Teachers Perception Of Elementary School Principals Leadership Styles In Under Performing Level 2 Schools And Superior Level 5 Schools In Mississippi
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Teachers Perception Of Elementary School Principals Leadership Styles In Under Performing Level 2 Schools And Superior Level 5 Schools In Mississippi
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Author : Rhonda Deloise Powe
language : en
Publisher:
Release Date : 2009
Teachers Perception Of Elementary School Principals Leadership Styles In Under Performing Level 2 Schools And Superior Level 5 Schools In Mississippi written by Rhonda Deloise Powe and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Elementary school administration categories.
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.
Teachers Perception Of Elementary School Principals Leadership Styles In Under Performing Level 2 Schools And Superior Level 5 Schools In Mississippi
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Author :
language : en
Publisher:
Release Date : 2004
Teachers Perception Of Elementary School Principals Leadership Styles In Under Performing Level 2 Schools And Superior Level 5 Schools In Mississippi written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2009-10
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-10 with Dissertations, Academic categories.
Teacher S Perception Of Their Principal S Leadership Style And The Effects On Student Achievement In Improving And Non Improving Schools
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Author : Brenda Kay Hardman
language : en
Publisher:
Release Date : 2011
Teacher S Perception Of Their Principal S Leadership Style And The Effects On Student Achievement In Improving And Non Improving Schools written by Brenda Kay Hardman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1997
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
Teachers Perceptions Of Their Principals Leadership Styles
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Author : Marty A Cosby
language : en
Publisher:
Release Date : 2021-04-05
Teachers Perceptions Of Their Principals Leadership Styles written by Marty A Cosby and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-04-05 with categories.
This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
Examining Teachers Perceptions Of Psychological Gender And Leadership Behavior Of Principals In Public Elementary Schools
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Author : Brittany D. Carpenter
language : en
Publisher:
Release Date : 2011
Examining Teachers Perceptions Of Psychological Gender And Leadership Behavior Of Principals In Public Elementary Schools written by Brittany D. Carpenter and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Elementary school principals categories.
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.
Faculty Perceptions Of Shared Decision Making And The Principal S Leadership Behaviors In Selected Northeast Mississippi Secondary Schools
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Author : Adam Glenn Pugh
language : en
Publisher:
Release Date : 2009
Faculty Perceptions Of Shared Decision Making And The Principal S Leadership Behaviors In Selected Northeast Mississippi Secondary Schools written by Adam Glenn Pugh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Abstract: This study examined the relationship between principals' leadership behaviors and the level of shared decision making in the areas of Policy, Curriculum and Instruction, and Planning in selected Northeast Mississippi schools. This study researched leadership behaviors as they relate to shared decision making with the assumption that shared decision making is an essential element of a successful school culture. The relationship between leadership behaviors and shared decision making holds significance for those who seek to move school reform and renewal forward at the state, regional, and national levels. Thirteen schools were selected to participate in this study. A total of 386 teachers participated in the survey. The teachers were surveyed using two different instruments. The Leadership Practices Inventory [LPI] (Kouzes and Posner, 1997) and the Shared Education Decisions Survey-Revised [SEDS-R] (Ferrara, 1994) were the two instruments that were used to measure the teachers' perceptions of shared decision making behaviors exhibited by their individual principal. The five leadership practices measured by the LPI "Challenging the Process", "Inspiring a Shared Vision", "Enabling others to Act", "Encouraging the Heart", and "Modeling the Way" were correlated with the three areas of the SEDS-R "Planning", "Curriculum and Instruction", and "Policy". The findings were presented and analyzed to test each of the five research questions. Detailed statistics were used to present profiles of the participants of the study. The sample consisted of 386 participants representing an 80.4% return rate. Pearson product-moment correlations were produced to analyze the relationships between the leadership behaviors of principals in selected Northeast Mississippi schools as perceived by teachers. A total of fifteen significant relationships were identified; however, the strength of the relationships range from low to moderate positive relationships as defined by Hinkle, Wiersma, and Jurs (2003). This demonstrated a low to moderate relationship between teachers' perceptions of the principals' leadership behaviors and the level of shared decision making in the schools.
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
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Author : Christina Sherard
language : en
Publisher:
Release Date : 2016
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 written by Christina Sherard and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with School environment categories.
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.
Analyzing Teachers Perceptions On Principal Effectiveness Through Leadership Style Gender And Educational Level Of A School Building
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Author : Marie A. Netto
language : en
Publisher:
Release Date : 2020
Analyzing Teachers Perceptions On Principal Effectiveness Through Leadership Style Gender And Educational Level Of A School Building written by Marie A. Netto and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with categories.
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.
