Author: Paula A. SlinePublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 304
Book Description
A Study of the Relationship Between Teachers' Perceptions of the Role of the Principal and the Organizational Climate of Elementary Schools
Author: Paula A. SlinePublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 304
Book Description
An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate
Author: Sandra Yuvett LaRochePublisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 436
Book Description
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.
The Relationships Between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate
Author: Janet Lynn PulleynPublisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 290
Book Description
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.
Relationship Between School Climate and Student Achievement
Author: Keri Brown HamptonPublisher:
ISBN:
Category : School environment
Languages : en
Pages : 224
Book Description
This quantitative research study was designed to investigate the relationship between school climate and student achievement. Using survey methods, data were collected using the Organizational Climate Descriptive Questionnaire Revised for Elementary Schools (OCDQ-RE) from 599 teachers in 33 schools located within the Region VII Education Service Center area. Quantitative data were analyzed using the Pearson r correlational analysis method and descriptive statistics to determine the relationship between teachers' perceptions of school climate and student achievement. Findings revealed a moderate relationship between teachers' perceptions of teacher openness when compared to standardized test scores and a small association among teachers' perceptions of principal openness and standardized test scores. By examining the overall campus climate evidence was found that campuses having an open or engaged climate typically had a higher percent of students meeting the TAKS standard when compared to campuses with a closed or disengaged climate.
The Relationship Between Teacher Perception of Elementary School Organizational Climate and Student Achievement
Author: David Sterling MortonPublisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 312
Book Description
The Relationship Between the Supportive Principal Behavior Dimension and Teachers’ Perceptions of Self-efficacy in Rural Schools
Author: Elizabeth Holliday LackeyPublisher:
ISBN:
Category :
Languages : en
Pages : 87
Book Description
The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Through the Eyes of Teachers
Author: Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 272
Book Description
"The purpose of this quantitative study was to see if a statistically significant relationship existed between principal communication style and school climate as perceived by elementary teachers in high achieving Title 1 elementary schools in a Midwest state. Teacher perceptions of principal communication style were assessed using the Communication Style Inventory (CSI). The six communication styles assessed were Expressiveness, Preciseness, Verbal Aggressiveness, Questioningness, Emotionality, and Impression Manipulativeness. Teacher perceptions of school climate were assessed using the Organization Climate Description Questionnaire - Revised Elementary (OCDQ-RE). School climate scores were calculated regarding a degree of principal openness and a degree of teacher openness perceived by the teacher. Statistically significant negative relationships were found between Verbal Aggressiveness and principal openness, Verbal Aggressiveness and teacher openness, and between Emotionality and teacher openness. Although difficult to generalize due to a small sample size, the findings are worthwhile to consider for practicing and aspiring principals as well as principal preparation programs."--Leaf 3.
Teacher Effectiveness
Author: Marjorie PowellPublisher: Routledge
ISBN: 0429995083
Category : Education
Languages : en
Pages : 544
Book Description
Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
An Investigation of the Relationship Among Perceptions of Organizational Climate and Principal Competencies in Elementary Schools
Author: Rita A. RamseyPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 212
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 396
Book Description