The Moderating Effect of School Climate on Principal Servant Leadership and Teacher Job Satisfaction PDF Download
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Author: Felecia Gipson
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 262
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Book Description
...Current teacher attrition rates, the rate at which teachers abandon the field of education, supersede the rate at which new teachers are added to the field, creating a supply and demand gap that is not only detrimental to education but also quite costly. Teachers overwhelmingly cite dissatisfaction with school leadership and pressure related to school reform as reasons why they choose to leave the teaching profession. School leadership has been addressed as a measure to cournteract teacher job dissatisfaction. This quantitative research study utilized survey items to assess the correlation between teachers' perception of their principals' servant leadership attributes and teacher job satisfaction. Further, school climate was analyzed as a moderator of the relationship between principals' servant leadership attributes and teacher job satisfaction. ...
Author: Felecia Gipson
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 262
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Book Description
...Current teacher attrition rates, the rate at which teachers abandon the field of education, supersede the rate at which new teachers are added to the field, creating a supply and demand gap that is not only detrimental to education but also quite costly. Teachers overwhelmingly cite dissatisfaction with school leadership and pressure related to school reform as reasons why they choose to leave the teaching profession. School leadership has been addressed as a measure to cournteract teacher job dissatisfaction. This quantitative research study utilized survey items to assess the correlation between teachers' perception of their principals' servant leadership attributes and teacher job satisfaction. Further, school climate was analyzed as a moderator of the relationship between principals' servant leadership attributes and teacher job satisfaction. ...
Author: Maurice Demond Williams
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 246
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Book Description
Author: Katie Burns Darrow Long
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 88
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Book Description
The purpose of this study was to examine the relationship between a principal's philosophy of leadership, school climate, and student achievement at two high schools. This study utilized a leadership style inventory, school climate assessment inventory, and interviews with principals and teachers. Teachers and principals volunteered to participate in this study. Findings from this study suggest that principals who possess a philosophy of servant leadership and utilize its practices have a positive impact on school climate and student achievement. Data derived from a school climate assessment, leadership inventory, and teacher and principal interviews reflected a positive relationship between the servant style of leadership and a school's climate and student achievement as measured by the PSSA. Specific components of leadership were cited as most effective in this study. Teacher perceptions of effective leadership practices included the ability to be approachable, fair, and consistent. Principals cited the ability to be open and have honest communication. Further, the principals found it was essential to support the needs of teachers. The majority of teachers and principals believed that teachers had the greatest impact on student achievement. The principals and teachers surveyed reported that student achievement is most positively impacted when teachers maintain positive relationships with students and set high expectations.
Author: Thomas C. Lind
Publisher:
ISBN: 9781369885736
Category : Educational leadership
Languages : en
Pages : 137
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Book Description
Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.
Author: Maria Pia Perez
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 402
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Book Description
There is increasing pressure to improve student achievement and educational leadership accountability (Allen, 2001; No Child Left Behind [NCLB], 2002). The learning environment of a school is critical to achieving these measures. One important aspect of a learning environment is the link between a principal’s leadership style and school climate (Bryan, 2011; Kelley, Thornton, & Daugherty, 2005; Vail, 2005). Principals through their leadership style and behavior can foster a positive school climate (Chirichello,1999; Waters, Maranon, & McNulty, 2004; Wheelock, 2005). Some of the benefits of a healthy school climate include more productive staff, higher job satisfaction, and high academic emphasis (Black, 2010; Marshall, 2004; Vail, 2005; Wheelock, 2005). Previous studies have examined this relationship in elementary settings, but few have studied this construct in a suburban secondary school setting (Allen, 2011; Black, 2010; Kelley et al., 2005; Wheelock, 2005). ^ This sequential mixed method study explored behaviors of N=79 secondary teachers from a suburban high school and a principal by measuring aspects of principal behaviors (supportive, directive) and aspects of teacher interactions (engaged, frustrated, or intimate). Two basic dimensions of school climate, openness and intimacy were explored, as well as the demographic variables of gender and years of teaching. ^ The first phase included administering a questionnaire that measured school climate openness by examining the behaviors of the principal and teachers. During the second phase a focus group with N=7 teachers was conducted and an elite interview with the principal. Quantitative data analysis consisted of descriptive and inferential statistics and thematic content analysis was used for the qualitative data. ^ The findings suggest that supportive leadership behaviors promote an open school climate. Additionally, this research identified a significant difference between the females’ (M=2.58) and males’ (M=2.21) views on administrative work at the (p=.033) level. Further, novice teachers required more assistance than their more experienced cohorts at the (p=.002 (n2=. 156) level.The focus group and elite interview findings indicate that supportive approachable, shared leadership, and visionary behaviors result in the a school climate exemplified by: respect and engagement, autonomy and recognition, collaboration and innovation, socialization and personalization.
Author: Rena Merritt Bancroft
Publisher:
ISBN:
Category :
Languages : en
Pages : 430
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Book Description
Author: Larry V. Craig
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 380
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Book Description
Author: Thomas J. Sergiovanni
Publisher: John Wiley & Sons
ISBN: 0787950440
Category : Education
Languages : en
Pages : 261
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Book Description
"Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work." --Choice "Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . thought-provoking and challenging." --NASSP Bulletin Both in and out of schools, people are experiencing a loss of community. In this book, Thomas J. Sergiovanni explains why a sense of community is so vital to the success of any school and shows teachers, parents, and administrators what they can do to rebuild it. Filled with case studies and other school examples, Building Community in Schools provides the necessary intellectual framework for understanding the need to create communities that are inclusive, meaningful, and democratic.
Author: Thomas L. Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Book Description
Author: Linda Ann Madison
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 256
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Book Description
