A Comparison of the Perceptions by Teachers and Principals of Principals' Leader Behavior ... PDF Download
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Author: Clara Jo Bridges
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 314
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Book Description
Author: Clara Jo Bridges
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 314
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Book Description
Author: Lillie Caldwell (Mae)
Publisher:
ISBN:
Category : High school, large
Languages : en
Pages :
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Book Description
Author: W. James Kirchhoff
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 204
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Book Description
Author: John Dow
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 404
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Book Description
Author: Diana R. H. Rogers
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Book Description
Author: Carol Montague-Davis
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 304
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Book Description
A large urban public school system in the piedmont of North Carolina was the setting for this study. Individual school data as well as aggregated data from 25 studied schools were analyzed in order to form overall conclusion of perceptions of leadership for the elementary schools within the system. -- The purpose of this quantitative survey study was to examine principal perceptions of their leadership behaviors and determine if they aligned with teacher perceptions of these same behaviors using the five practices of exemplary leadership of The Leadership Challenge. The researcher disaggregated the data to identify areas of strength and weakness and compared the perceptions to the teachers they lead. The researcher also disaggregated data to determine the relationship of perceptions based on gender and teacher experience level to determine if either of leadership behaviors affect teacher perceptions of principal leadership. -- Through collecting research surveys of principals and teachers, the quantitative data were analyzed to determine if there was an alignment between teacher perceptions of leadership behaviors and leaders’ self-perceived behaviors. -- Three main findings resulted from the study. First, there was not a significant statistical difference in teacher perceptions of principal practices using the five exemplary leadership behaviors based on years of experience. Second, a gender difference emerged such that female principals were more likely to “challenge the process” than male principals. In other words, female principals showed a greater willingness to take risks and search for new opportunities (at least according to their own self-report). Third, teacher ratings of principal leadership behaviors aligned well with the principals’ own ratings.
Author: Joseph J. DeLucia
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 534
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Book Description
Author: Pamela Murphy Helms
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
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Book Description
A small public school system in the piedmont of North Carolina was the setting for this study. Individual school data, as well as aggregated data from studied schools were analyzed in order to form overall conclusions of perceptions of leadership within the district. Schools were grouped according to the age of the student (elementary K-5, secondary 6-12) in an effort to provide the opportunity for further data analyses. -- The purpose of this study was to investigate the relationship between the principals' self-reported leadership behaviors and the teachers' perceptions of the principals' leadership behaviors using Kouzes and Posner's Leadership Practices Inventory based on the Five Practices of Exemplary Leadership. The researcher disaggregated data to determine the area(s) in which principals perceive themselves strong or weak, and compared those perceptions to the views teachers hold. The researcher also disaggregated data to determine the relationship of perceptions of leadership at elementary and secondary levels. There was also a focus on leadership perceptions based on gender and teacher experience level to determine if either of those affect teachers' perceptions of principal leadership. -- Through collecting questionnaire research and surveys of principals and teachers, these quantitative data were analyzed to determine if there was a gap between teacher perception of leadership behaviors and leaders' self-perceived behaviors.
Author: Thomas John McInnis
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 734
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Book Description
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.
