Download or read book The Perceptions of Elementary Principals Regarding the Relationship Between Leadership and School Culture written by Corina B. Newman and published by . This book was released on 2001 with total page 186 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 Unpublished Doctoral Thesis, University of Houston, May, 2013.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 The Relationship Between the Leadership Styles of Principals and School Culture written by Shawn Terese Martin and published by . This book was released on 2009 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: While it may seem that in today's society, the leaders of the school should primarily concentrate on curriculum, assessment, and accountability, there is one significant missing piece that is just as important: school culture. Recent educational reform efforts have focused on creating effective school cultures as a means of improving student achievement. Because the role of the principal is viewed as being essential to the successful implementation of these efforts, the demands on school leaders have continuously increased, which have created a multitude of challenges for school leaders across the nation. The purpose of this study was to examine the relationship between the leadership style of principals and school culture as perceived by faculty. A total of 250 teachers from 50 elementary, middle, and high schools located in five school districts in the state of Georgia were selected to participate in this study. Data for this quantitative study were collected using the School Culture Survey, which assessed the following six factors of school culture: collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. In addition, the Multifactor Leadership Questionnaire Form 5X was used to classify the leadership styles of principals as transformational, transactional, or laissez-faire. The means, standard deviations, and Pearson product-moment correlation coefficients were used to examine the relationship between the variables. The results of this study indicated that there was a statistically significant relationship between most of the factors of the leadership styles of principals and the factors of school culture. More specifically, the findings indicated that a positive relationship existed between all of the factors of transformational leadership and all of the factors of school culture. In addition, one factor of transactional leadership, contingent reward, was positively correlated with school culture. On the contrary, a negative relationship existed between all of the factors of laissez-faire leadership and all of the factors of school culture.

Download or read book The Principal s Role in Shaping School Culture written by Terrence E. Deal and published by . This book was released on 1990 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Exploration of the Relationship Between Leadership Styles and School Culture in a Small Rural Southeast Missouri School District written by Kimberley Blissett and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals who understand and nurture positive school culture often experience academic and career success. This dissertation focuses on leadership styles and their relationship to school culture in a small rural school district in Southeast Missouri. The study answers the following questions : 1. What are the critical functions of effective leaders as perceived by both teachers and leaders? 2. As perceived by leaders and teachers, what impact does the leader have on the culture of the school? There is a great deal of literature regarding leaders and school culture in large school districts. This study fills in the gaps in literature regarding leadership and culture in small, rural school districts. This study focused on a small rural school district in Southeast Missouri. The district has a K-12 enrollment of 330 students. There are 18 teachers and one building principal in the elementary school. The junior high and high school share 19 teachers. Data for this qualitative case study was collected using semi-structured interviews. Four teachers from each building were interviewed. The building principals from both buildings were also interviewed. The results of this study show that there is a significant relationship between the leadership style of the principals and the culture of each building. The findings indicate that the elementary principal is primarily an authentic leader. According to the data, her authenticity has led to a positive school culture. The staff also stated that the personal relationships sometimes interfere with student discipline. The junior high/high school principal is primarily a transactional leader. His focus was managing the school as a business. His staff attributed his business mentality to positive changes within the school and culture and success in achieving goals. While they appreciated his attention to professionalism, they would like to get to know their administrator on a personal level.

Download or read book Leadership and School Culture written by Philip Hallinger and published by . This book was released on 1994 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Analyzing Teachers Perceptions on Principal Effectiveness Through Leadership Style Gender and Educational Level of a School Building written by Marie A. Netto and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Study of the Relationship Between School Culture and Standardized Test Scores written by Andrew Lee Smith and published by Universal-Publishers. This book was released on 2008-06 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to discover the perceptions of school culture and correlate those perceptions with standardized test scores in elementary and secondary schools in southwestern Arizona. The intention of this study was to contribute to the field of education leadership related to student achievement and factors contributing to student achievement including organizational culture. A survey of teachers and administrators in participating schools in southwestern Arizona was completed and correlated with existing student achievement data for those participating schools. The School Culture Survey by Leithwood, Aitken, and Jantzi (2001) was used for the survey instrument, and the Stanford Achievement Test, Ninth Edition, was used to measure student achievement. The survey results and student achievement data were correlated and revealed that a relationship does exist between perceptions of school culture and student achievement.

Download or read book Effective Leadership written by Pamela Murphy Helms and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: A small public school system in the piedmont of North Carolina was the setting for this study. Individual school data, as well as aggregated data from studied schools were analyzed in order to form overall conclusions of perceptions of leadership within the district. Schools were grouped according to the age of the student (elementary K-5, secondary 6-12) in an effort to provide the opportunity for further data analyses. -- The purpose of this study was to investigate the relationship between the principals' self-reported leadership behaviors and the teachers' perceptions of the principals' leadership behaviors using Kouzes and Posner's Leadership Practices Inventory based on the Five Practices of Exemplary Leadership. The researcher disaggregated data to determine the area(s) in which principals perceive themselves strong or weak, and compared those perceptions to the views teachers hold. The researcher also disaggregated data to determine the relationship of perceptions of leadership at elementary and secondary levels. There was also a focus on leadership perceptions based on gender and teacher experience level to determine if either of those affect teachers' perceptions of principal leadership. -- Through collecting questionnaire research and surveys of principals and teachers, these quantitative data were analyzed to determine if there was a gap between teacher perception of leadership behaviors and leaders' self-perceived behaviors.

Download or read book The Perceptions of School Building and School District Leaders Culturally Responsive Leadership Practices and Discipline Actions written by Equasia Yard-Jean and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is important for school leaders to understand how students who identify as belonging to specific races, ethnicities, or cultures experience school climate. The purpose of this quantitative study was to investigate the perceptions of school leaders on their culturally responsive leadership (CRSL) practices and discipline actions. This study focused on the perceptions of 142 school leaders (Principals and Superintendents) who work in public schools in New York State. The sample consisted of school building and district leaders who work in elementary, middle, and high school settings in urban, suburban, and rural communities. The study was conducted utilizing the Culturally Responsive School Leader (CRSL) Survey, an anonymous self-reporting school building and district leader online survey, to gather information about principal and superintendents' perceptions of their CRSL practices and discipline actions in their schools and districts. This study addressed the need identified by Voight (2013) stating WestEd's research findings suggests that addressing school-climate issues, including the gaps in how different student groups experience school climate, may be an important and complementary strategy for reducing achievement gaps. Furthermore, that nurturing school environments that are safer and supportive for all students, and make all students feel part of a larger community, is an important step toward education equity and a promising step in the direction of closing the racial/ethnic school climate gap.The findings revealed that there was a statistically significant relationship between the role of the school leader (principal or superintendent) and their perceptions of their CRSL practices and discipline actions. Findings were further explained and supported by principals and superintendents' comments on the challenges of implementing CRSL practices and discipline actions in their schools or districts through the open-ended response on the CRSL perception survey. Ultimately, the study serves as a resource to assist the K-12 education leadership community identify where they are on the CRSL practices and discipline actions continuum to follow actionable steps to utilize as a guide to implement in schools district wide as they work towards transformational leadership.

Download or read book Elementary Teachers Perceptions on the Influence of Principals Behaviors and Actions on School Culture School Climate and Teacher Self efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.

Download or read book Perception Gaps Between Principals and Teachers in Culturally Responsive School Leadership written by Khloe C. Williams-Lawani and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to show how principals' perceptions of their use of specifically identified culturally responsive practices in their school compares to their teachers' perceptions of the principal's implementation of those practices. This study identified whether any gaps exist between principals' perceptions of their own culturally responsive school leadership (CRSL) and the perceptions of their staff across five domains derived from the Cultural Proficiency Leadership Rubric (CPLR), including assessing one’s own culture and culture of others, valuing diversity, managing the dynamics of difference, adapting to diversity and institutionalizing cultural knowledge (Franco et al., 2011). This study was conducted in four schools in Northeast Philadelphia, a section of the city with one of the most culturally diverse growing populations. Due to the increase in their culturally diverse student populations, school leaders must employ practices to create welcoming and inclusive environments so all students feel a strong sense of belonging. For each of the four schools, the researcher ran a series of one sample t-tests to determine if there is a relationship between principals' self-scores and teachers' scores of principals in five domains of CRSL. The study reveals that varying perceptions in CRSL can exist between teachers and principals within a school. In three out of the four schools, principals often scored themselves lower in the specified CRSL practices than their teachers. In one out of the four schools, the principal rated themselves higher in all categories of CRSL, than their teachers. In the case of the former, these perceptions gaps could be a result of school leaders needing to communicate the expectation of CRSL practices to teachers. In the case of the latter perception gap, the school leader may lack the CRSL self-reflection and self-awareness skills. Recommendations for future research include expanding the study across more schools with varying demographics and conducting a qualitative study to dig deeper into the rationale of school leaders and teachers on their expectations and perceptions of culturally responsive school leadership.

Download or read book Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers ELA Pedagogical Changes in High poverty NYC Elementary Schools written by Linda D. Green and published by . This book was released on 2016 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in ELA instruction. The study also investigated the principals' perceptions of the influences of their instructional leadership practices and the changes in teacher pedagogy in ELA instruction. In addition, this research explored the relationships between schools' ESEA designation status and the leadership practices used by principals in their efforts to improve teachers' pedagogy, as well as the leadership practices principals perceived as influencing teachers' pedagogy in ELA. The study used a survey design to capture the perceptions of principals' understandings of which instructional leadership practices influence change in teacher pedagogy in ELA. This study included 220 New York City elementary school principals, of which 95 respondents completed the entire survey. Research questions explored the instructional leadership practices and teacher pedagogy used in ELA instruction that the participants reported as essential for improving teaching practice and student achievement. Descriptive statistics, Spearman's rho correlation, and multiple linear regression analysis were used to analyze the survey data. v This study revealed several significant findings. The results of this study have shown that principals believe their leadership practices influence changes in teacher pedagogy. More specifically, teacher development, culture building, and building relationships appear to have the most influence. Another significant finding was that principals of reward, good standing, local assistance plan, and focus schools believe their teachers mostly use research-based teacher instructional practices during ELA instruction. Many of the principals in this study perceived that student misbehavior is a factor in the loss of instructional time.

Download or read book The Relationship Between Teachers Perceptions of Principals Leadership Behaviors and Collective Efficacy of Teachers in the Elementary School written by Ann Hart DiPetrillo and published by . This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between Teachers Perception of Principal s Leadership Practices and School Culture to Student Achievement written by Ragan Renee Dufrene Orgeron Lorraine and published by . This book was released on 2011 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Key Characteristics of Collaborative Leadership in Elementary Schools written by Margaret Elizabeth Vitale and published by . This book was released on 2017 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative leadership is a process of leadership that allows all stakeholders to be actively involved in the decision-making process. This leadership process incorporates the perspectives and insight of the stakeholders in order to sustain effective change. The review of the literature expresses that leadership within the organization must have a strong understanding of need to create a culture built on respect, communication, and openness in order to implement this with fidelity. Research suggests that collaborative leadership is an effective process to allow for open communication and empowerment within the organization. This qualitative research study investigated the perceptions that elementary school principals and teachers hold regarding the necessary characteristics of social interactions in a collaborative environment. Through one-on-one interviews with two building principals and focus-group interviews with teachers in those same schools, the researcher found five common themes in what beliefs each respective group holds regarding the relational characteristics crucial for effective collaboration. These five themes of (a) caring, (b) generative listening, (c) nonjudgmental trust, (d) involvement, and (e) respect were consistent throughout all interviews. This research now provides elementary educators with a stronger understanding of what relationship characteristics are important to a collaborative environment. Educational leaders now have a deeper understanding of how they can foster collaborative leadership environments within their elementary schools.