Teachers' and Principals' Perceptions of Leadership Styles and Their Relation to School Climate PDF Download
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Author: Janice E. Garrett Booker
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 284
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Book Description
Author: Janice E. Garrett Booker
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 284
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Book Description
Author: Thomas L. Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Book Description
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: Marty A Cosby
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Book Description
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Author: Bruce R. McColumn
Publisher:
ISBN:
Category :
Languages : en
Pages : 129
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Book Description
Author's abstract: The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate. A school's climate plays a vital role in student achievement and principals are the most important factor in setting a setting a school's climate. Therefore, principals' leadership behaviors warrant investigating. This qualitative study identified principal leadership styles through the perceptions of their assistant principals. Interactive interviews were conducted with selected assistant principals in the XYZ School System. Their responses were analyzed, themed and coded to draw a connection between principal leadership style and school climate. These findings can be used in leadership training to familiarize current and aspiring principals with leadership attributes that could positively impact school climate as well as student achievement. Chapter One provided an introduction and summary of the study. Chapter Two provided a background of the relevant literature that is associated with various aspects of leadership and school climate. Chapter Three provided information on methodology procedures used to answer the research questions. Chapter Four provided a report of the data and analysis which includes detailed demographic information. Chapter Five provided a discussion of the findings and implications of the study.
Author: Adel Tajasom
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838395388
Category :
Languages : en
Pages : 176
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Book Description
Faced with criticisms of failing to adequately educate students, much research on educational reform in the school systems alludes to the role of principals in the educational process. Specifically, the principals have been identified as the most accountable key individuals responsible for creating conducive school climate. This book, therefore, highlights the relationship between high school teachers' perception of principal leadership style (Multifactor Leadership Questionnaire MLQ) and school climate (School Level Environment Questionnaire SLEQ) based on the theoretical framework derived from Theory of Leadership Style. Studying the perceptions of high school teachers in 17 urban secondary schools in Penang, Malaysia, the authors found that principals who are transformational leaders have an effect on school climate whereas transactional leaders only have an effect on one of the six dimensions of school climate. The in-depth analysis offers school boards and superintendents some insight into the style of principal leadership that may best fit the specific school climate needs in their respective school districts.
Author: Augustus J. Massaro
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 496
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Book Description
Author: Jeffrey Michael Paul
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 378
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Book Description
The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.
Author: Raina Kor
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659137617
Category :
Languages : en
Pages : 192
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Book Description
This study examined the relationship between leadership characteristics and school climate. Through the online administration of two instruments, The Leadership Practices Inventory (LPI) and The School-Level Environment Questionnaire (SLEQ), teacher and principal perceptions of leadership characteristics in five categories and school climate in eight categories, were collected and analyzed. The SLEQ included two forms, actual environment and preferred environment. Leadership skills, characteristics, and styles define the leader in a school building. The role of the school leader has become more complex, and expectations for leaders to create environments that support students, provide continuous learning for teachers, foster innovation, and meet achievement goals has become standard practice. School climate encompasses all of these expectations. Although the research on leadership and its characteristics is extensive, this study examined the research in the context of the needs of schools' today, identified how leadership influences school climate, and predicted the discrete leadership characteristics that support the growth of positive school climate.
Author: Janet Lynn Pulleyn
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 290
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Book Description
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.
