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Author: Donnie Everette Tharrington
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 332
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Author: Donnie Everette Tharrington
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 332
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Author: Yvonne Carey Culbreath
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 119
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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: Detris Nanette Crane
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this quantitative correlational study was to determine if teacher job satisfaction is enhanced when principals value and exhibit behaviors informed by the 13 core competencies. Principals and teachers from 70 elementary, middle, and high schools in the southeast United States participated in the study. The Leadership Behavior Inventory was used to collect information regarding principal behavior, as perceived by principals and teachers. The Purdue Teacher Opinionaire was used to collect information from teachers regarding job satisfaction. Results indicated that principals valued the 13 core competencies and frequently used them in the administration of their schools, as perceived by teachers and principals. Leadership behavior, informed by the 13 core competencies, and teacher job satisfaction were significantly correlated. These findings support that leader behavior impacts teacher job satisfaction. Principals who perceive the 13 core competencies to be important and who exhibit behavior informed by the competencies, are likely to have teachers who experience greater satisfaction than teachers under the auspices of principals not subscribing to the core competencies. .
Author: Courtroy Alphonso Holder
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 262
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Author: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
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Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.
Author: Peter Robert Marra
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 191
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Author: Jack Dale (Jr)
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 194
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Book Description
This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.
Author: Molly Lynn Evans
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 176
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In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
Author: Diane E. Reed
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 426
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