Gender Leadership Styles in Higher Education: A Transformational Leadership Study

The purpose of this quantitative study was to compare gender leadership styles and characteristics in higher education: measuring the effects of those leadership styles on student perceptions. The participants were full and part-time undergraduate and graduate students currently enrolled in a higher education institution. A closed structured five point Likert-type scaling instrument was created based upon the work in transformational leadership, of Burns (1978) and Bass (1985). The instrument went through a three-phase validation process for reliability and validity, using the Cronbach’s alpha (α) statistical technique. The study results showed a statistically significant degree of transformational leadership reflected in female and male leaders within the university by study participants. Study results also showed no statistically significant difference in participant perceptions of transformational leadership by leader gender. These findings can help educational leaders understand the importance of transformational leadership style and how paramount it is to the success of the institution and student body.