Author: Ashley Watson
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 132
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Book Description
Leaders exist at many levels. Within the educational arena, studies have shown the correlation of leadership styles among principals and the school culture (Pepper & Thomas, 2002; Perspective, 2012; Williams, 2009). This study attempted to extend Bass's Transformational Leadership Theory (1985) and Hersey and Blanchard's Situational Leadership Theory (1976) through examining leadership dimensions among teacher team leaders - and their influence on school climate. Using a predictive correlational research design, the current study sought to investigate relationships between leadership dimensions of teacher leaders and elementary school climates. Two different groups of teachers from a school district in the northern metro area in Atlanta participated in two different surveys. Teacher team leaders from ten elementary schools were surveyed using the Multifactor Leadership Questionnaire to determine their leadership dimensions, or refined constructs of each leadership style. Subsequently, all other teachers working with the identified team leaders were surveyed using the Organizational Climate Description for Elementary Schools. A multiple regression analysis was used and indicated that there is a significant relationship between the two constructs -- teacher leadership dimensions and elementary school climate -- in the area of Disengaged Teacher Behavior and Teacher Openness Index. There were no significant relationships found between teacher team leaders' leadership dimensions and elementary school climate in the areas of Collegial Teacher Behavior or Intimate Teacher Behavior. Discussion of the results and implications for future research were made.
Author: Donghai Xie
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 322
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Book Description
This study made inquiry into teacher leadership and its relationship with school climate in American public schools by using the data from SASS 2003-04 by National Center for Education Statistics. The study was focused on the statistical assessment of public school teachers' perceptions of teacher leadership in the areas of school operation and classroom operation. Another aspect to be inquired was teachers' perceptions of school climate in the dimensions of school leadership and teacher collaboration. The results of descriptive analyses in the study indicated that the majority of public school teachers did not consider they had much influence over the areas of school operation; however, they felt they had a great deal of control over the areas of classroom operation. With regard to school climate, teachers were satisfied about their school leadership. The results from discriminant function analysis indicated that school teachers' perceptions of school climate and teacher leadership could statistically reflect their school membership (elementary and secondary schools). The results from canonical correlation analysis revealed a statistically significant relationship between teacher leadership and school climate. The dimension of school leadership in the School Climate variable and the areas of school operation in the Teacher Leadership variable were the major components that contributed most to the multivariate relationship. This study has provided support to the existing literature on the factors that affect teacher leadership development. It adds to the knowledge base in the field of teacher leadership and its relationship with school climate with quantifiable evidence at a national level. The findings of this study also pose a challenge to the previous literature regarding the notion that teacher leadership was flourishing in American schools. This study has suggested that there seems to be a latent conceptual gap between what researchers consider to be effective school leadership including substantial support of teacher leadership and what school teachers consider to be supportive principal behaviors excluding the elements of involving teachers in the school decision-making process.
Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 1135714517
Category : Education
Languages : en
Pages : 240
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Book Description
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Author: Michael J. Fimian
Publisher: John Wiley & Sons
ISBN: 9780884221029
Category : Stress (Psychology)
Languages : en
Pages : 88
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Book Description
Author: Amzat, Ismail Hussein
Publisher: IGI Global
ISBN: 1522558594
Category : Education
Languages : en
Pages : 422
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Book Description
A successful administrator is one who applies suitable or appropriate leadership styles in various situations or contexts. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times, as well as promote the accomplishments of their organization. Predictive Models for School Leadership and Practices is an essential reference source that discusses academic administration as well as administrative effectiveness in achieving organizational goals. Featuring research on topics such as teacher collaboration, school crisis management, and ITC integration, this book is ideally designed for principals, researchers, academics, educational policymakers, and teachers seeking coverage on academic leadership and leadership models.
Author: Larry Don Smith
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 83
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Book Description
This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). With the school as the unit of analysis, the OCI outlined and measured four elements related to school climate (collegial leadership, teacher professionalism, academic press, and institutional vulnerability). Those four elements were the independent variables used for the study. The dependent variable was teacher commitment measured by the 15 items of the OCQ. The socioeconomic status (SES) was a control variable. That variable was calculated from the percentage of free and reduced lunches at each school. Results indicated that teacher commitment is related to school climate. The study showed that the most significant predictor of teacher commitment was teacher professionalism. Collegial leadership and academic press were predictors of teacher professionalism, while SES was a predictor of academic press.
Author: Stephen Michael Douglas
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 76
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Book Description
This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability, were examined for their collective and independent relationship to teacher commitment. The four variables serve as independent variables with commitment serving as the dependent variable. Commitment was measured using the 9-item version of the OCQ. The findings indicated a relationship between school climate and teacher commitment. The results concluded that the best predictor of teacher commitment is professional teacher behavior. Furthermore, collegial leadership was also found to be a predictor of teacher commitment. Achievement press, though not directly related to teacher commitment, was found to be a good predictor of both professional teacher behavior and collegial leadership. Institutional vulnerability was found to have no direct or indirect relationship to teacher commitment.
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: David Sterling Morton
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 312
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Book Description
Author: Luz del Carmen Gutiérrez Torres
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 174
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Book Description
Effective school leadership has become a priority of educational policy due to its perceived importance in improving and sustaining student achievement. However, leadership is not a unilateral act as perceptions from followers affect the ability of leaders to influence the school outcomes as measured by student achievement. Previous research suggested a relationship between educational leadership and school climate, and between school climate and student achievement. The focus of this study was to explore an alternative measure of discrepancy in the perceptions of leadership behaviors between principals' self-report and teachers' report, and to examine relationship among this discrepancy measure, school climate, and student achievement. This quantitative correlational study collected data from two secondary data sets: (a) the data from a previous study by Courtney Fee in 2008 on perceptions of leadership behaviors and school climate; and (b) the reports on student scores in the standardized tests published by the Department of Education of the state of Tennessee. Through multiple linear regression analysis, the findings suggested that school climate was significantly related to student achievement while the magnitude of perception discrepancy of leadership behaviors between teachers and their principals was not a significant predictor of student achievement. The study provided further insights into understanding the relationship among educational leadership, school climate, and student achievement. Recommendations and suggestions for future research were discussed.
