Teacher Perceptions of Organizational Climate and the Ratings of Wyoming Elementary School Principals on Selected Leadership Behaviors PDF Download
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Author: Edward Leslie Wright
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 249
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Author: Edward Leslie Wright
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 249
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Author: Sandra Yuvett LaRoche
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 436
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Book Description
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: Thomas L. Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Janet Lynn Pulleyn
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 290
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This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district participated in the study. Teachers also responded to five demographic questions pertaining to gender, age, years of teaching experience, length of time with principal, and level of education. The findings indicated that the subscales of the LPI were inter-correlated while the subscales of the OCDQ-RM were independent. Male teachers tended to perceive principals as being more restrictive than did female teachers. The data indicated that there were differences in perceptions of teachers based upon length in the profession. Teachers' perceptions of principal leadership behaviors were related to their perceptions of school climate. High scores on the LPI, as perceived by teachers, suggested that teachers perceived the school climate to be open. Conversely, low scores on the LPI, as perceived by teachers, indicated a closed school climate. In addition, the study indicated that beginning teachers did not feel open or have professional interactions with veteran teachers. In general, the teachers perceived principal behavior to be influential on school climate.
Author: Robert James Calzini
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 252
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Author: Diana R. H. Rogers
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Author: Natalie R. Neopolitano-Salmon
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 93
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Book Description
This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Author: Laraine Gagliano Zbikowski
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 230
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