Exploring the Relationship Between Perceived School Culture and the Administrative Leadership Styles of Principals and Assistant Principals from the Perspective of the Classroom Teacher PDF Download
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Author: Mireya Garcia
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 148
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Book Description
Author: Mireya Garcia
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 148
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Book Description
Author: Shawn Terese Martin
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 127
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Book Description
Author's abstract: While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant missing piece that is just as important: school culture. Recent educational reform efforts have focused on creating effective school cultures as a means of improving student achievement. Because the role of the principal is viewed as being essential to the successful implementation of these efforts, the demands on school leaders have continuously increased, which have created a multitude of challenges for school leaders across the nation. The purpose of this study was to examine the relationship between the leadership style of principals and school culture as perceived by faculty. A total of 250 teachers from 50 elementary, middle, and high schools located in five school districts in the state of Georgia were selected to participate in this study. Data for this quantitative study were collected using the School Culture Survey, which assessed the following six factors of school culture: collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. In addition, the Multifactor Leadership Questionnaire Form 5X was used to classify the leadership styles of principals as transformational, transactional, or laissez-faire. The means, standard deviations, and Pearson product-moment correlation coefficients were used to examine the relationship between the variables. The results of this study indicated that there was a statistically significant relationship between most of the factors of the leadership styles of principals and the factors of school culture. More specifically, the findings indicated that a positive relationship existed between all of the factors of transformational leadership and all of the factors of school culture. In addition, one factor of transactional leadership, contingent reward, was positively correlated with school culture. On the contrary, a negative relationship existed between all of the factors of laissez-faire leadership and all of the factors of school culture.
Author: Kimberley Blissett
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Principals who understand and nurture positive school culture often experience academic and career success. This dissertation focuses on leadership styles and their relationship to school culture in a small rural school district in Southeast Missouri. The study answers the following questions : 1. What are the critical functions of effective leaders as perceived by both teachers and leaders? 2. As perceived by leaders and teachers, what impact does the leader have on the culture of the school? There is a great deal of literature regarding leaders and school culture in large school districts. This study fills in the gaps in literature regarding leadership and culture in small, rural school districts. This study focused on a small rural school district in Southeast Missouri. The district has a K-12 enrollment of 330 students. There are 18 teachers and one building principal in the elementary school. The junior high and high school share 19 teachers. Data for this qualitative case study was collected using semi-structured interviews. Four teachers from each building were interviewed. The building principals from both buildings were also interviewed. The results of this study show that there is a significant relationship between the leadership style of the principals and the culture of each building. The findings indicate that the elementary principal is primarily an authentic leader. According to the data, her authenticity has led to a positive school culture. The staff also stated that the personal relationships sometimes interfere with student discipline. The junior high/high school principal is primarily a transactional leader. His focus was managing the school as a business. His staff attributed his business mentality to positive changes within the school and culture and success in achieving goals. While they appreciated his attention to professionalism, they would like to get to know their administrator on a personal level.
Author: Jose C. Montelongo
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 122
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Author: Mary Persico
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 442
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Book Description
Correlations from a survey of 125 Catholic secondary school principals and 1001 of their teachers indicated that both principals and teachers share the same perceptions about the leadership style of the principals on six of nine leadership constructs. Both principals and teachers believe that the principals inspire their teachers to high standards, hold up a vision for the school, instill a sense of mission in their teachers, and support them as individuals. Teachers do not perceive that their principals are charismatic or that they motivate them intellectually. Forty-six percent of the teachers perceived their principals as highly transformational in their leadership style; only two percent saw them as transactional; while 18.5% viewed their principals as having a strong combined style. A second survey of the 1001 teachers measured five models of professional staff development. These include individually guided personal development, observation and assessment of teaching, involvement in the academic development and improvement processes, on-going training, and inquiry. Tests of multiple regression demonstrated a positive relationship between perceptions of leadership as transformational and certain professional development practices. There was no relationship between teachers with perceptions of leadership as transactional and any staff development practices. Raw scores for those teachers who viewed their principals as having a strong combined style indicated a more rigorous development of individual and overall professional practices than their counterparts who viewed their principals as either transformational or transactional. Further analysis illustrated that teachers who rate their principals as highly transformational are most likely to demonstrate strong professional development practices if they have been with their current principals between one and five years or if they are between the ages of 40 and 49. Also, an analysis of the 88 high scorers on the development practices survey revealed that viewing one's principal as transformational, transactional, or as having a strong combined style does not necessarily predict specific effective professional development behaviors. The raw data do suggest that demonstrating meaningful professional development practices may be a predictor of one's perceptions of leadership as either transformational or as having a strong combined style.
Author: Raul Cantu
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 306
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Author: Terrence E. Deal
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 124
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Author: Ted J. Landry
Publisher:
ISBN:
Category : Professional leadership
Languages : en
Pages :
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Book Description
Throughout the literature, leadership and culture are intertwined. Organizational and leadership theorists alike hold that a leader's perceptions and behaviors are significant, if not primary, determinants of an organization's culture and climate. Given that the assistant principal is exceeded in positional authority only by the principal at a school and the fact that assistant principals will have an impact in all visible and inner workings of the school, there is a need to examine the relationship between the assistant principal's leadership perspectives and school culture by studying the perceptions and beliefs of assistant principals. The purpose of the study is to examine the beliefs and perceptions of assistant principals regarding the factors necessary for a school to be considered a good school, and how they describe the culture and climate of good schools. This study is an exploratory inquiry using a subset of the archived data from a much larger, multi-phase study of principals and assistant principals in the Gulf Coast Region of Southeast Texas. The participants, 371 current campus assistant principals, were surveyed by using a combination of traditional survey and cognitive interviewing techniques to address questions related to assistant principal perceptions regarding the characteristics of a good school and how they would describe the culture of a good school. Six major themes were identified from the responses for each of the two research questions. The themes were given the following operational definitions: Student Achievement; Professional Learning Communities; Positive Climate; Strong Leadership; Parental & Community Involvement; Student Discipline (research question one); and Valuing the Student (research question two). The results of the analysis indicated that the comprehensive nature of the roles asked of the assistant principal puts them in a position to be qualified, almost uniquely so, to render a perspective on what is good in schools and what good schools look like. This study demonstrates, through the perceptions of assistant principals, that for a school to be considered "good," it must do so by first establishing a strong, healthy culture that is conducive to not only learning, but to the well-being of the whole individual, both adult and student.
Author: Cedric Mersel Thomas
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 186
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Book Description
This study examined the leadership style of high school principals and its effectiveness as perceive by teachers of a Mid-South school district. Particularly, this study explored the correlations between principal leadership style to teacher job satisfaction and overall school morale. Collectively, 60 teachers participated in the study across one Mid-South school district. The results were collected through online surveys and individual structured interviews. Descriptive statistics, independent samples t test, one-way ANOVAs, and multiple regressions were used to analyze significance. The relationship between administrative leadership style and teacher perceived job satisfaction was strong and significant. The relationship between principal support and positive school morale was moderate and significant. Lastly, the relationship between years of teaching experience and reported job satisfaction showed no significance.
Author: Leslie S. Kaplan
Publisher: Routledge
ISBN: 1317806069
Category : Education
Languages : en
Pages : 448
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Book Description
The latest leadership textbook from respected author team Kaplan and Owings explores how principals can effectively build a culture around student achievement. Introduction to the Principalship helps aspiring principals understand how to develop a vision for improvement, make decisions and manage conflict, build teachers’ capacity, communicate, monitor the organization’s performance, and create a school climate of mutual respect. This important book provides readers with various leadership concepts to inform their practice, as well as the cognitive and practical tools to evaluate and prioritize what leadership actions to take. Each chapter offers opportunities for readers to create personal meaning and explore new ways of doing leadership to advance a positive, person-focused environment. Providing both the theoretical framework and skills for effective practice, Introduction to the Principalship addresses the issues most urgent and relevant for educational leadership graduate students learning how to build a school culture that promotes every student’s success. Special Features: • Learning Objectives—chapter openers introduce the topic and initiate student thinking. • Reflections and Relevance —interactive exercises, role plays, class activities, and assignments help readers think about content in personally meaningful ways, facilitate understanding of chapter content, and help transfer leadership thinking to action in their own schools. • ISLLC Standards—each chapter is aligned to the 2015 Interstate School Leadership Licensure Standards. • Companion Website—includes links to supplemental material, additional readings, and PowerPoints for instructors.
