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Braxton Bragg on Leadership: a Historical Case Study On BRAXTON BRAGG ON LEADERSHIP: A HISTORICAL CASE STUDY ON LEADER-MEMBER EXCHANGE IN THE ARMY OF TENNESSEE By Robert Daniel Stinson Approved: John A. Freeman Vicki N. Petzko Professor Professor (Chair) (Committee Member) Wilfred M. McClay Lucien Ellington Professor Professor (Committee Member) (Committee Member) Owen Sweatt External Reviewer (Committee Member) Tony Lease A. Jerald Ainsworth Dean of the College of Health, Education, Dean of the Graduate School and Professional Studies BRAXTON BRAGG ON LEADERSHIP: A HISTORICAL CASE STUDY ON LEADER-MEMBER EXCHANGE IN THE ARMY OF TENNESSEE By Robert Daniel Stinson A Dissertation Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements of the Degree of Doctor of Education The University of Tennessee at Chattanooga Chattanooga, Tennessee May 2013 ii Copyright © 2013 By Robert Daniel Stinson All Rights Reserved iii ABSTRACT This historical case study was designed to analyze and describe the quality of the relationships between one historical, military commander, GEN Braxton Bragg, commander of the Confederate Army of Tennessee, and his senior lieutenants, through the lens of a contemporary, relationship-centered model of leadership dynamics, Leader-Member Exchange (LMX). The results of this research fill a void in the examination of historical leadership in light of contemporary theoretical frameworks. In addition, this study enables organizational leaders, from a variety of contexts, to identify the various dynamics between leader-member relationships that influence perceptions of organizational justice, trust, and loyalty. The literature review (1) discusses the legitimacy of history as a source of leadership insight, (2) details the context for the emergence of LMX as a credible relationship-based theoretical framework, (3) identifies the distinctive features of LMX, and (4) anticipates how those features were evidenced in the historical context of the tenure of Bragg as commander of the Army of Tennessee during the most critical days of its history, most notably the 1863 campaigns for Chattanooga. Through a content analysis of the historical record, including the primary source record and seminal secondary sources, the interactions between Bragg and the senior members of his command are analyzed, using the LMX-MDM scale, and synthesized into a general LMX-informed description of the command climate of the Army of Tennessee during Bragg’s tenure. iv While historians have tended to classify officers within the Army of Tennessee as either pro-Bragg or anti-Bragg, the findings indicate a much more complex command climate, with several officers demonstrating indications of anti-Bragg (i.e., out-group) sentiment, several indicating pro-Bragg (i.e., in-group) sentiment, and several demonstrating features of both. While there are myriad reasons for the emergence of out-group and in-group sentiment, it is believed that this synthesis provides contemporary leaders with a model for examining leader- follower relationships within their own organizational settings, as well as with a series of lessons that might inform leadership preparation programs and, in the interest of promoting organizational effectiveness, instruct current leaders in better management of the quality of their relationships with members of their organizations. v DEDICATION With all my heart, I dedicate this to my matchlessly beautiful wife, Whitney, who suffered far more than she should have had to during the past few years. My devotion to this project was an extension of my love for her. I pray that our love will always be characterized by truth and endurance, and I pray that I will never again allow her to feel like a casualty of some ancient battlefield. vi ACKNOWLEDGEMENTS I would like to thank my dissertation committee for their insights, corrections, challenges, and suggestions throughout the entire process of the study. When each of the members agreed to work with me, I knew I had formed a “super committee” and I can’t imagine another doctoral candidate being blessed with a better team. To Dr. Wilfred McClay and Dr. Owen Sweatt, I thank you from the bottom of my heart. To Dr. Lucien Ellington, you have had such a powerful influence upon my thought and I hope that, as I grow as an educational leader, I will honor the lessons you have taught me. To Dr. Vicki Petzko, you have worked faithfully alongside me from the first day of my doctoral coursework to the day of my final dissertation defense. From your tireless encouragement to your powerful critiques and challenges, you have always had a mission-focus on making me better! To Dr. Freeman, you have taken such a profound interest in my work and have gone to bat for me on countless occasions. I cannot begin to express my respect for you, and I am privileged to call you a friend! I would also like to acknowledge Lee White, Chris Young, and James Ogden, III for their willingness to participate in this project as members of my expert panel. Their insights on GEN Braxton Bragg and the Army of Tennessee carry tremendous weight, and their contributions have given this study a significant amount of authority. The seeds of this study were planted years ago in high school and college. For being the most inspirational teachers I’ve ever had, I would like to thank Terry Phelps and Dr. Steven Woodworth. vii Special thanks go to Dr. Richard McMurry, who read and critiqued a very early, rough version of my dissertation proposal and pilot study, and to Dr. Earl Hess, who generously provided a number of insights and pointed me in the direction of a number of GEN Bragg’s letters that I was able to add to my data pool. To my comrades in Cohort 6, especially Ryan Bandy, Jill Beard, Colleen Harris, Ross Ian Vance, and Sharon Ratchford, I thank you for enduring countless discussions on Bragg and for allowing me to use each of you as sounding boards. I would like to thank all of my students as well as my friends and professional “family” at Rossville Middle School in Rossville, Georgia. You’re support carried me through this process. To Wanda Janeway, Wendy Ingram, Joyce Bacon, Laura Voiles, Sheryl Hudson, Ronda Gentry, Donald Shirley, Danielle Ellis, Dan Draeger, Eric Ruvo, Karen Hendon, Steve Lewis, Jessie Lawrence, Chet Hutchinson, and Dr. Jeff Scott, I appreciate each of you especially for listening to my ideas, reading drafts, and offering numerous suggestions. I would like to especially thank Jason Pelham for giving me time to work on this project and keeping me focused with daily encouragement through a particularly difficult time. Aside from my wife and my brother, there is not a friend on earth that I hold more dear! I would like to thank my family for persevering with me through this process: to my mother, Karin, for her unconditional love; to my brother, Michael, for always motivating me and making me laugh; and to my children, Noah, Ella, and Piper, for the countless hours of quality time that they had to sacrifice. Most importantly, to my wife, Whitney, I thank you for being my partner, counselor, confidant, soul sister, and best friend. I love you to the stars! viii TABLE OF CONTENTS DEDICATION ....................................................................................................................... vi ACKNOWLEDGEMENTS ................................................................................................... vii LIST OF TABLES ................................................................................................................. xix LIST OF FIGURES ............................................................................................................... xx CHAPTER I. INTRODUCTION .................................................................................................... 1 Background to the Problem ...................................................................................... 1 Statement of the Problem .......................................................................................... 7 Purpose of the Study ................................................................................................. 9 Research Questions ................................................................................................... 10 Rationale for the Study ............................................................................................. 12 Theoretical/Conceptual Framework .......................................................................... 14 Significance of the Study .......................................................................................... 15 Definition of Terms ................................................................................................... 17 Methodological Assumptions ................................................................................... 19 Delimitations of the Study ........................................................................................ 20 Limitations of the Study............................................................................................ 21 Organization of the Study ......................................................................................... 24 II. LITERATURE REVIEW .......................................................................................... 25 History as a Source of Leadership Insight ................................................................ 25 The Question of Universal Leadership Principles ...................................................
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