Date of Award


Document Type

Open Access Dissertation


Educational Studies


College of Education

First Advisor

Ryan G. Carlson


Transformational leadership is a style of leadership that is well suited for the nature of the modern school counselor. Previous research has shown the ways in which a school counselor can incorporate transformational leadership components into his or her school counseling program. However, little research has currently been conducted to assess what factors contribute to counselors’ self-perceived transformational leadership. This study aimed to examine influential factors in the development of transformational leadership skills of school counselors across the United States. This study took into account age, years of experience, school setting (i.e., elementary, middle or high school) and leadership in a professional organization. As such, a sample of 102 practicing school counselors completed a demographic form and the transformational leadership inventory. A multiple regression examined if age and/or years of experience have a relationship to self-perceived transformational leadership skills. In addition, an ANOVA assessed the differences that exist among counselors in different school settings (elementary, middle, or high school) and school counselors who have held leadership positions in professional organizations on their self-perceived transformational leadership abilities. Results indicated there is no statistical significance between age and self-perceived SCTLI scores, but there is a negative correlation between years of experience and SCTLI scores. Additionally, there are no significant differences between school settings, but a positive correlation between prior/current professional organization leadership and SCTLI scores. Finally, implications for counselor educators and school counselor leaders are discussed.