Abstract
The purpose of this inquiry was to examine the effectiveness of male and female educationalleaders who made use of the invitational leadership style of leadership in their k-12 schoolsettings. Study participants consisted of 14 principals (7 female and 7 male) and 164 teachers.While quantitative findings revealed a statistically significant difference between the usages ofinvitational leadership qualities in effective schools versus less effective schools, there were nodifferences based on gender. Follow-up interviews with teachers and principals established thatteachers believed that the invitational qualities of respect and trust were the most influentialleadership qualities, while principals viewed trust as the predominant influencing factor.
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