Exploring the Relationship Between Transformational Leadership and Appreciative Intelligence®

Abstract

Leading change in public schools has long been the focus of numerous researchers. That research has led to providing detailed stages of leading change, the identification of specific steps leaders need to take to manage change, and identifying some styles of leadership that may support sustainable change within an organization, (Cameron, 2013; Knoster, 1991; Lewin, 1989; Scharmer, 2009). However, little research has been conducted on the reaction of followers during a complex change and whether or not leadership's Appreciative Intelligence® can change the often negative reaction of followers to one of support and positivity (Whitaker, Thatchenkery, & Godwin,, 2020). The purpose of this study was to explore the relationship between transformational leadership and Appreciative Intelligence®. This explanatory sequential case selection variant research (Creswell & Clark, 2018) study used purposive sampling based on survey results to identify six educational leaders in a Southern New Hampshire School Administrative Unit who scored in the low and high ranges on the Appreciative Intelligence® survey. Information gathered focused on the approach used by these participants to lead change, their perspective about change leadership, and participants' self-reflection on challenges and successes when leading transformational change. These data collected from interviews and field notes were analyzed and findings revealed the higher the Appreciative Intelligence® score the more transformational leadership traits the administrator discussed as their own in the interviews. The results of this study provide insight into the relationship between change management and Appreciative Intelligence® . This research has future implications for coaching, hiring practices, and teacher evaluation within the organization in which the study was conducted.