Author: Irvin Warren Davenport
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
Book Description
Analysis of the Perceived Leader Behavior of Male and Female Elementary School Principals
Author: Irvin Warren Davenport
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 582
Book Description
The Self-perceived Leadership Behavior of Male and Female Elementary School Principals in Wisconsin Public Schools
Author: Tina Ego Enemuoh
Publisher:
ISBN:
Category :
Languages : en
Pages : 504
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 504
Book Description
The Relationship Between Gender and Perceived Leader Behavior of Male and Female Elementary School Principals
Author: Mahjabeen Shareatpanahi
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 524
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 524
Book Description
Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools
Author: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
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.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
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.
An Analysis of the Leadership Behavior of Male Versus Female Elementary Principals as Perceived by Teachers
Author: Lillian J. Prince
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 190
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 190
Book Description
Differences in Leadership Behaviors of Male and Female Elementary School Principals in West Virginia as Perceived by the Superintendent, the Male Elementary Principal, and the Female Elementary Principal
Author: Margaret Donaldson Smith
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 206
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 206
Book Description
A Study of Perceived Leader Behaviors and Communication Behaviors Among Elementary School Principals and Teachers
Author: Sharon Johnson Wheeler
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 278
Book Description
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 278
Book Description
The Relationship Between Gender, Sex-role Description, Attitudes Toward Women, and the Perceived Leadership Behavior of Male and Female Elementary School Principals
Author: Helen T. Gorman
Publisher:
ISBN:
Category :
Languages : en
Pages : 214
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 214
Book Description
The Relationship Between Gender, Sex-role Description, Attitude Toward Women, and the Perceived Leadership Behavior of Male and Female Elementary School Principals
Author: Helen T. Gorman
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 109
Book Description
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 109
Book Description
Self-perceptions of Leader Behavior of Male and Female Elementary School Principals in Selected School Districts in the Midwest United States
Author: Judith Anne Brundage Arcy
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
Book Description