The purpose of the research study was to determine the correlation between transformational leadership practices of teachers and administrators of a large suburban newly established high school. Twenty-one certified teachers and two certified administrators completed Kouzes and Posner’s Leadership Practices Inventory self-rating scale to rate their own transformational leadership practices and the LPI observer scale to rate the transformational leadership practices exemplified by their administrative team. Demographic information was obtained to determine its relationship to both the self-rating and observer rating outcomes. The findings indicated a significant relationship between teachers LPI observer ratings of the five exemplary leadership practices of their administration with four of the exemplary leadership practices as reported by the teachers on the LPI self-rating scale. The only exception to this finding was encouraging the heart. Encouraging the heart, as rated by the self-rating scale, did not indicate a statistically significant relationship with the five exemplary leadership practices as rated by the observer scale. Gender was the only demographic variable that exhibited statistical significance in regards to any of the exemplary leadership practices as rated by the LPI self-rating scale or the LPI observer scale. The significance of the relationship between the self-rating scale and observer scale was that teachers perceived the success of their leadership practices as a derivative of the principals’ leadership styles. Thus, certified administrators who exhibit effective leadership styles can or may impact the forming of similar leadership styles amongst their certified teachers.

Keywords: Kouzes, Posner, Learning Practices Inventory, transformational leadership, teacher leadership, administrative leadership