Download or read book The Relationship Between Elementary Principal s and Teachers Cognitive Style Match and Teachers Perceptions of Principal s Leadership Effectiveness written by Irene F. Halpin and published by . This book was released on 1991 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Managerial Effectiveness and Effective Functioning of the B Ed College Principals written by Dr. M. Ramakrishna Reddy and published by Lulu.com. This book was released on 2017-02-28 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is an instrument of social change. It is a process which brings about modifications in the behaviour of society. It helps individuals to develop their own perspectives on the world around them and pushes them to think both creatively and conceptually about many different subjects. It enables individuals to effectively participate and contribute to the progress of humanity.

Download or read book A Study of the Relationships Between Both the Cognitive Style of the Principal and the Principal faculty Coginitive Style Match and the Principal s Leadership Effectiveness as Perceived by the Staff written by Richard C. Bonen and published by . This book was released on 1977 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions of Their Principals Leadership Styles written by Marty A Cosby and published by . This book was released on 2021-04-05 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).

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 American Doctoral Dissertations written by and published by . This book was released on 1994 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Study of the Relationship Between Teachers Perceptions of the Change facilitator Style of Their Principals and the Extent to which the Characteristics of Effective Schools are Present in Their Schools written by Keith E. Mino (Jr) and published by . This book was released on 1990 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Correlation of the Perceived Leadership Style of Middle School Principals to Teacher Job Satisfaction and Efficacy written by Jack Dale (Jr) and published by . This book was released on 2012 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study addressed the idea that a middle school principal could possibly impact teacher effectiveness in the classroom through the relationship of the teacher- perceived leadership style of the principal to teacher job satisfaction and efficacy. The sample consisted of 142 certified teachers from 8 public middle schools in an East Tennessee school district. Teachers completed the Multifactor Leadership Questionnaire, (Bass & Avolio, 2004) and the Job Satisfaction Survey, (Spector, 1994). Findings from this study suggest that the middle school teachers' perceptions of their principal's leadership did not have a statistically significant relationship to teacher job satisfaction. A new insight from this study suggests that principals should find ways to lead beyond teacher perceptions to address the needs of teachers in order to promote and encourage higher levels of teacher job satisfaction. Furthermore, findings from this study suggest that the middle school teachers' perceptions of their principal's leadership style had a statistically significant relationship to teacher efficacy. Findings from the exploratory question at the end of the surveys further validated this study by indicating teachers perceived their need for principal leadership to help them become more effective in the classroom by incorporating elements of both transformational and transactional leadership. This research may assist in developing leadership style training for principals desiring to indirectly influence academic achievement by influencing teacher job satisfaction and efficacy within their schools.

Download or read book An Examination of the Relationship Among Principals Leadership Styles Principals Sense of Efficacy Teachers Sense of Efficacy Teachers Perceptions of Principal Support and Teachers Years of Experience in Urban Georgia Elementary Schools written by Christina Sherard and published by . This book was released on 2016 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study, "An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy' Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools," was designed to examine the factors impacting the efficacy of principals and teachers in urban elementary schools as related to different leadership styles, novice and experienced teachers and level of readiness versus leadership style. Based on social learning and motivational theories concerning leadership and efficacy, the theories were significant in identifying characteristics of leadership styles, level of readiness, and the sense of efficacy for principals and teachers. The study utilizes a non-experimental quantitative design employing both a descriptive and inferential analysis. Data were acquired from principals and teachers in two urban school systems in Georgia through the Teacher Sense of Efficacy Scale, Principal Sense of Efficacy Scale, Leadership Styles Questionnaire and the Teacher's Perception of Principal Support Questionnaire. Of the four research questions posed in this body of research, research question one indicated no significant difference in principal self-efficacy by leadership style. The remaining research questions noted a significant correlation between teachers' self-efficacy and perceptions of principal support. A statistical significance suggested a difference between the sense of efficacy of principals and teachers as well as a difference in the sense of efficacy of teachers based upon years of experience.

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 Values Congruence written by Daniel Roy Zorn and published by . This book was released on 2010 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the relationship between principal and teacher values congruence and perceived principal leadership practices. Additionally, this study considered the relationship between values congruence, leadership practices, and student achievement. The perceptions teachers hold regarding their principal's effectiveness have proven to be an important variable that influences the quality of the school, when quality is defined in terms of student achievement levels (Cotton, 2003; Marzano et. al., 2005). This study sought a better understanding of the factors that influence a teacher's perceptions of their principal's effectiveness to provide insight into the teacher/principal relationship and its subsequent association with student achievement. The statistical analyses in this study revealed that values congruence between teachers and principals is not a variable that has a statistically significant relationship to teachers' perceptions of their principal's leadership practices. This study also revealed that teacher/principal values congruence has no statistically significant relationship to student achievement levels. This study suggests that principals would be well served to focus their efforts on factors that have been shown to improve student achievement instead of seeking to affect the congruence between their work values and their staff's work values. The existing research base focuses the school leader on creating practices that are conducive to building professional teacher/principal relationships rooted in the examination of student data with a constant eye upon adjusting instruction that meets the diverse needs of each individual learner (DuFour & Eacker, 1998; Schmoker, 1999, 2006). A focus upon assuring teachers' utilization of instructional practices that have been found to impact student achievement is also essential (Marzano et al., 2003, 2005; Danielsen, 2002). It is advisable that principals focus their efforts in these areas rather than upon seeking to effect the level of values congruence that might exist between the principal and his/her staff.

Download or read book The Relationship Between the Principal s Leadership Style and School Effectiveness written by Wai-Hung Sun and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between the Principal's Leadership Style and School Effectiveness: a Case Study of a Primary School" by Wai-hung, Sun, 孫偉雄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A large body of research suggests there is a strong link between effective leadership and effective organizations (Lezotte, 1997; Sergiovanni, 1995; Bolman & Deal, 1994; Boyan, 1988; Griffiths, 1988). Hogan, Curphy, and Hogan (1999) assert that '...a growing body of evidence supports the common sense belief that leadership matters' (p.34). Fullan (2002) says that schools need leaders who can change 'what people in the organization value and how they work together to accomplish' (p.19). Meanwhile Beach and Reinhartz (2000) note that '...leadership is essential to promoting student achievement and creating a vision of success for the total educational program' (P.72). The principal is the critical person who makes the decisions that affect people's lives. We believe that the interactive relationship between the principal and various constituencies, including teachers, students and parents, are important in achieving the goals and objectives of the school. However, there are indications in the research primary school that school effectiveness has not improved since the appointment of a new principal three years ago. Although he adopted a more participatory leadership style that involved teachers in advising about or actually making decisions concerning school business, the school did not have any positive effect as the theory argued. Therefore, it arouses my interest in investigating the underlying reasons. In this paper, the different styles of leadership of the former and present principals will be discussed and the perception of the leadership of the two principals by teachers will be given. In addition, this paper will also present the extent to which the school was effective under the leadership of the two principals and how the two leadership styles have impacted on the effectiveness of the school. DOI: 10.5353/th_b3762388 Subjects: Elementary school principals - China - Hong Kong - Case studies Educational leadership - China - Hong Kong - Case studies School management and organization - China - Hong Kong - Case studies

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1991 with total page 1030 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Download or read book A COMPARISON OF TEACHERS PERCEPTIONS OF PRINCIPAL EFFECTIVENESS IN NATIONAL BLUE RIBBON SCHOOLS AND MATCHED SETS OF SELECTED NON BLUE RIBBON SCHOOLS IN PENNSYLVANIA written by Ryan Robert Giffing and published by . This book was released on 2010 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a focus on leadership, this study examines the leadership characteristics of principals in schools that are recognized as National Blue Ribbon Schools by the United States Department of Education. This mixed methodology study utilizes the causal comparative method to compare what teachers consider to be effective leadership characteristics of principals in National Blue Ribbon Schools to those of principals in matched sets of selected Non-Blue Ribbon Schools in Pennsylvania. The Audit of Principal Effectiveness is used to collect quantitative data and a survey protocol is used to identify confounding factors and extraneous variables. The research revealed significant findings in nearly all areas of the Audit of Principal Effectiveness. Principals in the selected matched-set schools were ranked higher than principals in National Blue Ribbon Schools. Additional analysis using a multiple regression showed that teachers perceive their principal as effective if the principal has good relations with them, employs and evaluates staff effectively, has high expectations, and does not exceedingly involve the community in the life of the school.

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.