School of Education


Doctor of Education in Educational Leadership (EdD)


Michael Patrick


presidential turnover, trustees, senior-level administrator, presidential fit, presidential leadership style, budgetary knowledge


Educational Leadership


The purpose of this qualitative single-instrument case study was to explore how leadership styles and funding knowledge impact presidential turnover as experienced by trustees and senior-level administrators using a rural member college of the North Carolina Community College System as the setting. The central question of this study was, how do trustees and senior-level administrators describe their experience with presidential turnover involving the factors of leadership style, institutional funding, and presidential fit? The theories guiding this study were Hersey and Blanchard’s situational leadership theory and Duignan and Macpherson’s educative leadership theory as these theories explain leadership styles which are appropriate for successful leadership practices. A single-instrument qualitative case study method was used to research the leadership styles and funding knowledge as experienced by trustees and senior-level administrators. Data collection included individual face-to-face semi-structured interviews, an anonymous deductive questionnaire, and review of Board of Trustee minutes from the research site. Using the methodologies of Creswell and Yin, data was collected and triangulated to capture meaning units based on responses to the participant interviews, responses of an online anonymous deductive questionnaire, and review of board of trustee minute documents. Results from this study indicated that presidents who are able to adapt to a variety of situations and are competent to learn the necessary information can be successful within the institution.