An exploratory search for how an elementary principal's transformational leadership practices promote teacher professional development

The purpose of this study was to investigate how an elementary principal's transformational leadership practices promote teacher professional development. An ethnographic approach provided the framework for this study. Participant observations, structured interviews, and archival documents constituted the primary sources of data collection and analysis.;Within this setting, the behaviors and interactions of an identified transformational principal were determined as promoting the growth and development of teachers. These behaviors and interactions that expressed how this elementary principal promoted teacher professional development were evidenced through his focus on: (1) creating bonds and building relationships, (2) encouraging growth through the identification of interests and needs, (3) providing for necessary resources, (4) formal and informal involvement practices in decision-making and observations, and (5) acknowledgments of individuals and groups.;Specific conclusions can be drawn from this research on how transformational principals promote teacher professional development. First of all, the transformational leader recognizes that teacher professional development is both an individual and group development process. Next, there is a direct relationship between the teacher's involvement in growth opportunities and the principal's view of the importance of teacher professional development. A third conclusion that can be drawn is that a reciprocal form of communication is key to the growth and development of teachers. The evidence that collaboration is an important process of moving toward the development of teachers can be drawn. Transformational leadership also views principal and teachers as true partners in the educational programming of the school. The final conclusion that can be drawn from this study focuses on trust. Trust is developed and maintained among the principal and teachers, and teachers and their peers through accountability, predictability, and reliability of these individuals and groups.;This study suggests that specific principal behaviors and interactions promote the growth and development of teachers. Implications for practice and research are discussed.