Download or read book The Correlation of Teacher and Administrator Perceptions of Factors that Influence Teacher Morale written by Allison Armstrong Campbell and published by . This book was released on 2009 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Principal Leadership on Teacher Morale and Student Achievement written by Lawrence A. Hindt and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school climate. For this reason, teacher morale is a topic of great concern to public school administrators. Moreover, research suggests that poor teacher morale negatively affects student performance just as high teacher morale positively affects student performance. Research also indicates that teacher morale is influenced more by the leadership style of the principal than any other single factor. This study was designed to determine whether certain relationships exist between teacher morale and the following independent variables: (1) principal trust and (2) leadership satisfaction. Additionally, investigations were conducted to determine whether the aforementioned independent variables lead to increased student achievement. Information regarding teacher morale was collected from 65 teachers using the 2009 MDed - Multi Dimensional Education Incorporated (MDed) Survey at three 7-8 Initiative schools in a large suburban district in southeast Texas. It was the intent of this study to determine whether principal leadership and teacher morale are significantly correlated. The study also demonstrated whether or not teachers' and principals' perceptions of leadership behaviors contribute to student achievement. vi After analyzing the data, it was found that principal leadership behaviors do significantly impact teacher morale, and student achievement. Additionally, it was found that positive teacher morale and student achievement in the Initiative Schools influenced positive student behaviors, ultimately reducing student discipline referrals. Multiple interventions were put into place that led to the positive outcomes. The interventions, new principal leadership, ongoing intensive staff development, establishment of small learning communities, reduction of student population and low student to teacher class ratios, were the catalysts that lead to the Initiative Schools' transformational success, a transformation of high teacher morale, increased student achievement, and positive student behaviors.

Download or read book The Relationship Between Teacher Perception of Change and Teacher Morale written by Bernice E. Berns and published by . This book was released on 1986 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of the Relationship Between Administrator Leadership Style and Teacher Morale written by Surjit Kaur Bhella and published by . This book was released on 1975 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Industry, business, military and other government agencies are increasingly recognizing the significance of human factors in the productivity of complex organizations. Educational institutions are no exception to this fact. It is assumed that morale and productivity are related to the managerial style of the supervisor. Leaders are faced with the challenge of directing the work group toward the target of increased productivity while at the same time maximizing member satisfaction. The basic research problem of this study was to investigate the relationship between leadership style of high school principals (in terms of their Concern for Production and Concern for People) and certain dimensions of teacher morale. The null hypothesis which guided this study was that there was no significant relationship between teacher perceptions of administrative behavior and teacher morale. A stratified random sampling technique was used to select 132 teachers from ten high schools in the state of Oregon. The results are based on 126 returns, 90 male and 36 female respondents. Principal Leadership Style Questionnaire was used to measure two dimensions (Concern for People and Concern for Production) of administrative behavior. Purdue Teacher Opinionaire was used to measure ten factors of teacher morale. All hypotheses were tested at .05 level of confidence. The first primary hypothesis asserting that there would be no partial correlation between administrative dimensions and Teacher Rapport with Principal was rejected. The second primary hypothesis that there would be no partial correlation between administrative dimensions and Satisfaction with Teaching was accepted. Partial correlation was 4ppliedto analyze the primary hypotheses by eliminating the effects of secondary hypotheses (Rapport Among Teachers, Teacher Salary, Teacher Load, Curriculum Issues, Teacher Status, Community Support of Education, School Facilities, Community Pressures, Age and Sex). T-test based on regression coefficients was applied to analyze the secondary hypotheses. Out of 20 secondary hypotheses tested, five of them were rejected. Analysis of the primary and secondary hypotheses concluded that Curriculum Issues, Rapport with Principal and Teacher Salary are positively related to both the dimensions of administrative behavior. Rapport Among Teachers was positively related to Concern for People but not Production. Satisfaction with Teaching, Teacher Load, Teacher Status, Community Support of Education, School Facilities and Services, Community Pressures, Age and Sex of the teachers are not related to the perceived leadership style of the principal. Teachers Satisfaction with Teaching is probably related mostly to those things that happen directly with pupils inside the classroom over which principals have little influence. Results of the two administrative dimensions indicated that a principal's leadership behavior is perceived by his faculty in various ways. However, on the average, administrators were rated high on both the "Production" and "People" dimensions of administrative behavior and perceived as having a "6,7" or "7,8" leadership style as described by Blake and Mouton (1964). Analysis of this research further suggest that educational administrators investigated in this study seem to have above average skills in the eyes of their faculty in promoting both goal achievement and member satisfaction. It is recommended that the design of this study be replicated on a larger teacher population and sample size in different geographical areas.

Download or read book A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion ECC and Selected Cost Factors written by Van D. Mueller and published by . This book was released on 1964 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Teacher Morale as it Relates to Teacher Perceptions of Parent Attitudes written by John Frederick Bahnsen and published by . This book was released on 1970 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Correlation of Teachers and Principals Perceptions of Principals Behavior and Its Effect on Teacher Morale written by William Kirtley Pennebaker and published by . This book was released on 1969 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of the Effect of Administrative Practices on Teacher Morale in Newfoundland and Labrador Schools written by Jerome G. Delaney and published by . This book was released on 1991 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining the Relationship Between Teachers Perceptions of System Leadership Teacher Morale and Teacher Attendance in the Capital Region of New York State written by Hillary E. Brewer and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the 2012-2013 school year, public school districts in New York State simultaneously implemented two critical policies that had a significant influence on teacher practice in the classroom; the Common Core State Standards (CCSS) and the Annual Professional Performance Review of teachers (APPR). After three years of implementation the researcher felt it was both timely and important to examine what if any impact these recent policy changes have had on teachers with regard to their perceptions' of system level leadership, morale, and motivation to attend work. This quantitative study examined the relationship between teachers' perceptions of system level leadership, teacher morale and teacher attendance rates in the Capital Region area of New York State. The researcher designed a survey instrument to collect teachers' self-reported absence information; teachers' perceived feelings of morale and teachers' perceptions of the effectiveness of the system leader. In total, 960 respondents were included in the sample; a 16.05% response rate. The results of this study indicate teachers' perceptions of effective system leadership have a statistically significant relationship with teacher attendance, however there is not a practical significance that should be examined by education policy makers and individual school districts. The results of this research highlight the frequency of days some teachers in the population were absent from school for reasons other than school business. The New York State Education Department and individual school districts should examine this information carefully and work to implement policies and procedures that keep teachers in the classroom. The results of this study also indicate there is a statistically significant, but not practically significant relationship between iv teachers' perceived sense of morale and the number of days a teacher is absent from work for reasons other than school business. Finally, the data collected indicates teachers' perceptions of effective system leadership have a statistically significant and practically significant relationship with teachers' perceived sense of morale. The results of this research suggest that system leaders would benefit from examining their own practices and the practices within the school district in order to improve or keep teacher morale high.

Download or read book The Relationship of Teacher Morale to Teachers Perceptions of Principal Behavior in Selected High Schools in South Texas written by Linda Marie Garcia Mitchell and published by . This book was released on 2002 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of Administrative Autonomy supportive Versus Controlling Behaviors written by Christine M. Scudella and published by . This book was released on 2015 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal policy around supervision and evaluation has prompted state action to develop new evaluation systems to increase student achievement. Systems, such as the Framework for Educator Effectiveness implemented in Wisconsin, are tied to teacher performance as well as student achievement. This type of performance-based evaluation system relies on external motivators to increase the instructional practices of those evaluated. Teachers are thought to be motivated to increase instructional practice based on evaluation and students' assessments. The purpose of this study was to research dynamics of relationships between administrators and veteran teachers within evaluation and supervision processes. Considering teachers' self-reported intrinsic motivation and perceived levels of autonomy-support provided by administrators during the supervision and evaluation process. The research questions guiding this study were: How do behaviors of administrators influence teacher perception of the evaluation process and teacher perceived level of intrinsic motivation, as well as impact the unique relationship between an administrator and a teacher. The research approach was a sequential transformative approach using data gathered from teacher surveys of intrinsic motivation and teacher perception of administrative support to assist in selecting interview candidates. Data were collected and analyzed from surveys and interviews. Teachers perceiving administrators to demonstrate Autonomy-supportive behaviors viewed the evaluation process to have a positive impact, providing feedback and communication, leading toward growth and likely to characterize relationships aligned with transformational qualities. Qualities including administrators providing choice; teacher perceived administrative belief of competence in the teacher, and administrative encouragement through feedback which encouraged higher interest from the teacher. Teachers reporting administrative neutral-support indicated a lack of confidence in the evaluation process; due to lack of feedback, poor leadership and lack of administrative presence. Additionally, this group was less affirming in recognizing teaching skills and confidence when compared to others. Teachers within this group relied more on self-motivation for professional growth. The implications lie in administrative behavior as perceived by teachers, specifically feedback. It is crucial for administrators to connect supervision and evaluation processes to opportunities to provide rich feedback for all teachers. There is much to learn about administrative behaviors and relationships between administrators and teachers impacting teacher motivation.

Download or read book Teachers and Administrators Perceptions of how Faculty Trust Influences Teacher Job Satisfaction and School Morale in Rural East Tennessee Elementary Schools written by LeAnna M. Webb and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, interpretive study was to discover teachers’ and administrators’ perceptions on faculty trust and how faculty trust influenced teachers’ job satisfaction and school morale in rural, East Tennessee elementary schools. The sample size of this study included 25 teachers and six administrators from two rural school districts, for a total of 31 participants in this study. Overall, I derived eight themes, one of positive perceptions and one negative perceptions from teachers and administrators for each of the four research questions. For Research Question 1, teachers perceived faculty trust influenced teachers’ job satisfaction positively in rural, East Tennessee elementary schools by creating positive environments and opportunities for teachers to take chances and negatively by creating threatening environments and emotional distress. For Research Question 2, teachers perceived faculty trust influenced school morale positively in rural, East Tennessee elementary schools by creating positive, safe, and supportive environments and negatively by creating unsafe, discontent environments and teacher turnover. For Research Question 3, administrators perceived faculty trust influenced teachers' job satisfaction positively in rural, East Tennessee elementary schools by creating positive and safe environments and negatively by creating destructive environments and teacher turnover. For Research Question 4, administrators perceived faculty trust influenced school morale positively which created positive, safe, and supportive environments and negatively which included toxic and isolating environments.

Download or read book A Study of the Relationship Between Prinicpal Leadership and Teacher Morale written by Jennifer Viaud-Macones and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the degree of principal leadership style's effect on teacher morale in 14 public schools in northern New Jersey with a total of 138 participants. Of the 14 participating schools, 10 schools were categorized as elementary level, serving students in kindergarten through eighth grade. Four schools were categorized as high school level, serving students in ninth through twelfth grade. Factors guiding research included teachers' consecutive years of educational service, high-stakes testing subject areas, and a school's socioeconomic status to determine if they contribute to the relationship of principal leadership and teacher morale. Morale levels of teachers were calibrated using the Purdue Teacher Opinionaire (PTO) and the Leadership Practices Inventory (LPI). The PTO measured factors affecting teacher morale. The LPI measured staff perceptions of principal effectiveness in relation to the Five Practices of Exemplary Leadership (Kouzes & Posner, 2012). The study was quantitative in nature and employed a correlational research study design technique. Survey responses were analyzed using an Independent Sample t Test to measure relationship strength. Outcomes identified from this research will contribute positively to the greater educational setting, whether through contributing to leadership training for future principals, informing professional development for seasoned vesteds, or aiding in the creation of future teaching tools. Study results indicate that teachers involved in high-stakes testing and teachers working in the lowest socioeconomic educational environments felt significantly different than teachers not exposed to these factors. This research exposes pertinent leadership characteristics that may prove vital to the development of current and future school leaders and aid the development of specific professional development opportunities. (ProQuest abstract).

Download or read book Teachers Perceptions of the Effect of Principal Leadership on Teacher Morale written by James A. Miller and published by . This book was released on 2017 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Educators of Administrative Factors which Influence Teacher Effectiveness written by Richard Charles Layton and published by . This book was released on 1975 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Examination and Analysis of the Effects of Elementary Principals Specific Management Practices on Teacher Morale and Willingness to Embrace Initiative written by Thomas B. Reardon and published by . This book was released on 2012 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a relationship between specific principal management practices (as defined in this study as: informal visits to the classroom, face-to-face communication, written ommunication, visibility throughout the school campus, and a presence at extracurricular activities) and teacher morale. The study attempted to investigate further whether there was a relationship between morale, and teacher willingness to embrace new building initiatives. The study also attempted to ascertain if there was a relationship between morale and teacher willingness to embrace building initiatives, and school designation as a high or low performing school. This quantitative study was conducted using voluntary participation of elementary faculty throughout the Capital District Region of New York State. The survey was distributed via email to over 500 prospective participants, of which 171 responded. Survey data was collected using SurveyMonkey online survey software and analyzed via SPSS v. 20. Pearson's correlation, Chi-square analysis, and one-way ANOVA were used in the analysis of the data. A statistically significant relationship existed between the frequency principals employ specific management practices, and teacher perception of morale. A statistically significant relationship also existed between teachers' value of principals' management practices and morale. There was no statistical relationship between the value teachers place upon principal management practices and voluntary teacher participation in building initiatives and activities. The study also revealed that high and low performing school status was not a factor that influenced morale or teacher initiative participation.

Download or read book Teacher Perceptions of Factors Contributing to Staff Morale and the Management Style of the Principal Department of Defense Dependents Schools European Region written by John Edward Davis and published by . This book was released on 1979 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: