Download or read book Exploring the Relationship Between Perceived Principal Leadership Styles and Perceived School Climate written by Raul Cantu and published by . This book was released on 2012 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leadership Style and School Climate written by Adel Tajasom and published by LAP Lambert Academic Publishing. This book was released on 2010-08 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faced with criticisms of failing to adequately educate students, much research on educational reform in the school systems alludes to the role of principals in the educational process. Specifically, the principals have been identified as the most accountable key individuals responsible for creating conducive school climate. This book, therefore, highlights the relationship between high school teachers' perception of principal leadership style (Multifactor Leadership Questionnaire MLQ) and school climate (School Level Environment Questionnaire SLEQ) based on the theoretical framework derived from Theory of Leadership Style. Studying the perceptions of high school teachers in 17 urban secondary schools in Penang, Malaysia, the authors found that principals who are transformational leaders have an effect on school climate whereas transactional leaders only have an effect on one of the six dimensions of school climate. The in-depth analysis offers school boards and superintendents some insight into the style of principal leadership that may best fit the specific school climate needs in their respective school districts.
Download or read book An Analysis of the Relationship Between Elementary School Teachers Perceptions of Principal Leadership and School Climate written by Sandra Yuvett LaRoche and published by . This book was released on 2014 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Principals Leadership Styles and Their Impact on School Climate written by Bruce R. McColumn and published by . This book was released on 2010 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The primary focus of this study is to explore the perceptions of assistant principals as to how their principals' leadership styles impact school climate. A school's climate plays a vital role in student achievement and principals are the most important factor in setting a setting a school's climate. Therefore, principals' leadership behaviors warrant investigating. This qualitative study identified principal leadership styles through the perceptions of their assistant principals. Interactive interviews were conducted with selected assistant principals in the XYZ School System. Their responses were analyzed, themed and coded to draw a connection between principal leadership style and school climate. These findings can be used in leadership training to familiarize current and aspiring principals with leadership attributes that could positively impact school climate as well as student achievement. Chapter One provided an introduction and summary of the study. Chapter Two provided a background of the relevant literature that is associated with various aspects of leadership and school climate. Chapter Three provided information on methodology procedures used to answer the research questions. Chapter Four provided a report of the data and analysis which includes detailed demographic information. Chapter Five provided a discussion of the findings and implications of the study.
Download or read book Principal Leadership and Organizational Climate written by Thomas L. Hawkins and published by . This book was released on 2002 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Relationships Among Teachers Perceptions of Principal Leadership and Teachers Perceptions of School Climate in the High School Setting written by Jeffrey Michael Paul and published by . This book was released on 2015 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.
Download or read book Defining the Relationship Between Principal s Leadership Style and School Climate as Perceived by Title I Elementary Teachers written by Jeff Stanford Williamson and published by . This book was released on 2007 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Leadership Styles of High School Principals and School Climate as Perceived by Teachers written by Sandra Shrewsbury Bailey and published by . This book was released on 1988 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Defining the Relationship Between Principal s Leadership Style and School Climate as Perceived by Title I Elementary Teachers written by Jeff Standford Williamson and published by . This book was released on 2007 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Leadership Styles and Elementary School Climate written by Shvilla Bryan Gaines and published by . This book was released on 2011 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study utilized the descriptive and quantitative approaches to examine elementary school principals' leadership style and school climate in an urban school district. Research supports the relationship of leadership styles, school climate and student achievement does exist and this study identified and explored how it exists between the school principals' leadership style and school climate. Participants consisted of elementary principals and teachers in an urban school district within the southeastern region of the United States. The purpose of this study was to determine the existence of a relationship between elementary school principals' leadership styles and school climate in an urban school district. Survey instruments were the Leader Behavior Description Questionnaire (LBDQ) Form XII Self and the Organizational Climate Description Questionnaire for elementary schools (OCDQ-RE). Demographic information was gathered from the principals and teachers that were subjects of this research (Table 3 and Appendix C). The following research question was posed: Does a relationship exist between the elementary school principals' leadership style and school climate in an urban school district? Descriptive statistics summarized the data characteristics of the independent variable (principal leadership style) and dependent variable (school climate). The data was analyzed using the Pearson Correlation Coefficient. A Positive linear relationship in climate was found for three different groups. These three groups had a statistically significant correlations coefficient and p-values between the LBDQ-Form XII Self and OCDQ-RE subscales. The school principals must be able to access and evaluate the impact they may have on the climate of the school. This study proposed strategies school principals from the participating school district can use to create a more open school climate.
Download or read book Exploring the Relationship Between Perceived School Culture and the Administrative Leadership Styles of Principals and Assistant Principals from the Perspective of the Classroom Teacher written by Mireya Garcia and published by . This book was released on 2018 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Leadership Skills of Elementary School Principals and School Climate written by Jeanette Diane Gerault and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Gerault, Jeanette D. "The Relationship Between Leadership Skills of Elementary School Principals and School Climate." Unpublished Doctoral Thesis, University of Houston, May, 2013. Abstract As state and federal accountability standards demand that schools show adequate progress for school improvement, principals have found it more difficult to find the time and resources needed to adequately focus on school culture and climate. The purpose of this descriptive statistics study was to determine the relationship between elementary school principals' leadership skills and school climate. Perceptions of school leadership and school climate were measured by an employee perception survey developed within a large, diverse, suburban district in the state of Texas. The data were collected from elementary school campuses with varying demographics, located within the same school district. The design of the research involved descriptive statistics and frequencies to investigate the possible relationship between perceived school climate and perceived principal leadership skills. The intent of this descriptive statistics study was to clarify educators' understanding of important phenomena by identifying relationships among variables, school climate, and leadership skills. As previous researchers have related school climate to principal leadership and behaviors (Bulach, Booth, & Pickett, 1998; Peterson, 1990), this research concurred that there is, indeed, a relationship between the leadership skills of the principal and the school's climate. This study was significant because the behaviors of the building principal have been linked to the school climate, thus telling practitioners that effective leadership is critical. In order to develop a climate of autonomy, cohesiveness, adequate communication, and focused goals, principals must develop leadership skills focused on respect, instructional leadership, effective communication, shared decision making, and valuing the contributions of others.
Download or read book A Study to Determine the Relationship Between Principal Leadership Style and School Climate as Perceived by Teachers in Middle Schools in Two Military Communities written by Melissa McIntyre and published by . This book was released on 2004 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Between Teachers Perceptions of Principal Leadership and Teachers Perceptions of School Climate written by Janet Lynn Pulleyn and published by . This book was released on 2012 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district participated in the study. Teachers also responded to five demographic questions pertaining to gender, age, years of teaching experience, length of time with principal, and level of education. The findings indicated that the subscales of the LPI were inter-correlated while the subscales of the OCDQ-RM were independent. Male teachers tended to perceive principals as being more restrictive than did female teachers. The data indicated that there were differences in perceptions of teachers based upon length in the profession. Teachers' perceptions of principal leadership behaviors were related to their perceptions of school climate. High scores on the LPI, as perceived by teachers, suggested that teachers perceived the school climate to be open. Conversely, low scores on the LPI, as perceived by teachers, indicated a closed school climate. In addition, the study indicated that beginning teachers did not feel open or have professional interactions with veteran teachers. In general, the teachers perceived principal behavior to be influential on school climate.
Download or read book Exploring the Relationship Between the Principal s Self efficacy School Climate and Student Achievement at the Middle Level written by Franklin W. Reese and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
Download or read book The Relationship Between Principal Leadership Style as Perceived by Teachers and School Climate in High Schools in Riyadh City Saudi Arabia written by Abdulaziz Al-Askar and published by . This book was released on 2002 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher preferred and Teacher perceived Leadership Style of the Principal and the Effect of this Relationship Upon School Climate written by Ellen Ledru Dickson and published by . This book was released on 1991 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
