Transformational_leadership_school_improvement_Chapter4_Part23.docx - Similarly the six dimensions of Improvement have significant relationships with

Transformational_leadership_school_improvement_Chapter4_Part23.docx

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Similarly, the six dimensions of Improvement have significant relationships with coefficients ranging from .337 to .771 indicating negative to high correlation. These results indicate that improvement in school system with Professional interest is explained by an effective School Improvement. As presented in the table, Improvement has positive and significant correlation with Staff freedom with coefficient of .740 indicating high positive correlation. Similarly, the six dimensions of Improvement have significant relationships with coefficients ranging from .492 to .779 indicating moderate to high correlation. These results indicate that improvement in school system with Staff freedom is explained by an effective School Improvement. As presented in the table, Improvement has positive and significant correlation with PDM with coefficient of .775 indicating high positive correlation. Similarly, the eight dimensions of Improvement have significant relationships with coefficients ranging from .562 to .745 indicating moderate to high correlation. These results indicate that improvement in school system with PDM is explained by an effective School Improvement. As presented in the table, Improvement has positive and significant correlation with Innovation with coefficient of .742 indicating high positive correlation. Similarly, the six dimensions of Improvement have significant relationships with coefficients ranging from .506 to .672 indicating moderate to high correlation. These results indicate that improvement in school system with Innovation is explained by an effective School Improvement. As presented in the table, Improvement has positive
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