Download or read book Examining the Influence of Principals Servant Leadership Practices on Teachers Perceived Stress in Elementary Schools written by Jennifer Ann Rankin and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stress experienced by elementary teachers is common, and teachers often discover that stress reduces job satisfaction, performance, and overall well-being. A record number of teachers feel marginalized and leave the profession due to high levels of stress in schools. The current study employed a phenomenological research design and gathered qualitative data from 12 elementary teachers and three corresponding principals who are considered self-sacrificing servant leaders as a possible source of reducing their perceived stress through dyadic relationships. The four attributes of servant leadership conceptually outlined a deductive framework to include an administrator's ability to communicate servant leadership through expressions of humility, empathy, autonomy, and altruism which were categorized into broader themes. The current study organically identified the complex human experience of teacher stress to stimulate new dialogue holistically, produce rich descriptions of stress among teachers, and give rise to unheard voices. The results identified six themes of teacher stress. The themes identified include fatigue, anxiety, frustration, burnout, insecurity, and coping. Teachers interviewed in this study generated 234 significant statements, concluding seven themes relevant to reducing teachers' perceived stress. Servant leaders who convey a perception of reduced stress: prioritized time, were proactive, led by example, valued staff, were approachable, "had my back," and most significantly, did not micromanage were perceived to reduce the stress of subordinates. The strongest servant leadership attributes aligning with reducing the stress of teachers were those of altruism at 37% and empathy at 28%. Although significant, humility at 21% and autonomy at 15% were found to be less influential in reducing perceived stress, and autonomy was found to be a source of stress in some instances. The results may apply to the perspectives of elementary teachers; however, it can be implemented in any organization that applies high standards and seeks to improve the well-being of their subordinates. While servant leadership is not the only leadership style that can reduce stress, themes produced may give rise to a healthier, happier workforce.

Download or read book An Examination of the Relationship Between Emotional Intelligence and Servant Leadership Practices of Elementary Public School Principals in Washington State written by Kathleen J. Werner and published by . This book was released on 2013 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated whether there was a correlation between principal's emotional intelligence and servant leadership behaviors, as perceived by the teachers in their schools. The teachers ratings their principals' emotional intelligence and servant leadership behaviors were also compared with and the principals' self-ratings on the same measures. Many elementary principals are overwhelmed with their jobs and the level of stress sometimes reaches the point of exhaustion. This quantitative study used the Wong and Law Emotional Intelligence Scale to measure the elementary principals' rating of the independent variable emotional intelligence and the WLEIS-observer to measure the teacher ratings of the principals. Research has shown that the leadership style of a principal is important to the success of a school. Servant leadership combined with emotional intelligence were identified in this study as strongly correlated in the leadership of elementary school principals; 97% of the constructs (34 out of 35) correlated significantly in the teachers' ratings of SL and EI, and 74% of the constructs (26 out of 35) correlated significantly in the principals' ratings of SL and EI. The hope is that this study will serve as a guide to refine the investigation of the correlation of servant leadership and emotional intelligence. The findings of this study may help the elementary principals in public schools gain an understanding of the significance that servant leadership and emotional intelligence may have in their role as a school principal. The findings might also help to create a better training process to prepare elementary principals for the stressful job of prinicipalship.

Download or read book Perceived Principal Servant Leadership and Teacher Stress written by and published by . This book was released on 2018 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stress is one of the major factors in teacher attrition, a continuing problem in education. Further contributing to teacher stress are state and federal accountability measures, which put added pressure on schools and teachers to increase student performance. School leaders must navigate not only how to keep pace with these accountability practices, but how to do so in a manner that does not increase the stress on their teachers. To seek answers in how this might be accomplished, this paper investigates the relationship between perceived principal servant leadership characteristics and occupational stress in teachers. Data was collected using the Wilson Stress Profile for teachers (Luh, Olejnik, Greenwood, & Parkay, 1991) and a servant leadership scale adapted from leadership research in the business literature (Ehrhart, 2004) from elementary teachers in schools in Virginia not meeting state accountability benchmarks. Findings demonstrate that having higher levels of perceived servant leadership was associated with lower levels of reported stress after controlling for several demographic and behavioral covariates. These results indicate that developing servant leadership characteristics in principals could be a means to alleviate some of the occupational stress teachers feel, particularly in schools that are struggling to meet accountability benchmarks.

Download or read book Principal Leadership and Its Perceived Influence on Teacher Morale in Elementary Schools written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to construct a theoretical framework explaining the connection between principal leadership practices and the phenomenon of teacher morale. The study also focused on principal leadership practices and the perceived effects that style has on how teachers feel about themselves and their jobs. First, a review of extant literature defined what constitutes effective leadership in school related environments. Second, the researcher defined teacher morale, both high and low, and how it relates to work performance. Third, the researcher attempted to explore how teacher morale and the leadership style of their principals relate. This qualitative study was conducted using interviews of teachers from 7 public elementary schools. Post interview journaling was also conducted by the researcher to capture immediate author perspective. The teachers were interviewed to gain their perceptions of leadership practices that motivate them to enjoy their jobs and work beyond status quo. With information gleaned from teachers, the desired outcome of this research was for principals to self-evaluate their leadership strategies and style and to find importance in building high teacher morale for the betterment of everyone. The researcher coded transcripts into themes, patterns, and the following theoretical constructs: (a) change, (b) leadership practices, (c) mandated testing, (d) stress, (e) communication, (f) acknowledgment, (g) professionalism (h) identifying with teachers, and (i) building community.

Download or read book Examination of Leadership Practices of Principals Identified as Servant Leaders written by Timothy Andrew Taylor and published by . This book was released on 2002 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to conduct an analysis which compared and contrasted the leadership practices of principals who utilized servant leadership with those who do not utilize servant leadership. This analysis served to assess the leadership strengths and weaknesses utilizing the "best" leadership practices advocated by Kouzes and Posner's (1997). Though servant leadership has been written about and practiced by many leaders and researchers in the past few years it has had limited research conducted in a systematic quantitative manner. Due to the growing popularity of servant leadership the researcher felt that it was imperative to takes steps to not only explore its meaning but to examine the effectiveness this leadership provides. This study was divided into two phases. In the first phase the Self-Assessment of Servant Leadership (SASL) was used to survey Missouri public school principals to create two groups of principals for the second phase of the study. The results of the SASL were analyzed and one group of principals who utilize servant leadership and another group who do not utilize servant leadership were created. The second phase, utilizing Kouzes and Posner's (1997) Leadership Practices Inventory (LPI), examined the leadership effectiveness of each of the two identified groups of principals. Once the data were collected an analysis comparing and contrasting the "best leadership practices" of the two principal groups was conducted. Statistical analysis included a multi variate test which was conducted to determine if the demographic variables (prior educational experience, administrative experience, gender, ethnic background, school building level and personal level of education) were significantly related to the overall self assessed rating. An additional statistical analysis was conducted to examine the possible relationships between the five "best" leadership practices advocated by Kouzes and Posner (1997), as they relate to both the servant leader and non-servant leader principal groups. These "best" practices include: (1) challenging the process; (2) inspiring a shared vision; (3) enabling others to act; (4) modeling the way; (5) encouraging the heart. The data obtained from the Leadership Practices Inventory were analyzed using descriptive statistics and univariate analysis of variance (ANOVA). The research findings revealed that no demographic variable was significantly related to the overall SASL rating. The research findings also revealed that public school principals in Missouri who rate themselves high on the SASL are rated significantly higher by their teachers in the five leadership areas highlighted by the LPI. From these results one can assume that servant leaders, as identified using the SASL, are perceived by their teachers as more effective leaders as measured by the LPI.

Download or read book Servant Leadership written by Matt Jeffrey Stephen and published by . This book was released on 2007 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study confirmed that public school principals are likely to perceive themselves as servant leaders, and the study operationalized the construct of servant leadership by identifying and categorizing 60 specific actions that principals take in order to lead their schools to success. It is recommended that future research examine the success of servant leadership for other public school leaders including teachers. Future research could also focus on further defining the 60 servant leader actions established in this study.

Download or read book An Examination of the Relationship Between Principals Reported Servant Leadership Traits and the Level of Parental Involvement and Presence in Alabama High Schools written by Pamela P. Bearden and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Past and current educational research has shown the value of parental involvement in the education of students. However, there is still a gap in research concerning whether a relationship exists between principals perceived servant leadership abilities and parents involvement in public schools. As a result, the researcher conducted a descriptive study to explore the degree to which principals of high schools reported themselves as servant leaders and the level of parental participation in high schools. The Servant Leader Profile0́4Revised instrument was administered to the principals, and parents completed a parental involvement survey. The data were analyzed using measures of frequency and variability. A summative score determined each principal'ss mean score for the SLPR. High school principal-2 received the highest degree of servant leadership skills (6.09). High school-2 had the highest percentage of parental involvement in the areas of communication (71%), homework help (54.8%), and attendance at sporting (76.3%) and non-sporting (61.3%) events. High school principal-1 and principal-3 received mid to low range servant leadership skills (5.96, 5.89). Their high schools had lower parental involvement levels. This study provides evidence to support a relationship between a principal with higher degree of servant leadership and greater parental involvement in many areas of the school environment. The recommendations for future research concern studying servant-leader principals from dissimilar school districts, comparing servant-leader principals with differing years of experience, and assessing the leadership style of high school administrators and their teachers, as well as examining the servant leadership level of principals at high schools with PTA organizations.

Download or read book Teacher Perceptions of the Servant Leadership Characteristics of One Principal in Relation to Job Satisfaction written by Amanda Blue Brown and published by . This book was released on 2014 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory case study was to explore teacher perceptions of the servant leadership characteristics of one principal and how that correlated with their job satisfaction. Thirty-two full-time elementary school teachers in one district located in the Southwestern United States participated in the study. Laub's Organizational Assessment (OLA) was used to measure their perceptions of the servant leadership characteristics of one principal, while the Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) was utilized to measure their job satisfaction. Interviews were conducted with eight participants to gain more information related to the teacher's perception of this one principal and job satisfaction. Overall statistical analysis indicated no correlation between the teachers' perceptions of servant leadership characteristics of one principal and job satisfaction. The majority of the r values generated from the correlation of the OLA and the MCMJSS were greater than the level of significance of .05 (p value > ©Ł), indicating an acceptance of the null hypothesis. However, some domains of the teacher's perceptions of the servant leadership characteristics of one principal had significant, negative correlations to teacher job satisfaction. These included Displays Authenticity, Values People, Provides Leadership, and Shares Leadership. Findings from the in-depth interviews indicated that teachers wanted transparent and consistent leadership, and a principal who is approachable, authentic and who values the staff. Furthermore, teachers indicated they valued a comfortable and consistent school environment. The study may enhance principals' understanding of the perceptions teachers have about the way principals lead.

Download or read book Teacher Stress and Burnout and Principals Leadership Styles written by Carla McKinney-Thompson and published by . This book was released on 2015 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on the relationship between teacher stress and burnout and the leadership styles of elementary school principals as perceived by elementary school teachers. The topic of stress is one that has been ongoing for hundreds of years but the teaching profession has seen an increase in this condition over the past four decades. Teacher stress and burnout is a condition that can impact teacher health, job retention, teaching performance, and beyond. Therefore, this topic is important as the findings could serve to help minimize this condition. It could also inform educational leaders about leadership styles and their relation to stress and burnout. Sosik and Godshalk's (2000) model of leadership style, mentoring functions received, and job related stress, was the theoretical framework that guided this study. The Pearson Product-Moment Correlation was used to analyze statistical data via the Maslach Burnout Inventory: Educator's Survey (MBI) and the Multifactor Leadership Questionnaire - Form 5X - Rater Form (MLQ). The results of this study revealed that there is a statistically significant relationship between the leadership styles of elementary school principals and teacher stress and burnout, which aligned with the majority of the literature on this topic.

Download or read book Assessing the State of Servant Leadership Teacher Morale and Student Academic Performance Outcomes in a Florida Elementary School District written by Abdul EL-Amin and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other geographical areas was identified and published, the aim of this study was to describe the current state of these variables in the southeastern United States. Four elementary principals and 153 elementary teachers participated in this study. The Revised Servant Leadership Profile 360 survey (RSLP 360) was used to obtain the principals' perceptions of servant leadership based on the criteria from the survey to categorize the four schools as servant or non-servant leadership-led schools, and the Purdue Teacher Opinionaire survey (PTO) was used to collect the teachers' perceptions of morale. Fourth-grade Florida Comprehensive Assessment Test (FCAT) scores in mathematics and reading were retrieved from the Florida Department of Education database and used as the third variable in this study. The intent of this research was not to define relationships between servant leadership, teacher morale, and student test scores, but to describe the extent to which these variables existed based on the perceptions of the survey participants and state test scores for this school district in Florida. The results from this study may be used for future research and practices to further examine the active and potential status of servant leadership, teacher morale, and student academic performance outcomes in PreK-12 education.

Download or read book The Relationship Between Servant Leadership of Principals and Beginning Teacher Job Satisfaction and Intent to Stay written by Randy D. Caffey and published by . This book was released on 2012 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been an ever increasing percentage of beginning teachers who leave the teaching profession within the first five years. The overall purpose of this study was to gain insight into servant leadership characteristics and the impact on new teacher retention. The researcher implemented quantitative research methods to investigate the relationship between servant leadership of principals and beginning teacher's job satisfaction and intent to stay. Data was gathered via two surveys to collect data on beginning teacher perception of servant leadership characteristics displayed by their principal and servant leadership traits which contribute to beginning teacher job satisfaction and intent to stay. Participants included beginning teachers currently employed in south-central Missouri. For this study, a random sample was collected from beginning teachers with five years teaching experience or less. The participants included Missouri certified teachers at various grade levels and areas of certification. The study yielded a high rate of response from survey participants. Data analysis revealed a positive perception by beginning teachers of their principals' servant leadership characteristics. Correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher job satisfaction. In addition, correlations showed a statistically significant, positive relationship between servant leadership and beginning teacher intent to stay. This study has implications for public school administration by highlighting servant leadership characteristics including empowerment, vision, agapao love, and humility.

Download or read book Building Community in Schools written by Thomas J. Sergiovanni and published by John Wiley & Sons. This book was released on 1999-09-21 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work." --Choice "Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . thought-provoking and challenging." --NASSP Bulletin Both in and out of schools, people are experiencing a loss of community. In this book, Thomas J. Sergiovanni explains why a sense of community is so vital to the success of any school and shows teachers, parents, and administrators what they can do to rebuild it. Filled with case studies and other school examples, Building Community in Schools provides the necessary intellectual framework for understanding the need to create communities that are inclusive, meaningful, and democratic.

Download or read book Validation of the School Principals Servant Leadership Behaviors Scale with a Population from the United States written by Kim Marie Thurston and published by . This book was released on 2020 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to validate the results of Ekinci’s original research study conducted to the School Principals’ Servant Leadership Behaviors Scale (SPSLBS), a scale measuring the servant leadership behaviors of school principals (2015). Ekinci’s scale was developed for use in Turkey and had not been validated for use in the United States. This instrument was selected due to the importance of having a method of assessing principal leadership that is based on the perceptions of their teachers and because no other servant leadership scale has been developed that specifically looks at servant leadership within the educational setting. Elementary and middle school teachers from participating New York State and Pennsylvania schools were the primary sampling unit and data was collected by administering the SPSLBS.--from abstract page ix.

Download or read book A Study of the Relationship Between the Servant Leader Principal on School Culture and Student Achievement in the Lower Kuskokwim School District written by Douglas Peter Boyer and published by . This book was released on 2012 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship exists between teacher-perceived levels of servant leadership in principals, teacher-perceived level of school culture, and student achievement within the Lower Kuskokwim School District. The method of analysis was a quantitative approach. The researcher collected data through two surveys, school index report, and independent school report cards and determined (a) a statistically significant relationship existed between servant leadership and school culture; (b) a statistically significant relationship did not exist between teacher-perceived principal servant leadership characteristics and student achievement and graduation percentage rates; and (c) a statistically significant relationship did not exist between teacher-perceived school culture and student achievement. The researcher collected data from two surveys, school index report, and individual school report cards and determined the correlation between teacher-perceived levels of servant leadership in principals, teacher-perceived level of school culture, and student achievement in an educational setting. The Servant Leadership Assessment Instrument collected data about the principal's servant leadership traits as perceived by the teachers in their school. The School Culture Survey collected information on the current level of school culture from teacher perceptions. The School Index Value Score collected data on student achievement data from state assessments. The Alaska State Individual Report Card collected High School Graduation Rates. The study determined there was a tri-variable positive relationship. This study will add to the research in the area of servant leadership and its potential to impact organizations and people.

Download or read book Identifying Teacher Perceptions of Servant Leadership Influences on Professional Development written by Amy M. Dietzman and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, correlational study was to examine the relationship between principal servant leadership characteristics and engagement in the professional development of teachers in high schools located in a large school district in a southwestern state. Eighty-one high school teachers completed the School Leadership Culture Inventory (SLCI) and the Professional Learning Community Assessment - Revised (PLCA-R) to measure their perceptions of principal servant leadership characteristics and their own engagement, empowerment, and collaboration in professional development. A correlational design was employed to determine relationships between the variables. As hypothesized, servant leadership characteristics were positively correlated to teacher feelings of engagement in professional development, consisting of Shared Personal Practice (r=.502) and Collective Learning and Application (r=.565). In addition, the servant leadership characteristic of Commitment to the Growth of People was positively correlated with Empowerment in Professional Development and the servant leadership characteristic of Building Community was also positively correlated to Collaborative Working Environments (r=.385; r=.518). Results demonstrated that at servant leadership characteristics, as a whole, and the specific characteristics of being committed to the growth of individuals and building community are important emphases for school leaders who want to engage teachers in learning, growing, and changing for school improvement.

Download or read book 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 published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Elementary Principals and Teachers written by Carol Montague-Davis and published by . This book was released on 2017 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.