An Analysis of the Leadership Behavior of Male Versus Female Elementary Principals as Perceived by Teachers PDF Download
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Author: Lillian J. Prince
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 190
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Author: Lillian J. Prince
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 190
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Book Description
Author: Tina Ego Enemuoh
Publisher:
ISBN:
Category :
Languages : en
Pages : 504
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Author: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
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Book Description
Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.
Author: Marie A. Netto
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Since a building principal is the most important employee in a school building with regards to setting educational standards and creating culture, it is important for this leader to consider leadership style and to recognize the importance of teachers' perceptions on effectiveness. The purpose of this ex post facto study was to explore the relationship between the leadership style of building principals and perceived effectiveness of those leaders. Subtopics of this study considered the relationship that gender, leadership style, and educational level of the school building (elementary vs. secondary) have on perceived effectiveness of leaders. Data were collected via Bass & Avolio's web-based survey entitled the Multifactor Leadership Questionnaire (MLQ) from a sampling of elementary and secondary building principals in Nassau and Suffolk County districts and at least five faculty members from each principal's school. In total, 38 building principals and 236 teachers participated in the study. Descriptive statistics were compiled on the demographic data obtained, and two-way Analysis of Variance (ANOVA) tests and an Independent Samples t-test were run using SPSS to understand if there was any significant relationship between gender, type of school and leadership styles or between leadership style, gender, type of school and the perceived effectiveness of the building principal. Further, this study explored if there was a statistically significant difference between the perceptions about leadership style and effectiveness between principal participants and teacher raters. Results of the study revealed non-significant associations for all research questions; however, statistically significant simple main effects found that at the elementary level, female principals were considered significantly more transformational than male principals. Findings also indicated that teachers on both educational levels perceived their male principals to exhibit more laissez-faire leadership behaviors than female principals, and there was a statistically significant difference in effectiveness scores between elementary and secondary school levels for male principals with elementary school teachers rating their male principals as more effective. Through these findings, certain strategies can be ascertained to help current leaders reflect on practice, to better prepare future leaders, and to contribute to the discourse about gender, school type, and leadership in education.
Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 1008
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Author: Carol Montague-Davis
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 304
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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: Melissa Murray Nixon
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages :
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"The purpose of this research was to determine if principals' behaviors or actions related to a systems orientation or person orientation as defined by the trait approach to leadership theory. Also important to the study was to determine if teachers' perceptions of principal leadership behaviors were gender specific, i.e., to determine if subordinates (i.e. teachers) perceived male and female principals differently, as well as to determine if those perceptions differ according to subordinate gender (i.e. do male and female teachers view male and female principals differently?). Data were gathered from a school district in the southeastern United States. Approximately 300 teachers from eleven traditional high schools were surveyed using the Leader Behavior Description Questionnaire (LBDQ) based on the work of Ralph Stogdill and the Ohio State University Leadership Studies. The survey was uploaded and administered as a web based survey, with respondents contacted through email. The evidence from the study shows that there was no statistical difference in the leadership styles of mid level and high performing men and women principals as reported by teachers. However, male principals were reported more often to be in the lower performing quadrants (Structured or Passive Leaders)than women leaders. Female principals were reported as being more attentive to systems and person orientations than their male counterparts. Data gathered outside of the LBDQ provided evidence that women and men teachers both report being more satisfied with female principals than with male principals, as indicated by responses to the question of "do you feel your principal is effective?" "--Abstract from author supplied metadata.
Author: Irvin Warren Davenport
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
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Author: Megan S. Blevins
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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The principal’s focus was on defining the school’s mission, managing theinstructional program, and promoting a positive school climate; however, itremained unclear how teachers' perceptions affect instructional leadershipfunctions, or perceived behaviors, through the lens of gender (Eagly et al., 1992;Gallon, 1998; Hallinger, 2011; Hallinger & Murphy, 1985; Hallinger et al., 2013;Hallinger et al., 2016; Krüger, 2008; Terry, 1996). Questions remain aboutteachers' perceptions of male and female principals' instructional leadershipfunctions, or perceived behaviors. In this ex–post facto quantitative study, Iexamined the teacher–perceived instructional leadership functions, or perceivedbehaviors, of male and female principals in ten elementary schools in a district inTennessee during the 2021–2022 school year. Data were collected using thePrincipal Instructional Management Rating Scale from 146 classroom teachers.Multivariate analysis of covariance results revealed no significant differencesamong the principals’ gender on the combined dependent variable of the teninstructional leadership functions, or perceived behaviors. Multivariate analysis ofcovariance results revealed no significant differences among the teachers’ genderon the ten instructional leadership functions, or perceived behaviors, as thedependent variable. Individual linear regressions revealed the gender of theprincipal did not significantly predict any of the ten instructional leadershipfunctions, but the gender of the teacher did significantly predict four of the teninstructional leadership functions, or perceived behaviors.
Author: JOURNAL OF SCHOOL LEADERSHIP
Publisher: Rowman & Littlefield
ISBN: 1475817436
Category : Reference
Languages : en
Pages : 103
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Book Description
The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
