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Transformational leadership: a quantitative analysis of required courses in library science masters programs
Dissertation   Open access

Transformational leadership: a quantitative analysis of required courses in library science masters programs

Christine King Crefton
Doctor of Education (Ed.D.), Drexel University
Jun 2022
DOI:
https://doi.org/10.17918/00001096
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Abstract

Competency-based education Core competencies Education--Curricula Library science--Vocational guidance MLS Transformational leadership
Research indicates that transformational leadership competencies are among valuable skills that are needed in a competitive job market. While there is a plethora of literature on predictions for the future of libraries, librarians' changing roles, gaps in technical and behavioral competencies and job knowledge, and the need to revamp the library science curriculum; this work adds to the literature on the importance of transformational leadership competencies in the education and professional development of librarians. The purpose of this non-experimental causal-comparative quantitative study was to investigate the extent to which transformational leadership competencies were present in required course curriculum of American Library Association (ALA) accredited library science master's degree programs (MLS). Required course syllabi of a stratified random sampling (n=15) of ALA-accredited Library Science Master Programs in the United States (N=55) were examined to investigate for differences between program requirements, transformational leadership competencies, and program national rankings as designated by US News and World Report (2021). The sample of MLS ranked programs included a top ranked (n=5), a middle ranked (n=5), and a bottom ranked (n=5) tier. Data were acquired through online course catalogs and official websites of MLS programs and were reviewed using software that identified the frequency of pre-defined keywords and terms collected and curated from literature as well as existing research. A thorough review and content analysis were used to investigate the presence and frequency of transformational leadership competencies within the required course syllabi. Descriptive statistics and multiple statistical analyses were conducted that determined there were no statistically significant differences between program requirements and tiers, between transformational leadership competencies in general, regardless of tier; and between transformational leadership competencies among and within tiers. Implications of the exclusion or inclusion of transformational leadership competencies and the importance of these competencies to the preparation of new librarians are discussed. Results and discussion provide recommendations to curriculum designers, library decision makers, and the ALA that can be used to ensure consistency of MLS required programing, accreditation standards, core competencies, and professional development opportunities to maintain and promote relevancy. Keywords: transformational leadership, competencies, library science, MLS, ALA-accredited, core competencies

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