulness classes so she can be another assistant if needed.”

Bolman and Deal state “the function of the appropriate group structure’s pertinent
contextual variables: What is the goal, what needs to be done, who should do what, how do we
make decisions, who is in charge, how do we coordinate efforts” and so forth (p. 102). The three
star PALS continually demonstrate unclear values, roles and goals. Goals are set by edict.
Contextual variables are that roles are in development. The teachers teaching the children
become infringed upon if there is a problem that occurs The problem or issue itself is brought to
teachers to point out what the problem is, and what is highlighted is the teacher’s skill or lack
thereof which is pointed out to them as opposed to the issue itself , which is part of the three star
organizational culture to do so.

65

Table 5.0 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Teachers share a lot of tasks and taking Teacher shows her work on
Meaningfulness care of the children in the morning. One the newsletter to PAL. PAL
” of my teachers has a lot of talent on the praises teacher for her ideas.
Computer and she likes it. I will give her
One hour to do all the email, pictures, and
Newsletter design. They (teachers) decide
Who has a strong heart for jobs and I allow.”

Table 5.1 Preschool A. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Teachers can look up their own trainings
Meaningfulness or sometimes I tell them about trainings
Because I have to attend trainings. I just
Need to see that she (lead teacher) is signed
Up for the trainings.”

Self-managing teams are described as teams which “manage themselves (plan, organize
control, and monitor). Assign jobs to members, plan and schedule work, make production or
service related decisions (take responsibility for inventory, quality control and work stoppage.
Take action to remedy problems (address quality issues and customer service needs) (p. 113)
There is autonomy in the five star PALS, and autonomy is allowed because either goals and roles
are so finely tuned and focused that it makes autonomy easy to take place.

66

Table 5.2 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I tried to have one teacher from every class As parents were entering to
Meaningfulness set up the outdoor area, but it did work. pick up their children after
I tried to ask parents but that never got off outdoor play, the PAL was
Off the ground either. I think now perhaps walking back and forth
I should have the parents do the snack shopping between managing the
Instead.” teachers and children, and
the outdoor play area
where the PAL was also
putting away play equipment

Table 5.3 Preschool E . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I do have to delegate a lot or else I will crash.
Meaningfulness Trying to get freed up to find other resources to
network is hard, so I delegate a lot to my lead teacher
because she knows the state requirements, so she
watches everything in the program as I do.”

Table 5.4 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I try to delegate as much as I can. Sometimes
Meaningfulness I try to do it all and I can’t. If it’s not done the
way that I expect it to be done, I will do it myself
and it will reflect in their evaluations.”
“The head teacher and site coordinator are the
same person.”

The clarity with roles centers around the job that the teachers are intended to do. For the
three star PALS and LAPN staff, there are usually no clearly defined roles, so it is difficult to
have self-managing teams. In some cases, the three star PAL is trying different combinations
of tasks and roles for their staff which disallows a clearly defined role or goals in the
relationship between the worker and the organization. In some three star program the teacher
roles overlap into administrative jobs, so we find there are ‘dual-roles’ happening.

67

Table 5.5 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “In the case of the teachers left in my charge in
Meaningfulness my absence only, it would have to be someone
who has the most experience and make good
decisions because they have done it already.
They must be comfortable to handle decisions
on the spot and handle pressure. It does not have
to be a lead per say, but it is my own personal
opinion on who I can see handle the job.”

Table 5.6 Preschool B . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Early in the morning at 7:30 the first teacher opens
Meaningfulness the doors. She has been here 13-14 years and is a very
good teacher. She will be in charge of the sign-in and
out sheet. That is usually my job but sometimes I cannot
be there, so she is in charge. She is in charge of sharing all
the information with the parents if I am not here. I give
them what to do based on their skills. If they ask me to
switch jobs I allow.”

Key assumptions stated by Bolman and Deal regarding lateral coordination of task forces
and coordinating roles are highlighted by PALS who allow staff to take on dual roles
(administrative and non-administrative) in the five star organization is solely in the absence
of the PAL. Talent is used to achieve goals, however, roles in the five star organizations
remained defined and client-oriented.

Table 5.7 Preschool E . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I would have already observed them in other
Meaningfulness situations and crisis. If they didn’t do well at
something at a lower level, I wouldn’t assign
them to something greater.”

68

Table 5.8 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I observe their working skills. I choose who is
Meaningfulness more skilled over education or rank. Observations
of how you communicate to the parents and children,
how you initiate lessons is what I consider.”

Bolman and Deal state “If a situation becomes exceptionally ambiguous, and fast paced,
particularly when time is a factor, more centralized authority often works best, otherwise, a
group may be unable to make decisions quickly enough (p. 102). “ The three star PAL will allow
staff to take a dual administrative role whether the PAL is absent or not absent. For all PALS,
tactical expertise is what drives the five and three star PALS to choose their replacements in their
absence. A demonstration of skills and talent is desirable for all PALS choosing their
replacement or shared leadership role with.
The following tables (5.9 – 6.6) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the structural
frame of leadership related to the theme of influence on organizational conditions.

Table 5.9 Preschool B . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on self “Teachers work and participate in their
sacrificial behavior meeting once a week while the dance teacher
is with the children. I make myself available to
watch the children to help with what they need any
help with.

69

Table 6.0 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on self “I say ‘we’ a lot because the teachers start off PAL displays meeting
sacrificial behavior by developing goals on their own and then we finalize notes from one of the
them and I am aware of the support they need from me individual classroom ‘s
to accomplish the goals and we work together to make curriculum planning sessions
it happen.”

Table 6.1 Preschool D . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on self “I have forms and different things that have to PAL is asked by a teacher if
sacrificial behavior go to the main office. Sometimes teachers have there is any mail she would
to go also so they are helpful because they save like to have taken to the main
me a trip. She took the initiative to go to the office when she leaves work.
office for me because she had business there too.”

Table 6.2 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on organizational “A debate just happened recently. The
Citizenship behavior question was brought up, can children
swing on the swings standing up. The
question is not about ability, the question is
do we allow it? We discussed it with a couple
of teachers. The majority answer was no, It’s not
a choice at that point. It’s no for everyone.
Philosophical points can be discussed.
There are some philosophical differences that
can be discussed and we can come up with a
mutual decision and there are some that are just
what I believe in and we have an opportunity to
explore both sides.”

Table 6.3 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on organizational “If a staff member is having a hard time PAL states that they will have
Citizenship behavior finding coverage for themselves, I will to leave the interview for about
make myself available so they can be 15-20 minutes so that they can
comfortable.” cover for a teacher. All student
teachers are unavailable.

70

Table 6.4 Preschool A . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “ We do annual performance reviews with
Meaningfulness the agency. They answer the questions and
then they sit with me and we review it together.
They may score themselves a 7 but I think it’s a
9 and we’ll review it and score it together.”

There is vertical and lateral coordination in structures of organizations and what was
found is that the five star PALS tend to structure themselves after a laterally coordinated model,
and three star PALS tend to structure themselves after a vertically coordinated model where
vertical levels coordinate and control the subordinates through authority and rules and policies
and controlling systems.
Table 6.5 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on self “ When we have programs I tell them what
sacrificial behavior we are going to celebrate so you have to do
your own research. Before they present it, I
have to see it.”

“I try to praise my staff as much as I can.
Those who receive the praise. When you are
here you need to give it your best, and if you
can’t you need to stay home.”

Five star PALS lateral coordination is constructed of rules and systems and commands,
which do not seem to change staff behavior. Their techniques are a combination of formal and
informal and coordinated roles and task forces and networks are very clearly structured. “Pop-
ups” will happen with both five star and three star PALS, however, five star PALS will use these
“pop-ups” as tactical measures to address organizational needs. There are also tasks and linkages
in small groups that are highlighted in the five star PALS that are almost non-existent in the three
star PALS. The structural goals are clearly stated and everyone understands what those goals are
71

in the five star programs. The goals are so apparently clear in the PALS speak, movements and
environment, they become a apart of the cultural fabric of the organization which includes who
does what, when these tasks are utilized and how to coordinate those efforts. Additionally, it’s
based on the goals and values; ie, what everyone cares about the most.
Table 6.6 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “We had a teacher that lowered our overall
Meaningfulness star rating. The thing I told her to do, she did
not do and took someone else’s advice. I use
that as evidence that we are supposed to be a team.”
“How do you keep hope alive? You keep showing
evidence of progress. It’s like child assessments.”

There is not a mix of formal and informal in the three star as we see in the five star
PALS, where there is more one-on-one communication that is based on transmitting information
rather than transmitting critical feedback. This is where we see differences in vertically
coordinated and laterally coordinated programs, which PALS lead.
There is a high emphasis on the difference between having accountability to the external
and internal stakeholders in the preschool programs. The three star PALS highly focused on their
staff and they are held accountable to the PAL him or herself. Three star PALS demonstrate
vertical coordination and controlling staff. The five star PALS are highly focused on parents and
children demonstrating accountability to the “client.”
Overall the three star PAL is trying different combinations of tasks and roles for their
staff which disallows clearly defined role and goals in the relationship between the worker and
the organization. In three star programs, the teacher roles overlap into administrative jobs, so we
find there are ‘dual-roles’ happening. The only time a staff would take on a dual role is in the
absence of the PAL. To three star PALS, it does not matter is the PAL is absent or not absent.
72

The Political Frame
Analysis of the PALS surveys on the political frame show anodyne results which are
designed to addresses the key assumptions of the frame and how PALS view their political
practices around utilization of resources, divergent interests, and conflict; in particular their self-
concept around power and decision-making and their implications. The key assumptions of the
political frame encompass ideas that leaders form coalitions, leverage power position, and decide
how it is leveraged. In addition, charismatic leadership ideology (Shamir, House & Arthur, 1993)
states that leaders may us existing identities and emphasize their uniqueness or superiority, or
they may create “new desirable social categories” for the followers (p. 582). Motivational
effects of charismatic leadership suggests that leader behavior where ideological explanations are
provided provide organizational conditions such as a heightened self-esteem and personal
commitment to the leader and the mission, as Motivational Effects of Charismatic Leadership
suggests (Figure 1).
Quantitative Results

Table 6.7 Group Statistics PALS

group N Mean
Std.
Deviation
Std. Error
Mean
political 3star 4 3.4167 .28996 .14498
5star 4 3.5000 .31972 .15986

The means are somewhat insignificant in the political frame, likely due to the sample size
with a mean difference of 0.0833, which is not statistically significant. The average value is
slightly higher (3.5000) for the 5-star rated PALS than for the three-star rated PALS (3.4167).
There is little statistical significance in the standard deviation between five-star and three-star
73

programs in the political frame. An in depth examination of PALS and their perceived political
leadership is offered in the qualitative results.

Table 6.8 Independent Samples Test PALS

Levene's Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df

political Equal
variances
assumed
.405 .548 -.386 6
Equal
variances
not
assumed

-.386 5.944

The value of 0.4 which is less than .05and a t= -.386 is not significant.
74

Analysis of the LAPN staff surveys (Tables 6.9 – 7.0) on the political frame addressed the
key assumptions of the frame and how LAPN staff view their PALS political practices, and
it’s motivational implications. The means here too are insignificant in the political frame,
likely due to the sample size with a mean difference of 0.125, which is not statistically
significant. The average value is slightly lower (4.3333) for the five-star rated PALS than
for the three-star rated PALS (4.4583). In both five star and three star programs, LAPN staff
seem to view their leader as a legitimate authority, who share beliefs, value and interests,
goals, structure and policies with them and do not convey conflict over resources; ie,
political dynamics are not robustly exhibited in the quantitative data. Overall, the variation
in the political frame between five-star and three-star PALS and their LAPN staff is not
statistically significant.

Table 6.9 Group Statistics LAPN Staff

group N Mean Std.
Deviation
Std. Error Mean
political
3 8 4.4583 .68284 .24142
5 6 4.3333 1.17851 .48113

75

Table 7.0 Independent Samples Test LAPN Staff

Levene's Test for Equality of
Variances
t-test for Equality
of Means
F Sig. T df
Political
Equal variances
assumed
2.845 .117 .251 12
Equal variances not
assumed

.232 7.495

Table 7.0 t reveals value is -251. Degrees of freedom is 12 which is an index of sample
size to determine averages. There is no significance because of the low sample size. Trends in
the data emphasizing the political frame are more robust in the qualitative data.

Data Collection: Interviews/Observations Results

Patterns were identified that leant to the formation of themes related to the first research
question. Inductive and comparative analysis of the interviews (statements) and observations
(demonstrations) were made. Statements and demonstrations the PALS made were consolidated
into units of data, using both descriptive and interpretive methods used to make correlations to
charismatic leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of
leadership (Bolman & Deal, 2008). Three themes were identified which provided congruencies
with each of the questions, and the frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
76

“The political frame stresses that the combination of scarce resources and divergent interests
produces conflict as surely as night follows day. (p. 206)
The following tables (7.1 – 7.7) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the political
frame of leadership and motivational effects of charismatic leadership (Shamir, House & Arthur,
1993) related to the theme of desired impact.

Table 7.1 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I understand compliance. Some of it I
Meaningfulness think is silly but most of it has good
intentions. Compliance is important and
it brings up the standards, but it needs to
be more human.”

Table 7.2 Preschool E . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I let them know, you never know when
Meaningfulness licensing going to walk in so you need to
be ready. Even with LAPN, when the coach
comes, they can just pop up so you better be ready.”

Table 7.3 Preschool H . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Should I care that I am working her harder
Meaningfulness or should I stay in compliance and ask her to
stay? I tend to lean more towards compliance.”

Bolman and Deal state that there is conflict in all organizations (p. 207). In tables 7.1-7.3,
Three star PALS demonstrate horizontal, vertical and cultural conflict in the boundaries between
levels; ie, PALS and LAPN staff where compliance to LAPN is concerned. In this way three star
PALS embody horizontal conflict in the boundaries between departments and divisions; ie, the
77

program and LAPN organization, and as such there is conflict between LAPN and the program
overall. Horizontal conflict is not directly with LAPN, but exists because the PAL infuses the
cultural fabric through their words and actions, which allows for it.
Table 7.4 Preschool B . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I want to challenge the teachers to meet
Meaningfulness the goals of LAPN and I also want to support
them, so balance is important. What I do is use
the LAPN requirements as a challenge for teachers
to improve.”

Table 7.5 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “With organizations like LAPN, take into
Meaningfulness consideration that if you’re doing meaningful
work, all the parts that it took to make meaningful
work will add up to be in compliance. By taking care
of the children, for example doing the PKOF, we get to
know their strengths and help address their issues and
we’ll be in compliance and it will help those children and
we are giving high quality.”

Table 7.6 Preschool D . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “Changes and adjustments come from the
meaningfulness book (ECERS) not me. This is seen as high
quality and this is where we want to take our
program.”

Table 7.7 Preschool A . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on task “I don’t say stuff unless I know it’s true, so
Meaningfulness I take them to the book (ECERS). I won’t say
no, don’t do it that way because my way is better.
I try to take away the personal because that’s when
it becomes personal.”

Five star PALS nurture alliances, which form because members have interests in
common, in particular goals and values to stakeholders. Boundaries between departments and
78

divisions have clear delineation, however horizontal, vertical and cultural harmony are evident in
five star PALS political structure.
There are clear differences in the five star and three star PALS agreement, harmony and
alliances with staff. This occurs because how the competing groups articulate preferences and
mobilize power to get what they want and need, which is different between the two star rated
PALS.
The following tables (7.8 – 8.0) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the political
frame of leadership related to the theme of influence on organizational conditions.
Table 7.8 Preschool A . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “If I need their help I’ll ask them.” Asked staff’s opinion on what
Task Meaningfulness I ask for their feedback.” materials would support the
theme best.

Table 7.9 Preschool D . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “We have a diverse staff. I think that having a
Task Meaningfulness diverse staff in what they bring makes our program
more enriched. Quality can look different.”

Table 8.0 Preschool C . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Impact on “Somedays I clean the tables. It’s OK.” PAL assists with teaching duties
Task Meaningfulness when a child gets hurt.

Three star PALS do not demonstrate much structural teamwork or direct communication.
Team consciousness and collective efficacy is nearly non-existent when the PAL is consistently
in the position of non-egalitarian leader in the realm of the collective identity.
Shamir, House and Arthur state that “Charismatic leaders increase followers self-worth
through emphasizing the relationships between efforts and important values. Once followers
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choose to make the effort, and through that effort identify themselves with certain values and
with the leader, and the collective, they are subject to considerable psychological forces that
likely to increase their commitment to that effort” (p. 582).
Where people are viewed as resources for five star PALS, that also includes the PAL.
The five star PALS view themselves as a resource to be used to make themselves available for
these roles that are teacher or part time staff or break staff roles. They seem to flow in and out of
these roles effortlessly.

80

Research Question 2
The study’s second research question What leadership attributes do successful preschool
administrative leaders possess in order for their preschool programs to be successful in
performance based settings? examines the relation to the effects of preschool administrative
leadership behavior on the quality of preschool programs. Specifically, using the four leadership
frames (Bolman & Deal, 2008) and charismatic leadership traits (Shamir, House & Arthur, 1993)
to explain the phenomenon. (Shamir, House & Arthur, 1993). The leader must elicit such effects
on their followers, such as emotional attachment, motivational arousal, self-esteem, trust,
confidence and enhancement of follower valences with respect to the mission, intrinsic
motivation and values (p. 577).The data obtained from the qualitative research interviews and
observations utilized during the study’s primary research, specifically address this question.
The PALS interviews and observations address the key assumptions of each of the four
frames of leadership (Bolman & Deal, 2008). The PALS survey also addresses Charismatic
Leadership ideology (Shamir, House & Arthur, 1993). Three themes were identified which
provided congruencies with each of the questions, and the frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
The specifications of these are discussed in the explanation of each theme.

81

The Symbolic Frame

Data Collection: Interviews/Observations Results

The following tables (8.1 – 8.6) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the symbolic
frame of leadership and motivational effects of charismatic leadership (Shamir, House & Arthur,
1993) related to the theme of desired impact.
Table 8.1 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Our children are able to explore and take risks
Providing Ideology so things are going to happen. The first time it’s
an accident. The second time its borderline
negligence because we should have learned
from it an acted upon it and dealt with it to
minimize it or prevent it from happening again.
Parents must be able to trust us with their children
to keep them safe.”

Table 8.2 Preschool C . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “The motto of the school is bright children bright world”
Providing Ideology “Having good relationship with parents is important”

Table 8.3 Preschool C . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Our communication is important. I need staff to communicate”
Providing Ideology so that I am not blindsided by a parent.”

Table 8.4 Preschool C . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “ I like to know what’s happening even if I am not
Providing Ideology in the classroom, so that if parents want to know or
need to know.”

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Bolman and Deal state that “words and deeds exemplify and reinforce important core
values” (p. 257). five-star PALS consistently demonstrated clear core values and those values
are centered around the client, which are parents and children. Words and deeds exemplify
and reinforce important core values. five star centers are action-oriented. five star PALS
generally lead by action.
Table 8.5 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Most of our staff is women and women’s hormones
Providing Ideology can be out of whack and I have to take that into
consideration. I let them know if you are having a
bad day, whether it be physical or personal communicate
that to me. That’s our motto, we are a team and let your
team members know what you are going through.”

Table 8.6 Preschool C . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Communication is important because no one
Providing Ideology can say they don’t know or they haven’t been told.”

Three-star PALS consistently demonstrated that values are centered more around staff
performance, which goals and objectives are evolving. Three star PALS generally lead by edict.
The following tables (8.7 – 9.5) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the symbolic
frame of leadership related to the theme of demonstrated presence.
Table 8.7 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “We have to be honest about who has the concern”
Collective Identity “I let them know how we are going to deal with it”
“We will talk first and act later”
“I say ‘we’ a lot…”

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Table 8.8 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “We have to do this, this, and this.”
Collective Identity “These are all of our children and we have to respect them”

Table 8.9 Preschool F (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “We feel it’s important to work together”
Collective Identity

Table 9.0 Preschool . F (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “It’s important for us to talk and be open. We ask
Collective Identity each other for feedback”

Values characterize what an organization stands for such as qualities worthy of esteem or
commitment. Values help people feel special about what they do (p. 255). There is an external
stakeholder focus; ie, client-oriented on parents and their children, which distinguishes the five
star PALS who cultivate an organizational commitment to stakeholders especially. five star
PALS embody egalitarianism and a shared mission symbolically. In general, the five star PALS
answered interview questions using the words “we” and “us” often. PALS embody themselves as
living logos, whose words and deeds exemplified and reinforced core values as the symbolic role
of the cultural hero.
Table 9.1 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Things that I see that I think need improvement”
Collective Identity “I feel I need to be more concrete and set goals”
“I should be concerned with the follow through
And follow up on short and long term goals.”
“I try to impart that philosophy on them.”

84

Table 9.2 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I have to consider compliance.”
Collective Identity “I have to think of safety and what is feasible
vs. what they are asking for.”

Table 9.3 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Things that I don’t care for or are not up to
Collective Identity my standards.”
“I do a follow up to see that they have done what
I have asked them to do.”

The three star PALS express a focus on staff performance and skills or lack thereof.
Three star PALS communicate this focus to their staff symbolically embodying non-
egalitarianism. In general, the three star PALS answered interview questions using the words “I”
and “they” often, embodying a “human model that influence out decisions and actions” (p. 258).
They speak in in terms of their mission, values and internal goals, diversity etc., that being
philosophical. Three star generally seem to try to force their views on their LAPN staff, and
some blatantly state this in their interview answer. Also three star PALS speak in terms of “I” or
“my” when discussing program philosophy.
Table 9.4 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate “I want to challenge the teachers to meet
Providing Ideology the goals of LAPN and I also want to support
them, so balance is important. What I do is use
the LAPN requirements as a challenge for teachers
to improve.

85

Table 9.5 Preschool A. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I don’t say stuff unless I know it’s true, so
Collective Identity I take them to the book (ECERS). I won’t say
no, don’t do it that way because my way is better.
I try to take away the personal because that’s when
it becomes personal.”

Table 9.6 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Changes and adjustments come from the
Collective Identity book (ECERS) not me. This is seen as high
quality and this is where we want to take our
program.”

Table 9.7 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “With organizations like LAPN, take into
Collective Identity consideration that if you’re doing meaningful
work, all the parts that it took to make meaningful
work will add up to be in compliance. By taking care
of the children, for example doing the PKOF, we get to
know their strengths and help address their issues and
we’ll be in compliance and it will help those children and
we are giving high quality.”

There are also differences in the way all PALS regardless of star rating look at work vs.
compliance as more meaningful. Through their words, all PALS embody the integrity of the
preschool organization, and its alignment or misalignment with both compliance and quality. The
five star PALS all believe that one actually determines the other in a very cyclical way and that
there is no difference between the two.

86

Table 9.8 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate “I understand compliance. Some of it I
Providing Ideology think is silly but most of it has good
intentions. Compliance is important and
it brings up the standards, but it needs to
be more human.”

Table 9.9 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate “I let them know, you never know when
Providing Ideology licensing going to walk in so you need to
be ready. Even with LAPN, when the coach
comes, they can just pop up so you better be ready.”

Through their words, all PALS embody the integrity of the preschool organization, and
its alignment or misalignment with both compliance and quality. Three star PALS in general
speak in terms that convey a misalignment of LAPN goals with their organization, which again is
embodied in their individualistic goals.

87

The Human Resource Frame

Data Collection: Interviews/Observations Results

Inductive and comparative analysis of the interviews (statements) and observations
(demonstrations) were made. Statements and demonstrations the PALS made were consolidated
into units of data, using both descriptive and interpretive methods used to make correlations to
charismatic leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of
leadership (Bolman & Deal, 2008). Three themes were identified which provided congruencies
with each of the questions, and the frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
“High performing organizations do a better job of understanding and responding to the
needs of both employees and customers. Organizations need people for their energy, effort and
talent, and people need organizations for the many intrinsic and extrinsic rewards they offer.
When the fit is poor both suffer (p. 137). Bolman & Deal, 2008, p. 137). The following tables
(10.1 – 10.2) represent interview statements and observation demonstrations from each PAL
participant which upheld the key assumptions of the human resource frame of leadership and
motivational effects of charismatic leadership (Shamir, House & Arthur, 1993) related to the
theme of desired impact.

88

Table 10.1 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Expressing “ I have no issues talking to the first teacher
Confidence in Followers I see. They are al equally responsible. I trust
and expect that the teacher will convey the
message to the rest of the team.”

Table 10.2 Preschool H. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Expressing “Prep time meetings are for teacher only.
Confidence in Followers They are very educated. They work on the
curriculum without me. Sometimes teachers can have a
good personality and education but no
experience. They ask for my opinion and
we work together.”

The five star PALS encourage autonomy and foster teams, promoting egalitarianism and
creating “learning organizations” (p. 149).

The following tables (10.3 – 10.4) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the human
resource frame of leadership related to the theme of demonstrated presence.
Table 10.3 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “I should be concerned with the follow through
Of Collective Identity and follow up on our short and long term goals.
I could be more concrete in communicating what
those goals are.”
“Sometimes teachers will influence each other because
it’s not the influence I’m looking for. For example,
why are we doing these dittos? I have been unprofessional
in that regard, but I did profusely apologize. My MTP
(My Teaching Partner) coach talks to me and provides me
with feedback on my communication style with staff.”

89

Table 10.4 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “ I feel our ratings are a reflection on me and
Of Collective Identity I take it personal.”
“The staff follow my example and that’s why
I think the kids are happy.”

Organizations need people for their energy, effort and talent, and people need
organizations for the many intrinsic and extrinsic rewards they offer. When the fit is poor both
suffer (p. 137). The three star PALS express that depending on how well or not well their staff
does, feel it is a reflection of themselves as the leader. Successes and failures are taken
personally.

The following tables (10.5 – 10.8) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the human
resource frame of leadership related to the theme of influence on organizational conditions.
Table 10.5 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “They expect that we will talk first and act
Of Collective Identity later. There is no acting without thinking it
Provide Ideology through.”
Express Confidence “If all the administration is out at the same
In Followers time, which happens, I will pick a senior
teacher for the southside and one for the
northside of the center and they will be in
charge. Everyone will know to go to them
with any issues they would normally come
to me about.”
“I will make myself available to do an hour
Here or there to let them know we work
together.”
“I make sure I don’t cross the line then give
them the message that they shouldn’t cross the
line. I would draw the line at going to happy hour.”

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Table 10.6 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “The motto of the school is bright children
Of Collective Identity and bright world.”
Provide Ideology “If they ask me to switch jobs I allow it They
Express Confidence Think I’m fair.”
In Followers “I will make myself available to watch the
children and help with anything they need help
with. Their job is teaching”
“One on one and formal communication is done.”

Table 10.7 Preschool A. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “We follow the protocol of the agency.”
Of Collective Identity “When we are here I don’t take off my
Provide Ideology Management hat. When it’s over I take
Express Confidence it off a little bit. If they get drunk on the
In Followers weekend they don’t tell me. I don’t do it,
So I don’t want staff catching on to that.”
“I don’t like exploiting people because then
we are not a team.”
“We use a lot of ethical practices from NAEYC”

Table 10.8 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Emphasis “I like to be open. It makes it easier for
Of Collective Identity staff to come to me and have communication
Provide Ideology without it feeling threatening.”
Express Confidence “Our relationship is here at the site. We don’t
In Followers all go out to the movies or anything.”
“I don’t micromanage”
“The teachers are not expected to do any of
my work”
“The teachers figure out how to make changes
that work for them”

Five star PALS demonstrate a developed and implemented HR philosophy “or credo that makes
explicit core beliefs about managing people and translate that into specific management systems and
practices (p. 142). five star PALS demonstrate use of teams in communicating information, in decision-
making, and in their actions.

91

The Structural Frame

Data Collection: Interviews/Observations Results

Inductive and comparative analysis of the interviews (statements) and observations
(demonstrations) were made. Statements and demonstrations the PALS made were consolidated
into units of data, using both descriptive and interpretive methods used to make correlations to
charismatic leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of
leadership (Bolman & Deal, 2008). “The core premise of the structural frame is that there are
clear and well understood goals, roles, relationships, and adequate coordination which are
essential to organizational performance. The structure of an organization must address two key
points: How responsibilities are allocated across different units and roles, and once that is done,
how diverse efforts are integrated in pursuit of those common goals” Bolman & Deal, 2008, p.
47). Three themes were identified which provided congruencies with each of the questions, and
the frameworks used in the study:
1. Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2. Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3. Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
The following tables (10.9 – 12.5) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the structural
frame of leadership and motivational effects of charismatic leadership (Shamir, House & Arthur,
1993) related to the theme of desired impact.

92

Table 10.9 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate Providing “I will always add what I have observed to the PAL observes a child who
Ideology, Emphasizes conversation as well. Staff do come to expect displays behavior issues. PAL
Collective Identity that from me. I expect feedback from them too waits to hear what staff have
as long as it is professional and respectful. They to say about how to meet
expect that we will talk first and act later. There the child and parents needs
is no acting without thinking it through first.” for the day.
“I want them to know when I see something nice they
have done, that things matter and things are being
observed, and to just give them some feedback to
build morale every chance I get.”

Table 11.0 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrate “It’s a bonus to show teachers appreciation and have open talk.
Poviding Ideology Eating together is very good. We have sleep overs too.
Emphasizing Collective We have dinner here and sleep here. Everybody
Identity came. It’s important to have open talk, open mind.
We have a good time. We come together, plan for the
children and have fun.

Five star PALS create organizational conditions whereby the structural forms and
functions of the program itself becomes a shared philosophy because it meets the interest of
the group members. How they come to the shared philosophy is through open
communication.
Table 11.1 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Expressing Confidence “They are all equally responsible”
In Followers “I will make myself available for an
hour here or there, to let them know
we work together.”

Table 11.2 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Expressing Confidence “Let’s say it’s initiative, that this teacher is taking
In Followers initiative to do this or that. I do acknowledge and
provide initiative examples myself so we can all do it.”

93

Table 11.3 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Expressing Confidence “We have a lot of highly educated teachers too,
In Followers but everyone has to work the same.”

Five star PALS demonstrate a common commitment to working teams in which everyone
is held collectively and equally accountable.
Table 11.4 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Provide Ideology “We have a teachers meeting usually in the morning.
Very short meeting. It’s not a very busy time. I give
them short information. We have to do this, this, and this.”

Table 11.5 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Provide Ideology “When I walk around and give information to staff
the system here is…I try to convey information
that is relevant.”

Table 11.6 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Provide Ideology “ I’m forthcoming sensitive and respectful PAL visits each classroom
Feedback is given right away. If it’s something every morning to give each
That’s in harms way I might do it right then.” LAPN teacher information
and to find out the needs
for the day. A small table
was removed by the PAL .

The five star PALS use organizational learning as a ritual and shared information with
staff for the purpose of addressing needs in a tactical sense.
Table 11.7 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Things that I see that I think need improvement” Statement made after PAL
Collective Identity “I feel I need to be more concrete and set goals” visited LAPN classroom
“I should be concerned with the follow through during dismissal.
And follow up on short and long term goals.”
“I try to impart that philosophy on them.”

94

Table 11.8 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I have to consider compliance.”
Collective Identity “I have to think of safety and what is feasible
vs. what they are asking for.”

Table 11.9 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Things that I don’t care for or are not up to PAL visited some classrooms
Reference to Followers my standards.” observed teacher’s interactions
Worth and Efficacy “I do a follow up to see that they have done what
I have asked them to do.”

The three star PALS in general, monitored classrooms for teacher interactions with
children, as opposed to sharing information.
Table 12.0 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstrating Reference “I use text message and send emails. I sent an PAL entered LAPN
To Followers email about things we want to do and work on. classroom to observe the
Worth and I made a hard copy and had everyone sign it. I” dismissal procedures. No
Efficacy do try to spend time in the classrooms interacting pertinent information was
with staff because I enjoy being in the classroom. shared, but discussed a
It’s about things that I see I think need improvement.” child’s ‘misbehavior’ with
the lead teacher.
“I have a whiteboard in my office where they (LAPN
Teachers) can write any of their concerns or questions Whiteboard located in the
We can discuss during the meeting.” PALS office.

Table 12.1 Preschool . E (3 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstration of “Sometimes I make general statements until I A suggestion box was
Reference to really need to go specific. I have a suggestion located in the administrative
Followers worth and box for staff just like the one for parents.” assistant’s office.
Efficacy

Three star PALS in general, structure their communication modes with staff in ways that
maintain distance between themselves. They may not intentionally be doing this. Three star
PALS generally complain that LAPN staff does not really use their mode of communication
95

(such as suggestion boxes or a white board,) staff members are allowed to bring something to
their attention however, it becomes addressed during more formal, scheduled meetings.

Table 12.2 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Expressing “I use text message and send emails. I sent an
Confidence in email about things we want to do and work on.
Followers I made a hard copy and had everyone sign it.”

Table 12.3 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Expressing “I communicate via email or I send a hand typed
Confidence in memo.”
Followers “Documentation is important. What I am learning
is that I have to document everything that I say.”
“If they have been told they will say that they don’t know.”

Three star PALS use communication as a way to document, so there are minimal
occurrences of staff not knowing what the PALS wants or need them to do.

Table 12.4 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Emphasis “I try to praise my staff as much as I can. Those
On Collective Identity who receive the praise. I don’t care how much you
Reference to Followers praise them, they don’t appreciate it.”
Worth and Efficacy “When you are here you give it your best, and
If you can’t, you should stay home.”

Table 12.5 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Emphasis “We had a teachers who’s rating lowered our overall
On Collective Identity rating. The thing I asked her to do, she did not
Reference to Followers follow through and took someone else’s advice.
Worth and Efficacy I use that as evidence that we are supposed to be a team
We had to pull through because of the acts of one person.”

Shamir, House and Arthur state that “Charismatic leaders increase follower’s self-worth
through emphasizing the relationships between efforts and important values. In most cases,
96

charismatic leadership de-emphasizes extrinsic rewards and their related expectancies in order to
emphasize the intrinsic aspects of the effort” (pg. 583). Team structure, teamwork and self-
managing teams generally appear difficult for three star PALS to attain. There are
demonstrations of occasionally not allowing staff to be considered a team member by the three
star PAL, which is based on performance or personal circumstances, such as mood. In one
example, some LAPN staff receive praise and are welcomed into the “team fold,” where others
are not. There seems to be no continuity with this PAL behavior of ostracizing staff.

The following tables (12.6 – 12.8) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the structural
frame of leadership related to the theme of demonstrated presence.
Table 12.6 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “If a staff member is having a hard time PAL states that they will have
To Collective Efficacy finding coverage for themselves, I to leave the interview for about
Emphasis on will make myself available so they 15-20 minutes so that they can
Collective Identity can be comfortable.” cover for a teacher. All student
teachers are unavailable.

Table 12.7 Preschool B . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Teachers work and participate in their
Reference to Collective meeting once a week while the dance teacher
Efficacy, Emphasis is with the children. I make myself available to
On Collective watch the children to help with what they need any
Identity help with.”

Table 12.8 Preschool D . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I have forms and different things that have to PAL is asked by a teacher if
Emphasis on Collective go to the main office. Sometimes teachers have there is any mail she would
Identity to go also so they are helpful because they save like to have taken to the main
Reference to me a trip. She took the initiative to go to office when she leaves work.
Collective Efficacy the office for me because she had business there too.”
97

Five star PALS create organizations where players can transfer from one team to another
with relative ease. The players who are asked to transfer based on skills. The PALS show
flexibility in this way and do not mind this transferring in order to get the job done with regard to
the goal.
The following tables (12.9 – 14.1) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the structural
frame of leadership related to the theme of influence on organizational conditions.
Table 12.9 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Reference to Followers “We have a teachers meeting usually in the morning.
Worth and Efficacy Very short meeting. It’s not a very busy time. I give
them short information. We have to do this, this, and this.”

Table 13.0 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Reference to Followers “When I walk around and give information to staff
Worth and Efficacy the system here is…I try to convey information
that is relevant.”

Table 13.1 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Reference to Followers “I’m forthcoming sensitive and respectful PAL visits each classroom
Worth and Efficacy Feedback is given right away. If it’s something every morning to give each
That’s in harms way I might do it right then.” LAPN teacher information
and to find out the needs
for the day. A small table
was removed by the PAL .

The five star PALS walk around to visit each classroom as a consistent ritual with
consistent and predictable times and shared information with staff in a tactical manner.

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Table 13.2 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstrating Reference “I use text message and send emails. I sent an PAL entered LAPN
To Followers email about things we want to do and work on. classroom to observe the
Worth and I made a hard copy and had everyone sign it. I” dismissal procedures. No
Efficacy do try to spend time in the classrooms interacting pertinent information was
with staff because I enjoy being in the classroom. shared, but discussed a
It’s about things that I see I think need improvement.” child’s ‘misbehavior’ with
the lead teacher.
“I have a whiteboard in my office where they (LAPN
Teachers) can write any of their concerns or questions Whiteboard located in the
We can discuss during the meeting.” PALS office.

Table 13.3 Preschool . E (3 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstration of “Sometimes I make general statements until I A suggestion box was
Reference to really need to go specific. I have a suggestion located in the administrative
Followers worth and box for staff just like the one for parents.” assistant’s office.
Efficacy

Three star PALS structure their communication modes to maintain distance between
themselves. They may not intentionally be doing this. LAPN staff are allowed to bring
something to their attention but it will not be addressed until a more formal meeting takes place.

Table 13.4 Preschool . F. (5 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstration of “I go back to communication. It’s important to Part of outdoor play area
Expressing confidence have this in managing teams to be effective and flooded. PAL discussed any
In Followers or be in the know. The psychology that I use is concerns with lead teachers
making the ladies trust that they are being included from neighboring classrooms
in the decision making process and that they are who were all transitioning
heard and understood. Whether or not their ideas children to outdoor play.
are taken into consideration, a lot of times we do, A consensus was reached
but decisions aren’t made without discussions first and course of action taken
and they feel they are being heard.”

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Table 13.5 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstration of “Prep time meetings are for teacher only.
Expressing confidence They are very educated. They work on the
In Followers curriculum without me. Sometimes teachers can have a
good personality and education but no
experience. They ask for my opinion and
we work together.”

Table 13.6 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstration of “I don’t micromanage and they say
Expressing confidence I’m easy to talk to.”
In Followers

Table 13.7 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstration of “I have no issues talking to the first teacher After a consensus was reached
Expressing confidence I see that is available. They are all equally regarding the flooded play
In Followers responsible. I trust and expect that, that yard, teachers were observed
teacher will convey the message to the sharing the information and the
rest of the team” plan of action with other
teaching staff members

Five star PALS generally manage teams based on an objective viewpoint. They support
autonomy of LAPN staff and provide needed guidance when it is asked for.
Table 13.8 Preschool . G. (3 star)
Charismatic Leadership Behavior Statement Demonstration

Demonstration of “I feel that I can offer solutions and what are
Expressing confidence the steps we can do for the teams. If a teacher
In Followers is not pulling her weight, I might say ‘let’s
make a schedule of delegating responsibilities.’
I try to make solutions concrete and organized.”

Table 13.9 Preschool C. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “Things that I don’t care for or are not up to
Expressing confidence my standards.”
In Followers “I do a follow up to see that they have done what
I have asked them to do.”

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Table 14.0 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I have to consider compliance.”
Expressing confidence “I have to think of safety and what is feasible
In Followers vs. what they are asking for.”

Table 14.1 Preschool . C (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I present it to them not in a critical manner, but PAL visits all classrooms
Expressing confidence a concern that needs to be handled right away.” In the morning. Says ‘hello’
In Followers “I do a follow up to see that they have done what to the children. Observes
I have asked them to do.” Staff interaction with the
children.

Three star PALS generally demonstrate their impact on organizational conditions with
regard to managing teams in a subjective way, based on subjective viewpoint.

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The Political Frame

Data Collection: Interviews/Observations Results

Statements and demonstrations the PALS made were consolidated into units of data,
using both descriptive and interpretive methods used to make correlations to charismatic
leadership behaviors (Shamir, House &Arthur, 1993) and each of the four frames of leadership
(Bolman & Deal, 2008). Three themes were identified which provided congruencies with each of
the questions, and the frameworks used in the study:
1.Desired Impact – each PAL articulated and demonstrated having a desired impact on
staff. (strategies to sustain)
2.Demonstrated Presence – each PAL articulated and demonstrated presence (embodied
and modeled) shared mission, vision and goals. (strategies to influence)
3.Influence on Organizational Conditions - each PAL articulated and demonstrated their
direct influence on a climate of trust and innovativeness. (strategies to cultivate)
“The political frame stresses that the combination of scarce resources and divergent interests
produces conflict as surely as night follows day (p. 206). The following tables (14.2 – 14.8)
represent interview statements and observation demonstrations from each PAL participant which
upheld the key assumptions of the political frame of leadership and motivational effects of
charismatic leadership (Shamir, House & Arthur, 1993) related to the theme of desired impact.
Table 14.2 Preschool . F (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I will fix the issue myself to get the child out of
Collective Efficacy harms way, then I will speak to the teacher about
what I have done and to discuss it with your team.
If it can wait, I will give active attention to the other
staff members as well to plan action on the issue and
bring it to the staff meeting.”

Table 14.3 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “If there is a problem, one on one informal communication
To Collective Efficacy is done. I will say Ms. (x), I want to talk to you as a suggestion.
If I want to ask something to point out, I say something nice
first and then make a suggestion.”
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Table 14.4 Preschool . D (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I’m forthcoming, sensitive and respectful of them as
To Collective Efficacy a person. If will give feedback right away. Sometimes
it’s right away. If it’s in harms way I might do it myself
right then. I can say nice job or a card saying that you so
I can show them I appreciate or acknowledge whatever it
is they did that was positive.”

Five star PALS carefully navigate political propositions where conflict is kept at a
minimum and power is not used against staff needs and interests. “Political activity is more
dominant under conditions of diversity than of homogeneity. Agreement and harmony are easier
to achieve when everyone shares similar values, beliefs and cultural ways (Bolman & Deal, p.
196).
Table 14.5 Preschool G. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I’m overly direct, this is what I do, I am imparting my
Reference to philosophy on them, there are things that I’m looking for.”
Collective Efficacy

Table 14.6 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “Staff is looking at me to see what my preferences are,
To Collective Efficacy They look at my mood to see if I am angry or happy or
just tolerating their performance, They know the things
that I don’t care for or are not up to my standards.”
“The thing I asked her to do, she did not do and took
someone else’s advice.”

Table 14.7 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “Teachers will influence each other, but it’s
To Collective Efficacy not the influence I’m looking for.”
“Sometimes it can be frustrating because you
feel like they just don’t get it.”

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Table 14.8 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “There are certain things they know I am not
To Collective Efficacy going to allow. They know when I come
around I’m not having it.”
“If its not done the way I expect it to be done,
I will do it myself and it will reflect in the evaluations.”
“My staff is concerned about getting respect from the
other staff.”

“Vertical conflict occurs in the boundary between levels” (Bolman & Deal, p. 207).
Three star PALS in general create vertical conflict. This conflict becomes a part of the
organizational culture and therefore becomes cultural. “Cultural conflict occurs between groups
with differing values, traditions beliefs and lifestyles (p. 207). Three star PALS generally
articulate their preferences through edict. LAPN staff, seem to respond to this way of articulating
preferences. Three star PALS speak of their conflict with staff and their misalignment of values
with staff, also noting that there is staff conflict with staff.
The following tables (14.9 – 16.0) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the political
frame of leadership related to the theme of demonstrated presence.

Table 14.9 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I think I am getting better at it. I noticed in the
To Personal Efficacy beginning, that I had trouble with that balance, but
now I need to work more on the delegating department.
I have a lot of Jewish empathy and I should ask them
for more because its difficult for me because they only
get an hour break, but there is so much that is expected.
I must do what I must do to maintain this school, or what
I must do in this moment to stay in compliance. I must,
I am compelled.”

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Table 15.0 Preschool E. (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “We have to be in compliance. There was a time when
To Personal Efficacy we had to take care of a licensing issue that LAPN thought
was small, but it wasn’t. It cost a great deal of money and
time, and trying to get the church to stay with me during the
process because of the time and how important it was was a
challenge. As a result I had to lay myself off (give up salary).
Anyone can weigh out the dollar versus the stress level. I could
make more money and the stress level would just shoot down.”

Table 15.1 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “ I feel our ratings are a reflection on me and I
To Personal Efficacy take it personal.”

Table 15.2 Preschool H . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I know I do a good job until our ratings come, then
To Personal Efficacy I think , I don’t know. Have I missed something?
Thank goodness we don’t share out scores with the
parents like an API. I don’t think it gets the whole picture.”

In the above tables, the three star PALS also demonstrate a unique discovery in that there
are expressed examples of cultural conflict taking place motivationally within the PALS
themselves. In the way that they view themselves politically, particularly when asked How do
you balance their relationship with staff as their manager?
Table 15.3 Preschool F . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “When I walk around and give information to staff
To Followers Worth I try to give information that is relevant.”
And Efficacy “I like to spend each day in the classroom and have
lunch with the children in one of the classrooms every day.”
“I will go to the teacher and give them a comment on how
nice it is. I do it so I don’t forget, but I want teachers to know
that things matter and things are being observed and just give
them some feedback to build the morale every chance I get.”

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Table 15.4 Preschool A . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I give directions using an example so there isn’t any
To Followers Worth miscommunication, and I use my hands a lot.”
And Efficacy “Until I see the bright light come on that let’s me
know they understand, I can’t go on.”

Table 15.5 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I visit classrooms and teachers tell me what they
To Followers Worth need help with. I come back and I check and ask and
And Efficacy say ‘yay you do it!”

Table 15.6 Preschool D . (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “I go to bat for my staff and I trust them.”
To Followers Worth
And Efficacy

Five star PALS articulate their preferences through the actions of their day to day
activities. They create minimal political conflict via their communication as it relates to what
matters to the team and the overall goal. This is indicative of collective efficacy.

Table 15.7 Preschool G . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I sent an email about things we want to do and to
Expressing Confidence work on. I made a hard copy and had everyone
In Followers sign it.”
“Sometimes I can be overtly direct. My background
is Reggio and it’s all over my office and the building.
I try to impart that philosophy on them.”

Table 15.8 Preschool H . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “The staff watch to see how I react to what they
Expressing Confidence do. They are looking at me to see if I am happy
In Followers or angry or if I am just tolerating their performance.”

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Table 15.9 Preschool C . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I present it to them, not in a critical manner but a
Expressing Confidence concern that needs to be handled right away. Things
In Followers that I don’t care for or are not up to my standards.
I am very firm with what I say and I do a follow up to
see that they have done what I asked them to do.”

Table 16.0 Preschool H . (3 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating “I used to do everything my supervisor said when I was
Expressing Confidence teaching. I just did it. I expect the same.”
In Followers

Three star PALS articulate their preferences through edict. In this way, it is difficult also
to mobilize alliances.” Influence depends on how much power is mobilized. Alliances form
because members have interests in common and believe they can do more together than apart
(Bolman & Deal, 2008, p. 201).
The following tables (16.1 – 16.4) represent interview statements and observation
demonstrations from each PAL participant which upheld the key assumptions of the political
frame of leadership related to the theme of influence on organizational conditions.
Table 16.1 Preschool F. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “It boils down to teachers helping to manage the
To Followers Worth budget, staffing and scheduling and materials.
And Efficacy There are some items we don’t expect the teachers
to be responsible for, tricycles, tec., but they get a
budget for materials for the year. We have a numerous
amount of part time staff and students too. They must
figure out how to take advantage of the part time staff
they can use per week.”
“I will make myself be available so they can be
comfortable that they can leave on time and the classroom
can be adequately covered. I will make myself available
for an hour here or there to let them know we work together.”

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Table 16.2 Preschool D. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “Sometimes it’s right away. If it’s something
To Followers Worth in harms way, I might do it right then.”
And Efficacy “I think just being there for them when its
needed is important. Do your work and I
am here to support you.”

Table 16.3 Preschool A. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “With my peers that are also supervisors, I
To Followers Worth ask them for help, and likewise my teachers
And Efficacy can ask me. Sometimes I need their help like
with the shopping, if they do it to help me I let
them go 30 minutes early because its on their
time and I make sure it is covered.”

Table 16.4 Preschool B. (5 star)
Charismatic Leadership Behavior Statement Demonstration
Demonstrating Reference “Teachers work and participate in their planning
To Followers Worth meeting while the dance teacher is with the children.
And Efficacy I make myself available to watch the children or to
help with whatever they need help with.”

The above examples overlap with the structural frame in the way in which PALS
structure their personnel as resources. Five star PALS ensure resources are maximized as much
as possible, this includes people and materials and money.

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Summary of Findings
The research aims to understand the ways in which administrative leaders in high stakes,
performance-based, preschool programs lead, and motivate teaching staff and sustain their
preschool program to be successful organizations in the face of increased professional demands
and assessments to garner a high public subsidy. The research is a qualitative and quantitative
study, using two conceptual frameworks for the study. The frameworks used include, charismatic
leadership (Shamir, House & Arthur, 1993), and leadership approaches using the four frames
(Bolman & Deal, 2008).
The research questions for the research study help guide the research. The frameworks
used, posit that there are specific processes and behaviors between leaders and their followers. A
focus on leadership traits, organizational culture and practices narrows the focus of the research,
enabling the research study to be better guided by and returned back to the research questions:
(a.) How do preschool administrative leaders in successful ECE programs influence staff
performance in performance-based, high-stakes settings? (b.) What leadership attributes do
successful preschool administrative leaders possess in order for their preschool programs to be
successful in performance based settings?
The study’s primary research is conducted on classrooms in preschool centers subsidized
in part or in whole by Los Angeles Preschool Network (LAPN). As such, preschool
administrative leaders (PALS) and their LAPN teaching staff are presented with individual
demographic surveys that consist of forced-choice and open-ended questions, as well as an
individual survey for each group that consists of forced-choice, Likert scale questions through
the use of Bolman and Deal’s four leadership frames (symbolic frame, political frame, human
resource frame and structural frame). The PALS survey consists of 49 Likert scale questions.
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The LAPN staff survey consists of 40 Likert scale questions. The survey responses are
quantitatively analyzed and provide information related to PALS leadership traits, practices and
philosophy as well as the teaching staff’s perceptions of their PALS traits, practices and
philosophy. Furthermore, the survey responses permit the examination of the PALS and their
teaching staff’s perceptions of their leadership traits, practices and philosophy by the level of star
rating in quality they have obtained from LAPN, and analyzing the data of three-star preschool
programs in contrast to their highest rated five-star counterparts, indicating the degree to which
differences in preschool administrators leadership effect the quality of their preschool programs.

In addition, an analysis of PALS traits, practices and philosophy through observations
and interviews is conducted to augment the aforementioned data. The content focus is comprised
of sixteen interview questions, which are derived from each of the Four Frames; structural,
human resource, symbolic and political. These interview questions asks PALS about their
strategies and practices to address each leadership frame and represent a multi-modal approach
to strategies PALS must use, Specifically, understanding the cultural nature of the school site,
the PALS articulation of what constitutes successful conditions and a description of how to
sustain those successful conditions.
PALS interview sample question responses are assembled in relation to the observations
of the preschool administrative leader’s communication with staff, rituals, strategies, decision-
making and the cultural environment.
The results of this study offers insights related to the effects of preschool administrative
leader’s (PALS) on their organization and their LAPN staff within high-stakes, performance-
based organizational settings. Specifically, knowledge was gained regarding (1.) desired impact
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where each of the PALS articulated and demonstrated having a desired impact on staff, including
strategies to sustain organizational conditions for high quality, (2.) demonstrated presence where
each of the PALS articulated and demonstrated presence by embodying and modeling values,
behavior and beliefs, shared mission, vision and goals, which were used as strategies to
influence current organizational conditions for high quality, and lastly (3.) influence on
organizational conditions , where each of the PALS articulated and demonstrated their direct
influence on a climate of trust and innovativeness, which were strategies to cultivate staff
performance for consistency to organizational conditions for high quality. A detailed summary of
these findings is listed below.
First, the qualitative data upholds that the five star rated PALS and three star rated PALS
show robust differences in their communication with staff, rituals, strategies, decision-making
and the cultural environment when viewed through each of the four frames. In answering
research question number one, How do preschool administrative leaders in successful ECE
programs influence staff performance in performance-based, high-stakes settings? Two of the
three themes was generated; (1.) desired impact where each PAL articulated and demonstrated
having a desired impact on staff, including strategies to sustain organizational conditions for high
quality, and (3.) influence on organizational conditions , where each PAL articulated and
demonstrated their direct influence on a climate of trust and innovativeness, which were
strategies to cultivate staff performance for consistency to organizational conditions for high
quality, specifically addressing how PALS influence their staff. With regard to charismatic
leadership, Shamir, House and Arthur (1993), state that charismatic leaders achieve
transformational effects through implicating the self-concept of their followers. More
specifically, they argue that such leaders increase the intrinsic values of efforts and goals by
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linking them to value aspects of the follower’s self-concept, thus harnessing the motivational
forces of self-expression, self-consistency, self-esteem and self-worth (p. 582).
The exception to the finding was that the quantitative data did not support the qualitative
findings in all of the four frames posited by Bolman and Deal (2008). Further, the study limits
the use of charismatic leadership theory (Shamir, House and Arthur, 1993), and the empirical
implications needed to fully support charismatic leadership’s effect on LAPN staff. More
specifically, charismatic leadership traits and behaviors as posited by Shamir House and Arthur
are salient in the qualitative findings, however, proving their effects on the motivational forces of
self-expression, self-consistency, self-esteem and self-worth of LAPN staff would arguably be an
implication for further research. It is the aim of this study, that the empirical research, guided by
the questions and cross referenced with the observations and interviews enable a parsimonious
and more exact set of findings to explain the phenomenon, and impact of charismatic leadership
implied by the theory.
Research question two, What leadership attributes do successful preschool administrative
leaders possess in order for their preschool programs to be successful in performance based
settings? The second of the three themes generated; (2.) demonstrated presence where each
PAL articulated and demonstrated presence by embodying and modeling values, behavior and
beliefs, shared mission, vision and goals, which were used as strategies to influence current
organizational conditions for high quality, specifically address the charismatic traits and behavior
PALS either possess or do not possess. These traits and behaviors most salient in the research are
providing ideology through conveying clear mission, vision and goals, demonstrating self-
sacrificial behavior, enthusing organizational citizenship behavior in staff, and expressing
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confidence in followers (Shamir, House & Arthur, 1993 p. 581). Each of these will be detailed in
the set of findings by leadership frame.
Third, the data from the LAPN staff survey indicated LAPN preschool teachers of five
star rated preschool programs and LAPN preschool teachers of three star rated preschool
programs perceive their PALS communication with staff, rituals, strategies, decision-making and
the cultural environment similarly. Moreover, LAPN teaching staff responses from the surveys
revealed no statistically significant differences between three star PALS and five star PALS in
each of the four frames (Bolman & Deal, 2008). That is, when asked about their perception of
their respective PALS, PALS were rated equally as high by three star teaching staff, as five star
teaching staff when asked about their PALS communication with staff, rituals, strategies,
decision-making and the cultural environment despite clear differences, which are presented in
the qualitative data. There was no exception to the data; however, it is noted that reverse coded
questions were provided in the LAPN staff survey in order to provide additional consistency and
continuity to garner distinct results. LAPN staff answered these specific questions and their
corresponding reverse coded equivalents inconsistently. More specifically, these questions were
answered in the same manner, which may account for the similarity in quantitative results for
both three star, and five star LAPN staff’s perceptions of their respective PALS.
Fourth, the data from the PAL survey indicated preschool administrative leaders (PALS)
of five star rated preschool programs and PALS of three star rated preschool programs perceived
their communication with staff, rituals, strategies, decision-making and the cultural environment
differently. Moreover, quantitative data aligned with the results of the qualitative data,
underscoring theoretical aspects of charismatic leadership (Shamir, House & Arthur, 1993). The
exception to the finding was that the quantitative data did not support the qualitative findings in
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all of the four frames posited by Bolman and Deal (2008). For example, PAL responses from the
surveys revealed statistically significant differences between three star PALS and five star PALS
in both the symbolic and structural frame (Bolman & Deal, 2008). The qualitative and
quantitative data for the structural and symbolic frame are unique , in that their findings
correspond with all five of the motivational constructs that Shamir, House and Arthur (1993)
posit (pp. 581-584) (a.) increasing the intrinsic valence of effort, (b.) increasing effort-
accomplishment expectancies, (c.) increasing the intrinsic valence of goal accomplishment, (d.)
instilling faith in a better future, and (e.) creating a personal commitment. In many cases, we see
the charismatic leader’s motivational effects having both structural and symbolic meaning, which
can account for the salient findings in these two of Bolman & Deal’s four leadership frames.
Fifth, patterns emerged from the qualitative data highlighting the symbolic frame and
provided congruencies with charismatic leadership. There are striking differences between the
five star and three star PALS with respect to their respective organizational cultures, and how it
is symbolically embodied by PALS. “A symbol is something that stands for or suggests
something else; it conveys socially constructed means beyond its intrinsic or obvious functional
use” (Zott and Huy, 2007, p. 72) Symbols cut deeply into the human psyche (Freud [1899]
1980). (p. 253). For example, in the symbolic frame, there are salient findings in the key
assumption of values. “An organizations culture is revealed and communicated through its
symbols” (p. 254)
Values that each of the PALS conveyed were captured in the interviews and
observations. Bolman and Deal state, “Values characterize what an organization stands for,
qualities worthy of esteem or commitment. Values are intangible and define a unique
distinguishing character. Values convey a sense of identity from boardroom to factory floor and
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help people feel special about what they do” (p. 225). The qualitative data supports Bolman and
Deal’s assertion that words, and deeds exemplify and reinforce important core values. Five-star
PALS consistently demonstrated that values are centered around the client, which are parents and
children. In each of the five-star centers, pictures of the children and their work predominate the
centers, from the entryways, to the outdoor areas and carries into the LAPN classrooms. Staff go
to great lengths to ensure pictures, artwork and communication to parents is constantly updated.
Three-star PALS consistently demonstrated that values are centered around staff performance.
In each of the three-star centers, PALS ensure that staff are surrounded by posters
communicating reminders, teaching strategies and rules. Through the PALS embodiment of
values, LAPN staff demonstrate either a strong or weak personal commitment to leader and
mission. PALS provide ideology. The self-implicating effects of charismatic leadership. Shamir,
House and Arthur (1993) suggest that charismatic leaders motivate their followers in the
following manner; increasing the intrinsic valence of effort, this is accomplished by emphasis on
the symbolic and expressive aspects of the effort. The fact that the effort itself reflects important
values. By making the effort, one makes a moral statement. Charismatic leadership is presumed
to strengthen follower’s beliefs in the necessity and propriety of ‘standing up and being counted.’
The PALS become an image that helps define for the LAPN staff, just what kinds of traits,
values, beliefs and behaviors is legitimate and good to develop within the context of the
collective (organization).
There are also salient findings in the key assumption of cultural heroes. The “symbolic
role of cultural heroes” mean that PALS embody themselves as “living logos, human icons,
whose words and deeds exemplified and reinforced important core values.” (p. 257) “Human
models influence out decisions and actions.” (p. 258) Shamir, house and Arthur (1993), state that
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charismatic leaders make reference to collective identity. Through making reference to a
collective identity, charismatic leaders provide salience of a shared identity. This shared
identity can increase the likelihood that self-interest oriented pursuits will voluntarily be
abandoned for more altruistic or collective endeavors on the part of the leader. It follows that
when charismatic leaders increase the salience of collective identities in their followers self-
concepts, they also increase the likelihood of their followers expressing self-sacrificial,
collective-oriented behavior, such as egalitarianism as a collective value.

Relevant to five star PALS, there is an external stakeholder focus; ie, client-oriented on
parents and their children, which distinguishes the five star PALS who cultivate an
organizational commitment to stakeholders especially. Five star PALS embody egalitarianism
and a shared mission symbolically. In general, the five star PALS answered interview questions
using the words “we” and “us” often. PALS embody themselves as living logos, whose words
and deeds exemplified and reinforced core values as the symbolic role of the cultural hero.
The three star PALS express a focus on staff performance and skills or lack thereof.
Three star PALS communicate this focus to their staff symbolically embodying non-
egalitarianism. In general, the three star PALS answered interview questions using the words “I”
and “they” often, embodying a “human model that influence out decisions and actions” (p. 258).
They speak in in terms of their mission, values and internal goals, diversity etc., that being
philosophically shared. Three star PALS generally seem to try to force their views on their
LAPN staff, and some blatantly state this in their interview answer. Also three star PALS speak
in terms of “I” or “my” when discussing program philosophy.
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With regard to the findings in the key assumption of rituals, Bolman and Deal state that,
“Some rituals become ceremonial occasions to recognize momentous accomplishments” (p. 264)
“Rituals anchor us to a center” (Fulghum, 1995, pp. 3, 254). PALS motivate their LAPN staff in
the following manner; increasing the intrinsic valence of effort, this is accomplished by emphasis
on the symbolic and expressive aspects of the effort. More specifically, the effort itself reflects
important values. Rituals established by PALS, such as celebrations, increase task
meaningfulness; however PALS utilize their rituals as an expression of a collective identity, thus
making the effort more meaningful for the follower. “This implicates the self-concept of
followers by increasing the salience of that identity in the follower self-concept, thus increasing
the likelihood of efforts and behaviors presenting that identity” (p. 582). What is presented in the
qualitative research data however, is that the PALS find rituals to be a very important aspect of
who they are as a leaders. Though none of the PALS specifically state this assertion, it is evident
and purposefully demonstrated in their actions and interview responses. “Some rituals become
ceremonial occasions to recognize momentous accomplishments” (p. 264) All of the centers
participating in the study share the same types of rituals; such as graduations, staff
accomplishments/appreciation, however, they are celebrated for different reasons. Five Star
PALS do not celebrate their LAPN compliance accomplishments with staff. Staff
accomplishments and appreciation are centered around celebrating an ‘overall’ performance with
the parents and children at the center of celebrations, influencing the expression of a collective
identity of the organization around the client.
Three star PALS center their celebrations around LAPN compliance accomplishments
such as the passing of assessments and maintaining enrollment, and thus have become annual
rituals. Staff accomplishments and appreciation are centered around celebrating specific and
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individual performance with the staff at the center of celebrations, influencing the expression of
a collective identity of the organization around alignment with compliance. This aligns with the
values set forth by each PAL in their star rating respectively.
The exception to the findings was that not all of the key assumptions of the symbolic
frame were represented in the findings, for example myths as storytelling and vision were not
represented.
Sixth, patterns emerged in the qualitative data for the human resource frame and provided
congruencies with charismatic leadership, There are differences between the five star and three
star PALS and how PALS view their human resource practices and their ability to understand
and respond to the needs of their staff; in particular their core beliefs about managing people,
management systems and management practices. Bolman and Deal (2008) state that,
organizations need people for their energy effort and talent, and people need organizations for
the many intrinsic and extrinsic rewards they offer. When the fit is poor, both suffer. (p. 137).
For example, in the human resource frame, there are salient findings in the key
assumption of having a developed and implemented HR philosophy , which is a developed
philosophy or credo that makes explicit core beliefs about managing people and translated into
specific management systems and practices. (p. 142) Bolman and Deal discuss the importance of
an organization’s developed HR and implemented philosophy or credo that makes explicit their
core beliefs about managing people (p. 141). All LAPN PALS in the study have a developed
philosophy or credo around their human resource management systems and practices. The
difference between the five star and three star PALS is the way in which those philosophies
translate in to specific management systems and practices. This is demonstrated in the five star
PALS who walk around to transmit and gain information to stay abreast of what is going on in
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the classroom for the purpose of gaining information to make tactical decisions. There is
collective accountability amongst the PALS and the LAPN teachers in the five star centers.
PALS and staff discuss and implement solutions together .
The three star PALS demonstrate that organizational learning does not take place daily.
The PAL transmits information to the LAPN staff using didactic management practices. Three
star PALS visit their LAPN classrooms, yet express the strategy is for the PAL to act as a
monitor of classroom management or to provide professional development as opposed to
sharing information. Information is shared through formal means. Solutions are not always
created together and are not tactical.
There are also salient findings in the key assumption of Empowering Employees –
Progressive Organizations give power to employees as well as invest in their development,
which includes keeping employees informed, encouraging autonomy, participation, redesigning
work, fostering teams, promoting egalitarianism and infusing work with meaning. (p. 149)
Information is necessary but not sufficient to fully engage employees. The work itself needs to
offer opportunities for autonomy, influence and intrinsic rewards. (p. 150)
Perhaps the most salient finding in the qualitative data relevant to the human resource
frame is how PALS promote egalitarianism – a democratic workplace where employees
participate in decision making. This goes beyond participation, often viewed as a matter of style
and climate rather than sharing authority. (Bolman & Deal, 2008, p. 155) Five star PALS
promote egalitarianism by creating a democratic workplace where employees participate in
decision making. There is a clear management system and practice in place, which is
demonstrates the way in which the five star PALS have created their own HR philosophy. There
is ‘total quality management’ (TQM) (Bolman and Deal, 2008, p. 159) which emphasizes
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workforce involvement, participation in teaming as an essential component of serious quality
effort.
Three star PALS do not demonstrate “investing in their LAPN staff’s development which
includes keeping employees continuously informed, encouraging autonomy, participation,
redesigning work, fostering teams, promoting egalitarianism and infusing work with meaning”
(Bolman & Deal, 2008, p. 149). There is insubstantial TQM here which emphasizes that the
three star PAL controls workforce involvement, and participation in teaming through use of non-
egalitarian practices such as how information is shared, when it is shared, decision making
processes, and the agreement of philosophical viewpoints. Needs of the organization are defined
by the three star PALS. “Quality problems are cross functional and top management is ultimately
responsible for quality (p. 159).
With regard to ultimate responsibility for quality, There are also salient findings in the
key assumption of fostering self-managing teams. The central idea in the anonymous team
approach, is giving groups responsibility for a meaningful whole – a product, subassembly or
complete service with ample autonomy, and resources, and with collective accountability for
results. (p. 155). The three star PALS express that depending on how well or not well their staff
does, feel it is a reflection of themselves as the leader, thus rendering a collective accountability
for results unable to exist. Results successes and results failures are therefore taken personally by
three star PALS. This underscores the difficulty three star PALS demonstrated in expressing
confidence in their followers and emphasizing a collective identity (Shamir, House and Arthur,
1993). By expressing high expectancies in their followers and confidence in their abilities,
charismatic leaders enhance follower’s perceived self-efficacy, which is a strong source of
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motivation (Bandura, 1986, p. 351). Three star PALS generally do not allow their LAPN staff to
work autonomously, nor with ample resources, where people are resources for support.
The exception to the pattern was the key assumptions in the human resource frame such
as protecting jobs and promoting from within. Bolman and Deal (2008) state that, those who
know their organization from the bottom up are effective and gain protection. Promoting from
within offers several advantages such as investment of time and skills by employers and
managers alike in upgrading skills, acts as a performance incentive, fosters trust and loyalty,
capitalizes on knowledge and skills, avoids errors by newcomers, increases the likelihood that
employers will think long-term and avoid impetuous and shortsighted decisions. (p. 146). All
PALS treated the promotion of staff in the same manner with the same criterion being a
demonstration of knowledge, leadership skills, such as handling crisis and working under
pressure.
Seventh, patterns emerged from the qualitative data highlighting the structural frame and
provided congruencies with charismatic leadership. There are striking differences between the
five star and three star PALS with respect to their demonstrated views on “conflict as an
impediment to organizational effectiveness” (Bolman & Deal, 2008, p. 206). “The core premise
of the structural frame is that there are clear and well understood goals, roles, relationships, and
adequate coordination which are essential to organizational performance. The structure of an
organization must address two key points: How responsibilities are allocated across different
units and roles, and once that is done, how diverse efforts are integrated in pursuit of those
common goals” (Bolman & Deal, 2008, p. 47).
For example, in the structural frame, salient findings on how PALS view their structural
practices, including how they view whether conflict or harmony has impact on effectiveness of
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their organization emerged. In addition, charismatic leadership ideology (Shamir, House &
Arthur, 1993) states that charismatic leaders increase effort-accomplishment expectancies by
enhancing the follower’s self-esteem through specific leadership which provides ideology and
engagement of their followers by imparting mission, vision and goals. Motivational effects of
charismatic leadership suggests that leader behavior where ideological explanations are provided
provide organizational conditions such as a heightened self-esteem and personal commitment to
the leader and the mission, as Motivational Effects of Charismatic Leadership suggests
(Figure 1).
With regard to the key assumption of vertical vs. lateral coordination Bolman & Deal
(2008) state that vertical coordination (VC) higher levels coordinate and control the work of the
subordinates through authority, rules and policies, and planning and control systems (p. 54)
There is vertical and lateral coordination in structures of organizations and what was found is
that the five star PALS tend to structure themselves after a laterally coordinated model, and three
star PALS tend to structure themselves after a vertically coordinated model where vertical levels
coordinate and control the subordinates through authority and rules and policies and controlling
systems. For example, key assumptions stated by Bolman and Deal regarding lateral
coordination of task forces and coordinating roles are highlighted by five star PALS who allow
staff to take on dual roles (administrative and non-administrative) in the five star organization is
solely in the absence of the PAL. Talent is used to achieve goals, however, roles in the five star
organizations remained defined and client-oriented. Bolman and Deal state “If a situation
becomes exceptionally ambiguous, and fast paced, particularly when time is a factor, more
centralized authority often works best, otherwise, a group may be unable to make decisions
quickly enough (p. 102). “ The three star PALS will allow staff to take a dual administrative role
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whether the PAL is absent or not absent. For all PALS, tactical expertise is what drives the five
and three star PALS to choose their replacements in their absence. A demonstration of skills and
talent is desirable for all PALS choosing their replacement or shared leadership role with.
Five star PALS lateral coordination is constructed of rules and systems and commands,
which do not seem to change staff behavior. Their techniques are a combination of formal and
informal and coordinated roles and task forces and networks are very clearly structured. “Pop-
ups” will happen with both five star and three star PALS, however, five star PALS will use these
“pop-ups” as tactical measures to address organizational needs. Contextual Variables – The
function s of the appropriate group structure’s pertinent contextual variables: What Is the goal?
What needs to be done? Who should do what? How do we make decisions? Who is in charge?
How to coordinate efforts? What do people care about the most? What are the special skills and
talents? What is the relationship between this group? How is success determined? (p. 102)
The goals are so apparently clear in the PALS speak, movements and environment, they
become a apart of the cultural fabric of the organization which includes who does what, when
these tasks are utilized and how to coordinate those efforts. Additionally, it’s based on the goals
and values; ie, what everyone cares about the most. There is not a mix of formal and informal in
the three star as we see in the five star PALS, where there is more one-on-one communication
that is based on transmitting information rather than transmitting critical feedback. This is where
we see differences in vertically coordinated and laterally coordinated programs, which PALS
lead. There is a high emphasis on the difference between having accountability to the external
and internal stakeholders in the preschool programs. The three star PALS highly focused on their
staff and they are held accountable to the PAL him or herself. Three star PALS demonstrate
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vertical coordination and controlling staff. The five star PALS are highly focused on parents and
children demonstrating accountability to the “client.”
With regard to the key assumption of strategy and goals, roles and relationships are either
loosely bound or tightly interwoven depending on the strategic decisions that effect long-term or
short term direction, Shamir House and Arthur (1993) state, “ Non-charismatic leadership
emphasizes proximal, specific goals and increases the subjective likelihood that goal attainment
would led to specific outcomes” (p. 583). Charismatic leadership tends to emphasize vague and
distal goals and utopian outcomes (House, 1971). Overall the three star PAL is trying different
combinations of tasks and roles that are currently relevant for their staff which disallows clearly
defined role and goals in the relationship between the worker and the organization. In three star
programs, the teacher roles overlap into administrative jobs, so we find there are ‘dual-roles’
happening. The only time a staff would take on a dual role is in the absence of the PAL. To three
star PALS, it does not matter is the PAL is absent or not absent.
With regard to the key assumption of tasks and linkages in small groups, there are also
tasks and linkages in small groups that are highlighted in the five star PALS that are almost non-
existent in the three star PALS. The structural goals are clearly stated and everyone understands
what those goals are in the five star programs. In addition, Three star PALS in general, structure
their communication modes with staff in ways that maintain distance between themselves. They
may not intentionally be doing this. Three star PALS generally complain that LAPN staff does
not really use their mode of communication (such as suggestion boxes or a white board,) staff
members are allowed to bring something to their attention however, it becomes addressed during
more formal, scheduled meetings.
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With regard to the key assumption of teamwork and interdependence , Bolman & Deal
(2008) discuss the role of the manager. Five star PAL’S decisions are tactical. These PALS come
and go without disrupting team play and players transfer from one team to another with relative
ease.
With regard to the key assumption of team structure and top performance, ‘high
performing teams’ (HPT) shape purpose in response to a demand or opportunity. HTP translate
common purpose into specific, measurable performance goals. HTP develop a common
commitment to working teams and members hold themselves collectively accountable” (p. 111 –
112). When problems arise the five star PALS and their staff demonstrate a collective
commitment to high performance because the performance goal takes precedence. Values and
goals for five star PALS and their organizations center around the client (parents and children).
The five star PALS continually demonstrate clear values, roles and goals. The health and safety
of the children, or the teachers teaching the children do not become infringed upon if there is a
problem that occurs. It is taken care of swiftly and quickly. The problem or issue itself is brought
to the team for discussion by any of the team members, as it is part of the organizational culture
to do so. Bolman and Deal state the “the function of the appropriate group structure’s pertinent
contextual variables: What is the goal, what needs to be done, who should do what, how do we
make decisions, who is in charge, how do we coordinate efforts” and so forth (p. 102). The three
star PALS continually demonstrate unclear values, roles and goals. Goals are set by edict.
Contextual variables are that roles are in development. The teachers teaching the children
become infringed upon if there is a problem that occurs The problem or issue itself is brought to
teachers to point out what the problem is, and what is highlighted is the teacher’s skill or lack
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thereof which is pointed out to them as opposed to the issue itself, which is part of the three star
organizational culture to do so.
With regard to the key assumption of self-managing teams, Bolman & Deal (2008) state
that self-managing teams are described as teams which “manage themselves (plan, organize
control, and monitor). Assign jobs to members, plan and schedule work, make production or
service related decisions (take responsibility for inventory, quality control and work stoppage.
Take action to remedy problems (address quality issues and customer service needs) (p. 113)
There is autonomy provided by the five star PALS to their LAPN staff, and autonomy is allowed
because either goals and/or roles are so finely tuned and focused that it makes autonomy easy to
take place. The clarity with roles centers around the job that the teachers are intended to do. Five
star PALS generally manage teams based on an objective viewpoint. They support autonomy of
LAPN staff and provide needed guidance when it is asked for.
Shamir, House and Arthur state that “Charismatic leaders increase follower’s self worth
through emphasizing the relationships between efforts and important values. In most cases,
charismatic leadership de-emphasizes extrinsic rewards and their related expectancies in order to
emphasize the intrinsic aspects of the effort” (pg. 583). Team structure, teamwork and self-
managing teams generally appear difficult for three star PALS to attain. There are
demonstrations of occasionally not allowing staff to be considered a team member by the three
star PAL, which is based on performance or personal circumstances, such as mood. In one
example, some LAPN staff receive praise and are welcomed into the “team fold,” where others
are not. There seems to be no continuity with this PAL behavior of ostracizing staff. For the
three star PALS and LAPN staff, there are usually no clearly defined roles, so it is difficult to
have self-managing teams. In some cases, the three star PAL is trying different combinations of
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tasks and roles for their staff which disallows a clearly defined role or goals in the relationship
between the worker and the organization. In some three star programs the teacher roles overlap
into administrative jobs, so we find there are ‘dual-roles’ happening.
With regard to the qualitative findings of the structural frame and its key assumptions,
which each have corresponding, salient findings, charismatic leadership motivational theory
underscores the frame and the PAL’S leadership behavior. Team structure, teamwork and self-
managing teams are structural frame elements that correspond with each of the motivational
constructs that Shamir, House and Arthur (1993) posit (pp. 581-584). (a.) increasing the intrinsic
valence of effort, (b.) increasing effort-accomplishment expectancies, (c.) increasing the intrinsic
valence of goal accomplishment, (d.) instilling faith in a better future, and (e.) creating a personal
commitment. In many cases, we see the charismatic leader’s motivational effects having both
structural and symbolic meaning, which can account for the salient findings in these two of
Bolman & Deal’s four leadership frames.
Eighth, patterns from the qualitative data emerged for the political frame and provided
congruencies with charismatic leadership. The political frame stresses that the combination of
scarce resources and divergent interests produces conflict as surely as night follows day. (p. 206)
The data addresses the key assumptions of the frame and how PALS view their political
practices around utilization of resources, divergent interests, and conflict; in particular their self-
concept around power and decision-making and their implications. The key assumptions of the
political frame encompass ideas that leaders form coalitions, leverage power position, and decide
how it is leveraged. In addition, charismatic leadership ideology (Shamir, House & Arthur, 1993)
states that leaders may us existing identities and emphasize their uniqueness or superiority, or
they may create “new desirable social categories” for the followers (p. 582).
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In the key assumption of political propositions, political activity is more dominant under
conditions of diversity than of homogeneity. Agreement and harmony are easier to achieve when
everyone shares similar values, beliefs and cultural ways. (p. 196) There are clear differences in
the five star and three star PALS agreement, harmony and alliances with staff. This occurs
because how the competing groups articulate preferences and mobilize power to get what they
want and need, which is different between the two star rated PALS.
Three star PALS do not demonstrate much structural teamwork or direct communication.
Team consciousness and collective efficacy is nearly non-existent when the PAL is consistently
in the position of non-egalitarian leader in the realm of the collective identity.
Shamir, House and Arthur state that “Charismatic leaders increase followers self-worth
through emphasizing the relationships between efforts and important values. Once followers
choose to make the effort, and through that effort identify themselves with certain values and
with the leader, and the collective, they are subject to considerable psychological forces that
likely to increase their commitment to that effort” (p582). Five star PALS carefully navigate
political propositions where conflict is kept at a minimum and power is not used against staff
needs and interests. “Political activity is more dominant under conditions of diversity than of
homogeneity. Agreement and harmony are easier to achieve when everyone shares similar
values, beliefs and cultural ways (Bolman & Deal, p. 196).

Scarce resources suggest that politics will be more salient and intense in difficult times
(p. 196) Where people are viewed as resources for five star PALS, that also includes the PAL.
The five star PALS view themselves as a resource to be used to make themselves available for
these roles that are teacher or part time staff or break staff roles. They seem to flow in and out of
these roles effortlessly.
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Goals are not set by edict at the top but evolve through an ongoing process of negotiation
and bargaining (p. 197) Bolman and Deal regard organizations as coalitions. With regard to the
key assumption of power and decision making, influence depends on how much power is
mobilized. Alliances form because members have interests in common and believe they can do
more together than apart (p. 201) Bolman and Deal state that there is conflict in all organizations
(p. 207). In tables 7.1-7.3, Three star PALS demonstrate horizontal, vertical and cultural conflict
in the boundaries between levels; ie, PALS and LAPN staff where compliance to LAPN is
concerned. In this way three star PALS embody horizontal conflict in the boundaries between
departments and divisions; ie, the program and LAPN organization, and as such there is conflict
between LAPN and the program overall. Horizontal conflict is not directly with LAPN, but
exists because the PAL infuses the cultural fabric through their words and actions, which allows
for it.
Five star PALS nurture alliances, which form because members have interests in
common, in particular goals and values to stakeholders. Boundaries between departments and
divisions have clear delineation, however horizontal, vertical and cultural harmony are evident in
five star PALS political structure.

With regard to the key assumption of conflict in organizations, horizontal conflict occurs
in the boundary between departments or divisions. Vertical conflict occurs in the boundary
between levels. Cultural conflict occurs between groups with differing values, traditions, beliefs
and lifestyles. (p. 207) “Vertical conflict occurs in the boundary between levels” (Bolman &
Deal, p. 207). Three star PALS in general create vertical conflict. This conflict becomes a part of
the organizational culture and therefore becomes cultural. “Cultural conflict occurs between
groups with differing values, traditions beliefs and lifestyles (p. 207). Three star PALS generally
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articulate their preferences through edict. LAPN staff, seem to respond to this way of articulating
preferences. Three star PALS speak of their conflict with staff and their misalignment of values
with staff, also noting that there is staff conflict with staff.
The three star PALS also demonstrate a unique discovery in that there are expressed
examples of cultural conflict taking place motivationally within the PALS themselves. In the
way that they view themselves politically, particularly when asked How do you balance their
relationship with staff as their manager?
Five star PALS articulate their preferences through the actions of their day to day
activities. They create minimal political conflict via their communication as it relates to what
matters to the team and the overall goal. This is indicative of collective efficacy. Three star
PALS articulate their preferences through edict. In this way, it is difficult also to mobilize
alliances.” Influence depends on how much power is mobilized. Alliances form because
members have interests in common and believe they can do more together than apart (Bolman &
Deal, 2008, p. 201).
Chapter five will present implications related to understanding the effects of
administrative leadership necessary to create and sustain a successful preschool program under
performance based contracted, subsidized settings.

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CHAPTER FIVE: DISCUSSION
Introduction
Federal and state funded early childhood education (ECE) programs have been in
existence in the United States since the early 1960’s with the introduction of Head Start (Keegan,
2002). Accountability standards created to address the health and safety of children, as well as
the qualifications of staff began as derisory practices, and has since, sparked our national
dialogue about quality of childcare programs. Today, with both the federal funding and
accountability standards, which preschool programs now must maintain in order to sustain their
funding, increased demands on administrative leaders to be highly educated, experienced and
effective leaders in ECE is essential to maintaining quality programs, and leading exceptional
teaching staff.
Currently there are a variety of subsidizing agencies funding preschool programs. It
becomes important then, to understand the construct of leadership, and its vast theoretical and
conceptual frameworks. Leadership is constructed within a social context, yet also influenced by
current public policy. For example, “the concepts of target and performance outcomes dominate
and leaders need to deliver this in a way that is appropriate.” This is exceedingly true for current
administrative leaders in early childhood education, for administrative leadership in effective
settings is characterized by a clear vision and when the curriculum and pedagogy is shared by
everyone working in the setting (Blatchford, 2008).
There exists a much larger body of research on publicly funded preschool composed of
state evaluations (e.g., Gormley, Phillips, & Gayer, 2008; Frede, Jung, Barnett, & Figueras,
2009; Hustedt, Barnett, Jung, & Friedman, 2010), which examine classroom quality, teacher
qualifications, and teacher instructional practice; however, much less research has been
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conducted on the impact on Preschool Administrative Leaders, referred to in this research as
“PALS” and less still is still known about the administrative leadership impact on climate and
staff working within publicly funded programs. The relatively small body of research that
currently exists on administrative leadership in preschool has focused on the relations between a
measure of program quality via child outcomes and the qualifications and experience of child
care directors (Helburn, 1995; Bloom & Sheerer, 1992; Muijs, Aubrey, Harris, & Briggs, 2004;
Whitebook & Sakai, 2004). These studies have uncovered that well educated and stable leaders
positively influence children’s experiences and outcomes. However, of the small amount
research on preschool leadership, even fewer studies have examined how child care directors
approach their work (e.g., Muijs et al., 2004; Sanders, Deihl, & Kyler, 2007). Each of these
studies fail to study the administrative leadership necessary to create and sustain a successful
preschool program under such performance based contracted and subsidized settings.
Thus, this study hopes to add to the growing body of scholarly literature on the issue.
This chapter provides a summary of the study, including the statement of the problem, a review
of existing literature pertinent to the topic, the methodology employed, and the findings related
to the four research questions put forth at the beginning of the study. In closing, implications and
recommendations for future studies will also be offered.

Statement of the Problem
While it is known that financial support from state and federal funding for subsidized
preschool based on performance contracts is only a few years old in Los Angeles county, such
literature on how administrator’s in these settings uniquely lead these programs to success has
not yet been studied. There are no current ways to measure successful leadership in preschool
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programs, let alone under high stakes conditions. It is not known specifically how to understand
and identify what practices administrative leaders in high stakes ECE programs use and in
particular what behavioral indicators of administrative leadership positively correlate to high
stakeholder performance, and how successful administrative leaders create a climate of culture
where such success can flourish and be sustained.
This study is purposeful, in that knowing the indicators of successful administrative
leadership in early care and education settings increases the likelihood that federal funding is
being utilized under effective stewardship.

Research Questions
In order to understand and identify what practices administrative leaders in high stakes
ECE programs use, what behavioral indicators of administrative leadership positively correlate to
high stakeholder performance, and how successful administrative leaders create a climate of
culture where such success can flourish and be sustained, two research questions directed the
examination and interpretation of the data and findings: (a.) How do preschool administrative
leaders in successful ECE programs influence staff performance in performance-based, high-
stakes settings? (b.) What leadership attributes do successful preschool administrative leaders
possess in order for their preschool programs to be successful in performance based settings?

Review of Current Literature
In the initial years before popularity of preschool programs began to increase, leadership
within preschool settings went without much oversight, and the level of accountability to these
programs in California, as guided by Title 22 regulations for licensed childcare led to varying
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levels of quality (Mareoff, 2006). In the past decade, programs have focused on increased
accountability and a demonstration of increased quality (eg; health and safety standards) by
means of government funded, subsidized preschool programs (Barnett, Robin, Hustedt &
Schulman, 2004) in which subsidy is tied to performance.
PALS in preschool programs are charged with influencing the organizational climate and
the relation between the organizational climate and the influence on behavior and attitudes of the
members of that organizational setting (Bloom, 2010). Another provision of preschool
administrative leaders in performance-based settings is to meet their contractually obligated
performance standards. This type of service provision ties the preschool contractor’s payment as
well as any contract extension or renewal of the contract to their achievement.
New theories of leadership state that leaders must provide meaningfulness to work by
joining the collective people within that workplace in the creation of moral purpose and
commitment rather than coercion through affecting tasks, compensation or other material
incentives (Shamir, House, & Arthur, 2001). The past three decades has provided current genres
of leadership theory, sometimes alternatively referred to as “charismatic,” or “transformational”
(Bass, 1985; Shamir, House & Arthur, 1993; Bass & Riggio, 2012). Theories such as
Transformational Leadership emphasizes intrinsic motivation on the positive development of
followers. In addition, it provides a current view of the leadership sought by today’s complex
organizations, where followers not only seek an inspirational leader to help guide them through
an uncertain environment but where followers also want to be challenged and feel empowered if
they are to be loyal, high performers (Bass & Riggio, 2012).
Preschool administration and their leadership acumen has more recently been the focus of
intervention projects in an attempt to increase the overall quality of preschool programs. A small
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body of research highlighting the intervention of professional development of center directors
has been conducted within the last two decades such as Early Childhood Leadership Training
Program (Bloom & Sheerer, 1992), Taking Charge of Change (Bloom & Bella, 2005),
Incentives based on performance standards have been advocated to promote productivity
and to direct activity in public organizations. (Heinrich, Heckman & Smith, 2002). Preschool
Administrative Leaders (PALS) who operate their program within high stakes settings, manage
not only their own program, but manage in concurrence with the organization providing subsidy.
Each of these organizations have separate organizational systems; however PALS must negotiate
both systems. Because PALS must operate within both systems, understanding how PALS
simultaneously manage such organizations; which are complex, is key to studying the indicators
of successful preschool leaders. “Effective managers need multiple tools, the skill to use each
and the wisdom to match frames to situations” (Bolman & Deal, 2008). The research will utilize
the four-frame model conceptualized by Bolman and Deal with its view of the structural,
political, symbolic and human resource frames which exist in an organization.
While there are a variety of leadership theories to provide explanation for leadership
behavior and its effect on followers, and while current leadership research primarily rests on a
theory of charismatic leadership in terms of motivational constructs, those theories assume there
is a relationship between leader behaviors and their transformational effects. There is a need to
understand which leadership behaviors are demonstrated to operate effectively within a high
stakes environment, to better explain why such behaviors lead to successful high stakes
preschool programs.

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Methodology
A mixed methods approach, utilizing both quantitative and qualitative analysis, was
employed. Preschool administrative leaders (PALS) and their LAPN teaching staff were
presented with individual demographic surveys that consist of forced-choice and open-ended
questions, as well as an individual survey for each group that consisted of forced-choice, Likert
scale questions through the use of Bolman and Deal’s four leadership frames. A t-test was
conducted on the 8 responses for the PALS survey and on the 14 responses for the LAPN staff
survey. The results from the surveys were analyzed using SPSS. In addition, an analysis of PALS
traits, practices and philosophy through observations which consisted of two hours of observing
the preschool administrative leader’s communication with teaching staff, rituals, strategies,
decision-making and the cultural environment, and interviews comprised of sixteen interview
questions, which were derived from each of the Four Frames; structural, human resource,
symbolic and political.

Discussion of Findings

Research question #1: How do preschool administrative leaders in successful ECE programs influence
staff performance in performance-based, high-stakes settings? In relation to the way the successful
Preschool Administrative Leaders (PALS) of high-stakes, performance-based preschool programs differ
from their counterparts, two pronounced differences emerged as a powerful themes to this question.
Having a desired impact was the first theme, where each PAL articulated and demonstrated
having a desired impact on staff, including strategies to sustain organizational conditions for high
quality. Having an influence on organizational conditions was the second theme, where each PAL
articulated and demonstrated their direct influence on a climate of trust and innovativeness, which were
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strategies to cultivate staff performance for consistency to organizational conditions for high quality.
With both themes, there were correlations to Charismatic Leadership traits. These aligned with Bolman
and Deal’s key assumptions for each of the four frames of leadership.
Shamir, House and Arthur (1993), argue that charismatic leaders change the salience hierarchy
of values and identities within the follower’s self-concept, thus increasing the probability that these
values and identities will be implicated in action. Since values and identities are socially based their
control of behavior is likely to represent a shift from the instrumental to the moral and from concern
with individual gains with concern for contributions to a collective. Five star PALS had an impact on
their staff in the way of impact on personal commitment to the leader and mission in terms of values
(symbolic). Five-star PALS consistently demonstrated that values of their preschool programs are truly
centered around the client, which are parents and children. The interview answers, and observations of
the environment made this evident.
Notably, Shamir, House and Arthur (1993), argue that there exists a similarity between the
follower’s self-concept and the perception of the leader. The five star PALS seem to generally have an
effect on their followers because they allow them to feel social identification and value internalization to
the mission, and to the leaders. In this way, it offers LAPN staff and their egalitarian leaders a high
sense of meaningfulness with regard to the tasks they have to do. There was an impact on staff in the
way of impact on organizational citizenship behavior by way of having a developed HR philosophy,
utilizing organizational learning (structural). In this way successful PALS found it important to clearly
delineated and designated roles for teaching staff, which primarily aligned with the values of the
programs where the most important aspect was a focus on the client. There was collective accountability
amongst the PALS and the LAPN teachers in the five star centers. PALS and staff discuss and
implement solutions together. This made self-managing teams (structural) and their contextual variables
137

of who, what , why how, etc., a fundamental basis for successful total quality management (TQM)
which five star PALS emphasize workforce involvement, participation in teaming as an essential
component of serious quality effort.
Shamir, House and Arthur (1993), state that such meaningfulness stem from a high sense of
consistency between their self-concept and their actions as referenced by the leader on behalf of the
collective and the implications of these actions for their self-esteem and self-worth. This could explain
the phenomenon where three star PALS seem to demonstrate internalized conflict, in that
meaningfulness with regard to their tasks do not stem from a high level of consistency between their
self-concepts and their actions. This was evident, for example in Preschool C ( the rating is a reflection
of me) and Preschool G (delegating tasks). This is where there was some overlap into the second
generated theme of organizational conditions. In this way, we see five star PALS promoting
egalitarianism with staff and investing in the development of their staff, which includes keeping
employees continuously informed, encouraging autonomy, participation, redesigning work, fostering
teams, promoting egalitarianism and infusing work with meaning. In turn, the five star LAPN staff
demonstrated a strong personal commitment to leader and values which defined their preschool
program.
With regard to creating organizational conditions, the second emerging theme, where each PAL
articulated and demonstrated their direct influence on a climate of trust and innovativeness. These were
used as strategies to cultivate staff performance for consistency to organizational conditions for high
quality, and there was an impact on staff by the five star PALS Shamir, House and Arthur (1993), argue
that charismatic leaders increase self-efficacy and collective efficacy through expressing positive
evaluations, communicating higher performance expectations, showing confidence in their follower’s
abilities to meet such expectations and emphasizing the individual’s ties to the collective. Five star
138

PALS lateral coordination is constructed of rules and systems and commands, which do not seem to
change staff behavior. Management practices are objective such as the tactical way in which visiting
classrooms on a daily basis is for sharing information and strategizing with staff. Their techniques are a
combination of formal and informal and coordinated roles and task forces and networks that are very
clearly structured as tactical measures to address organizational needs in a positive and affirming
manner.
Thus the five star PAL provides a point of reference and a focus for LAPN staff’s emulation and
vicarious learning. This is sometimes exemplified by the PALS display of self-sacrificial behavior
(swapping roles and teamwork) in the interest of the mission, by taking risks, making personal sacrifices
and engaging in unconventional, ideological behavior (Congern, Kanungo, 1987) (Sashkin, 1988),
which five star PALS incited their LAPN staff to emulate. Five star PALS demonstrate their own
courage and conviction and earn credibility and serve as a role model, the values of the vision and the
mission of the organization. This aligns with Bolman and Deal’s symbolic frame, which also discusses
how the leader embodies the values, beliefs and behaviors, and self-sacrificial behavior, risk-taking and
so forth. In this way, mobilizing alliances (political), power and decision-making and structuring
resources is easier as PALS consider themselves members of the same team with staff, with the clear
goal and interest of serving the children and parents. Cultural conflict is minimized, and horizontal,
vertical and cultural harmony (political) are evident in five star PALS organizational structure.

Research question #2: What leadership attributes do successful preschool administrative
leaders possess in order for their preschool programs to be successful in performance based settings?
The second of the three themes generated; which was demonstrated presence where each PAL
articulated and demonstrated presence by embodying and modeling values, behavior and beliefs,
139

shared mission, vision and goals, which were used as strategies to influence current organizational
conditions for high quality. This demonstrated presence, specifically address the charismatic traits and
behavior PALS either possessed or did not possess.
With regard to charismatic leadership, Shamir, House and Arthur (1993), state that
charismatic leaders achieve transformational effects through implicating the self-concept of their
followers. With regard to self-concept as an intervening variable and further effects on followers
they, suggest that the effects on follower’s self-concept by the leader, mediate other effects of
charismatic leaders on the followers. For example, we see in the key assumption of cultural
heroes (symbolic) that five star PALS often made reference to a collective identity, using words
like “we” and “us” often, whereas three star PALS used “I,” “me,” and “they” consistently
during the interview. Shamir House and Arthur note that as charismatic leaders provide salience
of a shared identity, they also increase the likelihood of their staff expressing self-sacrificial,
collective-oriented behavior, such as egalitarianism as a collective value. Five star PALS
embodied egalitarianism and a shared mission symbolically through their day-to-day activities
and actions. Changes in follower’s self-concept produce effects through the motivational
mechanisms of self-expressions, self- consistency, and the maintenance and enhancement of self-
esteem and self-worth. This is evident, in that five star PALS found agreement, harmony and
alliances with staff (political) because they view themselves as a resource to be used. They
seemed to flow in and out of all staff roles effortlessly. Five star PALS carefully navigated
political propositions where conflict was kept at a minimum and power was not used against
staff’s needs and interests.
Shamir, House and Arthur (1993), propose that there is a linkage formed by charismatic
leaders between follower’s self-concept and the leader’s mission. This was evident, in that we
140

saw differences in the three and five star LAPN staff’s personal commitment to the leader and
the mission. Five star PALS and their LAPN staff have alignment to the mission and with each
other with regard to what the PALS ask of their staff. It is here where the developed and
implemented HR philosophy overlapped with question one in the sense that successful PALS
transmit the message that management practices are not didactic. Solutions are always created
together and are tactical. Successful PALS seem to realize that people are the ample resources,
and people are resources for support.
This increased social identification and value internalization lead to a high willingness to
make personal sacrifices such as we saw with Preschool D (office run) and Preschool B (spend
the night), Preschool F (covering for staff who needed to leave) and Preschool A (shopping for
incidentals). Here is evidence of personal sacrifices for the collective mission, as articulated by
the leader, and a level of “extra role” which is organizational citizenship behaviors. Such
behaviors are of particular interest because they are the voluntary behavioral manifestations of
performance beyond expectations. This is viewed as an exertion of effort and self-sacrifice in the
interest of the work-team or the larger organization. In order for this to work well, successful
PALS often demonstrate expressing confidence in their followers and emphasizing a collective
identity (Shamir, House and Arthur, 1993). Five star PALS utilized tasks and linkages in small
groups (structural). There was little to no confusion in roles and goals due to this structure, and
communication modes with staff were demonstrated in ways that maintained trust and proximity
between staff. Through the actions of their day to day activities five star PALS created minimal
political conflict via their communication as it related to what matters to the team and the overall
goal.

141

Ancillary Findings
The exception to the findings was that the quantitative data did not support the qualitative
findings in all of the four frames posited by Bolman and Deal (2008) but two which were the
structural and the symbolic frame. The data from the LAPN staff survey indicated LAPN
preschool teachers of five star rated preschool programs and LAPN preschool teachers of three
star rated preschool programs perceive their PALS communication with staff, rituals, strategies,
decision-making and the cultural environment similarly. A ttest performed for each survey which
measured LAPN staff’s leadership perceptions using Bolman and Deal’s (2008) Four Frames
indicated that there was no significant difference between those who were three star and those
who were five star preschool programs. There was no statistical significance in the tables (1.1,
1.3, 2.1, 2.3, 3.6, 4.0, 6.7, 6.9) identifying group statistics between PALS and their LAPN staff
with regard to the quantitative data for each frame of leadership posited by Bolman and Deal.
However, A t-test performed for each survey which measured PALS leadership perceptions
using Bolman and Deal’s (2008) Four Frames indicated that in two of the four frames the mean
score of five star PALS was slightly higher than three star PALS in the symbolic and structural
frame. The data from the PAL survey indicated preschool administrative leaders (PALS) of five
star rated preschool programs and PALS of three star rated preschool programs perceived their
communication with staff, rituals, strategies, decision-making and the cultural environment
differently. Moreover, quantitative data aligned with the results of the qualitative data,
underscoring theoretical aspects of charismatic leadership (Shamir, House & Arthur, 1993).
The researcher cannot formulate a formal theory from this study due to the limited
amount of fieldwork and sample size, but key assertions did develop and is put forth based on the
contexts of this study.
142

Implications

Here the researcher will discuss how the findings from the study may impact the field of
early childhood education and the conditions for which specific leadership behavior impacts the
quality of high-stakes, performance-based preschool programs. The following are the way in
which this study informs the practice of professionals in early childhood education and how each
could benefit.
1. The research can benefit any contracted, individual program within of a network of
subsidized preschools, such as exists in Los Angeles County and other cities in
America. To uncover the behavioral indicators of successful early childhood
education administrators who are operating programs under performance based
contracts. It is important that we understand what these indicators are so that
administrators can be good stewards of public funding under subsidized settings. Due
to the vast accountability standards and the implications for leadership effects on
those standards, it is administrators who will have the most impact over programs that
operate over public subsidy. Charismatic leadership behavior provides congruent
constructs, as charismatic leaders elicit confidence and enhancement of follower
valences with respect to the mission (Shamir, House & Arthur, 1993)
2. The research can benefit ‘coaches’ or ‘consultants’ who currently provide resources,
advice and feedback using evidence based data for curricular support, parent
engagement, policy implementation and a whole variety of other considerations
preschool program leaders must contend with. Money may be being spent unwisely
by taxpayers for poor subpar early childhood education programs, which the literature
states has a negative impact children (Helburn, 1995; Bloom & Sheerer, 1992; Muijs,
143

Aubrey, Harris, & Briggs, 2004; Whitebook & Sakai, 2004). The point is not whether
some do or some don’t, this research is going to help all administrators of what their
strengths and weaknesses are to improve the programs they are offering to our
children. Coaches and consultants can glean from the research the implications of
supporting subsidized preschool programs on the following, (a) the impact of
leadership on staff (b) The importance of the presence of a shared mission, vision and
goals, and (c) the organizational conditions by which preschool administrative
leaders influence a climate of trust and innovativeness in leadership practice.
3. The research can benefit subsidizing agencies funding preschool programs. The
research suggests that it would behoove subsidizing agencies to create initiatives,
which target all leaders within their organization and create professional development
platforms for those leaders, which include all PALS in order for leaders to create and
manage a pedagogical vision beyond what they already know would be part of their
leadership role (O’Sulivan, 2009).The Obama administration has already announced
to initiate a universal preschool nationwide. It matters because of the impact it will
have on children and families everywhere in the U.S. Charismatic Leadership Theory
posits that exceptional leaders have extraordinary effects on their followers and on
social systems transforming their values, needs, preferences and aspirations of
followers from self-interests into collective interests. Further CLs cause an increase
in follower valences with respect to the mission (e.g., become highly committed to
the leader’s mission, to make personal sacrifices in the interest of the mission) and
demonstrate high performance (Shamir, House & Arthur, 1993).
144

4. The research can benefit any people who are very much concerned about the
wellbeing of their child’s education (Reynolds, et al,. 2001), and who are specifically
with the successful outcomes of the preschool programs their child attends and the
administrative leadership in that setting. Families are important the wellbeing of the
workforce in America so families will be impacted whether they can have access to
successful childhood programs. So for the people who are very much concerned
about our children’s outcomes and wellbeing of their education, they should be
concerned with the successful outcomes of these preschool programs.
Recommendations for Future Research
Charismatic leadership traits and behaviors as posited by Shamir House and Arthur are
salient in the qualitative findings, however, proving their effects on the motivational forces of
self-expression, self-consistency, self-esteem and self-worth of LAPN staff would arguably be an
implication for further research. The psychological and organizational processes in this research
are presented in such a way that the research is limited to how it can justify the charismatic
effects of PALS on followers (personal commitment to leader and mission, self-sacrificial
behavior, organizational citizenship behavior and task meaningfulness). The further effects on
followers is limited to only providing an explanation of how these charismatic leaders, as viewed
through the Four Frames display a certain type of behavior which allows their staff to be
successful. The research cannot explain exactly how these processes produce the charismatic
effects on followers. For example, the intrinsic valence of the symbolic effort may be increased
by making participation in the effort an expression of a collective identity, thus making the effort
more meaningful for the follower. Further research on LAPN staff to specifically measure this
145

phenomenon is needed, as this research only aimed to measure PALS leadership behavior, and
link those traits to the extant literature. The following are recommendations for that research

1. Research and measure LAPN staff follower attributes and follower orientations to
understand if certain types of followers have more potential to be influenced by
charismatic leaders and how susceptible they would be to that influence.
2. Shamir, House and Arthur (2008), also propose that charismatic leadership is more likely
to emerge when performance goals cannot be easily specified and measured and when
leaders cannot link extrinsic rewards to individual performance. What are the conditions
where charismatic leaders can emerge in non-subsidized, performance-based, preschool
programs? What type of environment do charismatic leaders maintain their charismatic
traits and flourish and under what conditions do they not, or does it matter?

Conclusion
The field of Early Childhood Education has advanced in its research of children’s
development, teacher instruction, laws which support and safeguard it’s most vulnerable, and
best practice; not only for teaching, but for administration as well. Amongst these advances, it
still remains that administrative practice and pedagogy remains the least in which research has
added to. To that end, more dialogue on the subject of leadership in early childhood should come
to bare further study if our nation is to advance the implementation of federally funded preschool
endeavors, such as President Obama himself has initiated. At the same time, it is in the interest of
our system of higher education to recognize the importance of these studies, practices and
initiatives, which it has yet to do. Still, the need for high quality preschool programs and highly
146

educated staff continues to be of great need to communities, and yet these needs and interests
have not quite met in either a timely or legislative manner.
In the current climate of subsidized preschool, administrative leadership has taken a more
‘business-like’ quality, with the adoption of new assessments such as the Program
Administration Scale as the rubric for quality in preschool administrative leadership. It would be
wise also, to allow for a more holistic view of the development of the preschool administrator
beyond the procedural aspects to include the development of the complex individual with their
complex role as leader.
Studying the psychological constructs of leadership in performance-based settings is a
rather new endeavor. There is much to be learned about the leadership and followership
relational constructs. Much to be learned about the organizational setting and its allowance for
charismatic leadership to effectuate high quality in early childhood settings, regardless of its
programmatic obligations to a governing source of subsidy. However, those who lead successful
preschool programs have demonstrated that despite the very insubstantial amount of education in
administrative leadership available to them, that their practice, ideology, and beliefs effectuate
organizational success. Further, successful preschool administrators seem to share a disposition
of being non-reactive to the contractual standards to which they are held accountable, and rather
look upon it as ‘business as usual.’ With regard to any conflict between leading a program
focused on meaningful work with children and compliance to the organization of subsidy, the
PAL from Preschool F stated, “Take into consideration that if you’re doing meaningful work, all
the parts it took to do meaningful work will add up to be in compliance with whatever we are
being asked to do.” Perhaps high quality ends up not solely being a checklist of program
147

procedure do’s and don’ts, but perhaps it is more of a consequence of program management that
is attitudinal.
On the other hand, leadership attitude alone is no guarantee of success. As one PAL from
Preschool B revealed, “If LAPN wants them to go to school, I want them to go to school. It’s a
bit of a challenge for them to get more of an education, also one of my teachers wanted to get her
M.A., but she did not stay. The work and assessments for them is very hard.” There seems to be
a prevailing issue to be able to successfully lead such subsidized programs under contractual
obligations, when those obligations can at times lead to very unsuccessful climates of change,
instability and management concerns. Shamir, House and Arthur’s theory on charismatic
leadership and Bolman and Deal’s Four Leadership Frames is more likely to be relevant under
conditions that do not favor leadership-based on the use of extrinsic rewards and punishments.
The use of extrinsic incentives require the use of the organizations general conditions to be
effective.
Whether the debate on current preschool administrative leadership consists of measurable
checklists on program procedures or psychological constructs of successful leadership,
leadership in either case requires the ability of the leader to specify and clarify goals (structural
and HR) considerable, available knowledge about the means for achieving those goals
(organizational learning) and objective or highly consensual ways of measuring performance
(objective leadership) as well as a high degree of discretion in the allocation of rewards on the
basis of performance (considered a team member, receiving praise, performance evaluations).To
ignore that preschool administrative leaders too are in need of a vast array of developmental
support is to turn our backs to very core of the values early childhood educators profess to
148

protect; that the early childhood field is a ‘people-processing’ endeavor that is less about
business and more about human development .
Across the board, the data suggests that highly rated and successful PALS demonstrate
specific types of leadership traits, practices and philosophies that concur with Shamir, House and
Arthur’s charismatic leadership behaviors and indeed have an impact on their organizations and
staff and the performance of those organizations and staff, which favor conditions that are of
high quality in their symbolic, political, human resource and structural nature and through the
existence of motivational mechanisms without which, the transformational effects of charismatic
leadership could not be explained.

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149

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Appendix A
Preschool Administrative Leadership Survey

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
I feel the program is
structured to fit our
organizations goals
and tasks

Situations do not sway
me to make structural
changes in the
program.

I feel that structure is
key to a high
performance team.

I expect the program
to meet the needs of
staff, their ideas and
talent.

It is my managerial
style to structure some
formal and informal
managerial roles for
staff

The key to my
management is
inviting diversity and
diverse viewpoints.

I view my
management style as
rational, open and
concerned for others.

When managing staff,
developing their
opportunities is their
responsibility.

I expect my staff to
work hard and meet
the needs of the
program.

I believe compliance is
ultimately more

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

154

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
important than work
being satisfying or
meaningful.
I believe in developing
a shared philosophy
when managing staff.

I view my
management style as
passive.

I view staff to be self-
managing a good
thing.

The key to my
management is
ensuring staff
understand the
philosophy as I
understand it.

I view my
management style as
assertive.

The key to my
management is
including staff in
decision making
activities.

I believe the structure
of the LAPN program
does not necessarily
align with our goals
and tasks.

I believe the key to a
high performance
team is not
emphasizing
structure.

The key to my
management is not
discussing key issues
with staff in order to
protect them.

I view my

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

155

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
management style as
accommodating.
Work should be
meaningful and
satisfying above
compliance

I agree with the type
of program the
organization (LAPN)
requires.

I believe having a
commitment to
diversity and diverse
viewpoints does not
always make good
business sense.

I view my
management style as
integrative (unifying).

It is my managerial
style with staff to have
a clear delineation
between managerial
and non-managerial
roles.

I believe teams need
to be monitored by
management.

Situations prompt me
to make structural
changes in the
program.

I use approaches such
as investing in my
staff in my
management style.

Being egalitarian
(equal) with staff
when making
decisions is not good
management practice.

I believe work should

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

156

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
be meaningful and
satisfying above
compliance.
I believe that all staff
share the same
interests, values,
information, beliefs
and perceptions.

I believe working
relationships with
stakeholders who are
both for and against
the program is good
management.

I believe program
goals are developed
from the top, down.

I believe our program
design must somewhat
convey direction while
first clearly
addressing the
concerns of the staff.

It is my managerial
style when
establishing a design
for the program to
have sensitivity to
what others think and
feel.

I identify relevant
relationships and then
figure out who I need
to influence.

I believe good
management is
shaping the values
and attitudes of staff
by upholding what
our immediate goals
are at the time.

I uphold , that what

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157

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
our values are as a
program are
demonstrated moreso
than what the mission
of the program
articulates.
The type of program
the organization
requires differs from
what I think my
program should be.

I believe program
goals are evolved from
negotiation with all
stakeholders.

I believe my skill and
time is best utilized
when working
relations with
supporters of the
program

I believe that each
staff person has
enduring differences
in values, beliefs,
information, interests
and perceptions of
reality.

I believe relationships
are key to getting
things done, not
reason.

I uphold the mission
of the program, but
the way we get there
as a program can vary
depending on the
values at the time.

I model the values our
program should
uphold

I believe our program

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158

Extremely
untrue of
me
Untrue of
me
Somewhat
untrue of
me
Somewhat
true of me
True of
me
Extremely
true of me
design must somewhat
convey the concerns of
the staff while first
establishing a clear
direction.
It is my management
style to rely on reason
rather than
relationships in order
to get things done.

It is important as a
manager not to get
deterred by being a
constant role model
for the program.

I believe what others
think and feel has
little to nothing to do
when setting a design
for the program.

I believe good
management is
shaping the values
and attitudes of
stakeholders by
upholding the
traditions and
customs unique to our
program.

Copyright © Christine E.Wilson 2013, All Rights Reserved.

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

159

Appendix B
Teaching Staff Survey

Extremely
untrue of
Him/Her
Untrue of
Him/Her
Somewhat
untrue of
Him/Her
Somewhat
true of
Him/Her
True of
Him/Her
Extremely
true of
Him/Her
My administrator
makes it clear that my
work pay is based on
the quality of my
performance

My administrator
makes references to
the Mission and/or
Vision and/or Goals
often

I view my
administrator’s style
as rational, open and
concerned for others

My administrator
takes careful
consideration first
before making
structural changes in
the program.

I think that my
administrator could
provide me with more
positive feedback

My administrator
pressures us to
perform at a high
quality to get a pay
increase

My administrator
expects the program
to meet the needs of
staff, their ideas and
talent.

My administrator
invites diversity and
diverse viewpoints

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160

Extremely
untrue of
Him/Her
Untrue of
Him/Her
Somewhat
untrue of
Him/Her
Somewhat
true of
Him/Her
True of
Him/Her
Extremely
true of
Him/Her
Mission and/or Vision
and/or Goals are well
developed and
included my input

My administrator
acknowledges me
when I do something
successful

My administrator
expects that work
should be meaningful
and satisfying above
compliance

I view my
administrator’s style
as assertive.

My administrator
provides me with
opportunities to
handle challenging
activities.

Whether or not I get a
pay increase, my
administrator is
supportive of my
performance

My administrator
provides me with
opportunities to
problem solve /handle
tasks in my own way.

My administrator
communicates with
me in positive and
affirming ways

I view my
administrator’s style
as passive.

There are some
formal and informal
managerial roles for
staff.

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161

Extremely
untrue of
Him/Her
Untrue of
Him/Her
Somewhat
untrue of
Him/Her
Somewhat
true of
Him/Her
True of
Him/Her
Extremely
true of
Him/Her
I believe the
administrator agrees
with the type of
program the
organization (LAPN)
requires.

The administrator
upholds the mission of
the program
consistently.

My administrator
depends on
evaluations and
earning rewards to
determine if I can
handle problems and
tasks.

I think my
administrator should
trust me with more
challenging activities
to do in the program.

I view my
administrator’s style
as integrative
(unifying).

My administrator’s
viewpoint is that
teams need to be
monitored by
management.

My administrator’s
viewpoint is that self-
managing staff is a
good thing.

My administrator
expects staff to work
hard and meet the
needs of the program.

My administrator
expects that
compliance is

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162

Extremely
untrue of
Him/Her
Untrue of
Him/Her
Somewhat
untrue of
Him/Her
Somewhat
true of
Him/Her
True of
Him/Her
Extremely
true of
Him/Her
ultimately more
important that work
being satisfying or
meaningful.
The administrator
upholds the mission of
the program, but
depending on the
values at the time.

The administrator
manages by ensuring
staff understand the
philosophy as he/she
understands it.

I believe the type of
program the
organization (LAPN)
requires differs from
what the
administrator thinks
the program should
be.

I view my
administrator’s style
as accommodating.

Our values are as a
program are
demonstrated by the
administrator more-so
than what the mission
of the program
articulates.

The administrator
manages staff by
developing a shared
philosophy.

My administrator
does not often
communicate with me
in positive and
affirming ways

The administrator

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163

Extremely
untrue of
Him/Her
Untrue of
Him/Her
Somewhat
untrue of
Him/Her
Somewhat
true of
Him/Her
True of
Him/Her
Extremely
true of
Him/Her
shapes the values and
attitudes of staff by
upholding the
traditions and
customs unique to our
program
There is a clear
delineation between
managerial and non-
managerial roles.

The administrator
shapes the values and
attitudes of staff by
upholding the
traditions and
customs unique to our
program

The administrator
shapes the values and
attitudes of staff by
upholding what our
immediate goals are at
the time.

I feel the
administrator could
better model the
values our program
should uphold.

The administrator
used storytelling,
personal and
historical to convey
their ideas about the
program

The administrator
models the values our
program should
uphold.

Copyright © Christine E. Wilson 2013, All Rights Reserved.

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

164

Appendix C
Preschool Administrative Leadership Interview Sample Questions

1. Describe how you communicate with staff.
2. How would you describe your feedback style?
3. Is communication with your staff important?
4. What happens when staff have a great performance?
5. How do you celebrate great performance with staff?
6. How to you balance your relationship with staff at their manager?
7. What is your philosophy behind management and non-management tasks?
8. What is your philosophy behind management and non-management tasks with regard to
LAPN compliance?
9. Do you ever reward staff?
10. How do you determine if staff members can handle specific tasks?
11. Do staff ever receive bonuses?
12. What is your personal philosophy around management and managing teams?
13. How can staff earn more pay?
14. Does your management style emphasize that work more meaningful or compliance more
meaningful?
15. Do you feel that staff need to be on board with your personal philosophy?

INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

165

Appendix D
Quality Preschool Program Survey

Quality Preschool Program Survey

1. Please provide the name of your Preschool Program

Please provide the name of your Preschool Program
2. How long have you been a Los Angeles Preschool Network (LAPN) provider?
How long have you been a Los Angeles Preschool Network LAPN) provider? 0-2 years
2-4 years
4-7 years
This question requires an answer.
*
3. Please choose what type of LAPN program you provide. Choose all that apply.
Please choose what type of LAPN program you provide. Choose all that apply. 1
classroom: am session
1 classroom pm session
1 classroom am/pm session
2 or more classrooms am session
2 or more classrooms pm session
2 or more classrooms am/pm session
Other (please specify)
4. How are you classified as an administrator?
How are you classified as an administrator? Executive Director
Director Associate Director
Multi-Site Supervisor
Site Supervisor
5. How many personnel staff do you lead?
How many personnel staff do you lead? 1-5
6-10
11-15
16-20
20+
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166

6. How many teachers (including assistant teachers) do you lead?
How many teachers (including assistant teachers) do you lead? 1-5
6-10
11-15
16-20
20+
This question requires an answer.
*
7. What is you most recent recertification score for assessing the environment (ECERS)
What is you most recent recertification score for assessing the environment (ECERS) 3.00 -
4.00
4.00 - 5.00
5.00 - 5.50
5.50 - 6.00
6.00+
This question requires an answer.
*
8. What is you most recent recertification score for assessing teacher/child interactions
(CLASS)
What is you most recent recertification score for assessing teacher/child interactions
(CLASS) 3.00 - 4.00
4.00 - 5.00
5.00 - 5.50
5.50 - 6.00
6.00+
This question requires an answer.
*
9. What is the most recent star rating for your lead teacher(s)? Choose all that apply.
What is the most recent star rating for your lead teacher(s)? Choose all that apply. 1 teacher
3-Star
2 teachers 3-Star
3 teachers 3-Star
1 teacher 4-Star
2 teachers 4-Star
INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

167

3 teachers 4-Star
1 teacher 5-Star
2 teachers 5-Star
3 teachers 5-Star
This question requires an answer.
*
10. What is the most recent star rating for your assistant teacher(s)? Choose all that apply.
What is the most recent star rating for your assistant teacher(s)? Choose all that apply. 1
teacher 3-Star
2 teachers 3-Star
3 teachers 3-Star
1 teacher 4-Star
2 teachers 4-Star
3 teachers 4-Star
1 teacher 5-Star
2 teachers 5-Star
3 teachers 5-Star
This question requires an answer.
*
11. What is your LAPN tier rating for parent engagement?
What is your LAPN tier rating for parent engagement? Tier - 1
Tier - 2
Tier - 3
This question requires an answer.
*
12. Does your center provide the following for personnel staff? Choose all that apply.
Does your center provide the following for personnel staff? Choose all that apply.
Regularly scheduled staff breaks
Planning time for curricular activities
Regularly scheduled staff meetings
Staff aknowledgements
13. Does your preschool program use a pre-screening tool for identifying children with
disabilities? Please describe it.
Does your preschool program use a pre-screening tool for identifying children with
INDICATORS OF SUCCESSFUL ADMINISTRATIVE LEADERSHIP PRACTICE

168

disabilities? Please describe it. Yes.
No.
Other (please specify)
This question requires an answer.
*
14. Has your preschool program had a case conference with LAPN in the last 12 months?
Has your preschool program had a case conference with LAPN in the last 12 months? Yes.
No.
This question requires an answer.
*
15. As an administrator, have you had any formal professional development on the topic of
Leadership? If yes, please describe.
As an administrator, have you had any formal professional development on the topic of
Leadership? If yes, please describe. Yes.
No.
Other (please specify)
This question requires an answer.
*
16. What is your approximate age?
What is your approximate age? 18-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
60+
Next

Ethnicity
Type of Degree Earned

Abstract (if available)

Abstract The purpose of this study was to understand how administrative leaders in high stakes, performance-based, preschool programs lead, motivate stakeholders and create climate within their preschool program to be successful in the face of increased professional demands and assessments under public subsidy. Four Leadership Frames and Charismatic Leadership was used to compare the leadership practices and attributes of preschool administrative leaders and the leadership perceptions of their teaching staff in highly rated and low rated subsidized preschool centers. Two key elements of successful preschool administrative leadership were studied

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