An Investigation of the Relationship Among Perceptions of Organizational Climate and Principal Competencies in Elementary Schools PDF Download
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Author: Rita A. Ramsey
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 212
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Author: Rita A. Ramsey
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 212
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Author: Sandra Yuvett LaRoche
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 436
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This study examined the relationship between principal leadership style and climate as perceived by teachers. Eleven elementary schools and 275 teachers participated in this study. The Leadership Practices Inventory (LPI) assessed teachers' perceptions of principals' leadership styles. The Organizational Climate Description Questionnaire - Revised Elementary (OCDQ-RE) obtained climate data, measured as Open, Closed, Disengaged, and Engaged. Demographic data consisted of five categories: (a) Gender, (b) Years teaching, (c) Years with current principal, (d) Level of Education, and (e) SES and Star rating of each school. An analysis, utilizing Pearson's r correlations, indicated relationships existed between the five LPI and the six OCDQ-RE subscales for principal and teacher behavior. When teachers perceived exemplary principal behaviors, their perception of Collegial and Supportive climate indicators were very high and Disengagement low. Conversely, when teachers perceived low principal behaviors, their perceptions of Collegiality were low with high Restrictive climate indicators and high Disengagement. An analysis, utilizing MANOVA, indicated teachers who spent zero to two years with the principal or spent greater than six years with the principal perceived their principals in a similar manner. Teachers who spent three to five years with the principal scored the principal lower. An analysis of the SES and Star rating of the school indicated teachers from high SES schools with satisfactory achievement scored their principals higher than teachers from high SES schools with high achievement on four LPI subscales and one OCDQ-RE subscale. Findings support the proposition for continued research in the area of school climate and principal leadership.
Author: Paula A. Sline
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 304
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Author: Jeanette Diane Gerault
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Gerault, Jeanette D. "The Relationship Between Leadership Skills of Elementary School Principals and School Climate." Unpublished Doctoral Thesis, University of Houston, May, 2013. Abstract As state and federal accountability standards demand that schools show adequate progress for school improvement, principals have found it more difficult to find the time and resources needed to adequately focus on school culture and climate. The purpose of this descriptive statistics study was to determine the relationship between elementary school principals' leadership skills and school climate. Perceptions of school leadership and school climate were measured by an employee perception survey developed within a large, diverse, suburban district in the state of Texas. The data were collected from elementary school campuses with varying demographics, located within the same school district. The design of the research involved descriptive statistics and frequencies to investigate the possible relationship between perceived school climate and perceived principal leadership skills. The intent of this descriptive statistics study was to clarify educators' understanding of important phenomena by identifying relationships among variables, school climate, and leadership skills. As previous researchers have related school climate to principal leadership and behaviors (Bulach, Booth, & Pickett, 1998; Peterson, 1990), this research concurred that there is, indeed, a relationship between the leadership skills of the principal and the school's climate. This study was significant because the behaviors of the building principal have been linked to the school climate, thus telling practitioners that effective leadership is critical. In order to develop a climate of autonomy, cohesiveness, adequate communication, and focused goals, principals must develop leadership skills focused on respect, instructional leadership, effective communication, shared decision making, and valuing the contributions of others.
Author: Ronald Robert Deck
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 103
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Author: John Binder Muhm
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 314
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Author: Janice L. Weisenbach
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 236
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Author: Thomas L. Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Author: Robert Franklin Sisson
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 222
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