An Examination of Elementary Teachers' Perceptions of Principals' Leadership PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download An Examination of Elementary Teachers' Perceptions of Principals' Leadership PDF full book. Access full book title An Examination of Elementary Teachers' Perceptions of Principals' Leadership by Sherman G. Chambers. Download full books in PDF and EPUB format.
Author: Sherman G. Chambers
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Get Book Here
Book Description
Author: Sherman G. Chambers
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Get Book Here
Book Description
Author: Sandra Yuvett LaRoche
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 436
Get Book Here
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: Christina Sherard
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 222
Get Book Here
Book Description
The study, "An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy' Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools," was designed to examine the factors impacting the efficacy of principals and teachers in urban elementary schools as related to different leadership styles, novice and experienced teachers and level of readiness versus leadership style. Based on social learning and motivational theories concerning leadership and efficacy, the theories were significant in identifying characteristics of leadership styles, level of readiness, and the sense of efficacy for principals and teachers. The study utilizes a non-experimental quantitative design employing both a descriptive and inferential analysis. Data were acquired from principals and teachers in two urban school systems in Georgia through the Teacher Sense of Efficacy Scale, Principal Sense of Efficacy Scale, Leadership Styles Questionnaire and the Teacher's Perception of Principal Support Questionnaire. Of the four research questions posed in this body of research, research question one indicated no significant difference in principal self-efficacy by leadership style. The remaining research questions noted a significant correlation between teachers' self-efficacy and perceptions of principal support. A statistical significance suggested a difference between the sense of efficacy of principals and teachers as well as a difference in the sense of efficacy of teachers based upon years of experience.
Author: Eugene Stagg
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
Get Book Here
Book Description
Author: Mary Suzanne Mitchell
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 296
Get Book Here
Book Description
Author: Gwendolyn Thomas-Tyler
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 338
Get Book Here
Book Description
Author: Kriss R. Fridenvalds
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 448
Get Book Here
Book Description
"This dissertation examined the beliefs of elementary teachers to determine if their perceptions of effective principal leadership align to transformational leadership theory vis-à-vis the Educational Leadership Policy Standards (ELPS). A phenomenological, single-case study approach was utilized by means of a mixed-methodological, Web-based survey, incorporating both closed and extended response questions. Teacher members of the Washington Education Association, the state's affiliate member of the National Education Association, were selected via simple random sampling to take the survey in the spring and fall of 2010"--Abstract.
Author: Rhonda Deloise Powe
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this study was to examine how the participants perceived their principal's transformational and transactional leadership style and whether differences existed in their perceptions based on the demographic variables of age, gender, experience, educational attainment and ethnicity. Transformational leaders were considered influential, change agents who motivated teachers to work collaboratively as a team to achieve defined goals. On the other hand, transactional leaders developed impersonal relationships and motivated teachers according to their personal self-interest. They focused on social and economic exchanges, using contingent rewards to reinforce positive behaviors and administered punishment to reform negative behaviors. One hundred and thirteen participants from six elementary schools participated in this study. The Multi-Leadership Questionnaire was used to collect data. Cronbach alpha was used to establish internal reliability consistency of the instrument. The data were analyzed using mean scores, percentages, chi-square, t-test and ANOVA. The research findings indicated that perception scores at both school levels were higher for transformational leadership than transactional leadership. According to the mean score interpretation (Table 2) and the participants' mean scores, 92.9 % of participants perceived their principal as fairly often a transformational leader and 7.1% of participants perceived their principal as frequently a transformational leader. Ironically, 100% of participants perceived their principal as sometimes a transactional leader. The research findings further indicated that overall, teachers at both levels perceived their principal as fairly often a transformational leader and sometimes a transactional leader. Based on the demographic findings, an ANOVA revealed statistically significant differences in teachers' perceptions of their principal's transformational leadership style based on years of experience. Participants with more years of experience perceived their principal with significantly higher mean scores than those with fewer years of experience. Recommendations include: (a) conducting further research to determine the impact that principals' leadership style have on student performance from a national perspective, (b) conducting a Longitudinal Research study to determine the impact that leadership styles have on student performance, and (c) exploring leadership styles extensively to identify the leadership traits exhibited by both public and private elementary school principals.
Author: Pamela Murphy Helms
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
Get Book Here
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: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
Get Book Here
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.
