Abstract
This quantitative correlational study investigated the relationship between self-perceived transformational leadership and self-perceived resilience within the confines of higher education leadership. This dissertation is written from a professional practice doctorate (PPD) perspective. A discussion of the PPD and its components is provided along with two critiques relating to distributive leadership in secondary education and emotional intelligence in higher education leadership. A review of the literature showed a limited amount of research had been performed when jointly combining the conceptual frameworks of transformational leadership and resilience within the confines of higher education leadership. The 45-point Multifactor Leadership Questionnaire (MLQ) and the 25-point Connor-Davidson Resilience Scale (CD-RISC) were administered. The demographic data variables collected included individuals' gender, age, leadership position level, years of employment with the university, years of experience in higher education, and completed level of education. The results of this study showed a moderately strong statistical positive correlation exists between self-perceived transformational leadership and self-perceived resilience within higher education leadership. Transformational leadership and resilience do not appear to be affected by age, gender, experience, leadership level, or educational attainment. However, transformational leadership and resilience are affected by years of employment, or institutional longevity, with the university where this research was performed.