Principals' Perceptions of Leadership Behaviors Associated with School Outcomes PDF Download

Author: Robert Schultz
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 282

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Author: Luz del Carmen Gutiérrez Torres
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 174

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Effective school leadership has become a priority of educational policy due to its perceived importance in improving and sustaining student achievement. However, leadership is not a unilateral act as perceptions from followers affect the ability of leaders to influence the school outcomes as measured by student achievement. Previous research suggested a relationship between educational leadership and school climate, and between school climate and student achievement. The focus of this study was to explore an alternative measure of discrepancy in the perceptions of leadership behaviors between principals' self-report and teachers' report, and to examine relationship among this discrepancy measure, school climate, and student achievement. This quantitative correlational study collected data from two secondary data sets: (a) the data from a previous study by Courtney Fee in 2008 on perceptions of leadership behaviors and school climate; and (b) the reports on student scores in the standardized tests published by the Department of Education of the state of Tennessee. Through multiple linear regression analysis, the findings suggested that school climate was significantly related to student achievement while the magnitude of perception discrepancy of leadership behaviors between teachers and their principals was not a significant predictor of student achievement. The study provided further insights into understanding the relationship among educational leadership, school climate, and student achievement. Recommendations and suggestions for future research were discussed.

Author: Kerry Andrew Schindler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286

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The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.

Author: Kenneth L. Mack
Publisher: Createspace Independent Publishing Platform
ISBN: 9781530898503
Category :
Languages : en
Pages : 140

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The purpose of this qualitative case study was to explore and examine the perceptions of the leadership behaviors of elementary school principals based on previous experience from teachers and principals. The Texas Legislature passed Senate Bill 1031 (80th Texas Legislature, 2007) and House Bill Three (HB 3, 81st Texas Legislature, 2009) to support elementary schools in strengthening educational structures and strategies for increasing principal engagement. Senate Bill 1031 and House Bill Three combined to form the House Bill Three Transition Plan that served as a new vision for education for Texas children. There is a leading absence of knowledge and emphasis placed on the perceptions within this initiative of the House Bill Three Transition Plan concerning the unrecognized cognizance of the leadership behaviors of elementary school principals from the primary aspect of Texas schoolteachers, principals, and administrators. The results indicated the perceptions of the leadership behaviors of elementary school principals established charisma, fostered student-to-teacher allegiance, promoted teacher-to-principal loyalty, and efficacy in the principals' position.

Author: Jason R. Moffitt
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 152

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Author's abstract: Effective leadership behaviors are imperative in contributing to student achievement and the overall culture of a school. School leaders must mold the culture of the school in order to create an environment which is conducive to learning. Studies on school leadership and student achievement have highlighted the evidence of school leadership behaviors which contribute to student achievement. The purpose of this investigation studied the extent of school leadership behaviors and or characteristics that contribute to student achievement. This study was designed to identify the relationship between the behaviors of the school leader and student achievement. The study determined if teachers and principals perceptions of leadership behaviors contribute to student achievement. More specifically, this investigation was designed to study the behaviors and practices of elementary principals as it relates to student achievement in elementary school students in a large urban school district. Sixty-three elementary teachers and six principals were selected for this study. The six principals were apart of the focus group interview. Data was collected through teacher and principal surveys, audio-taped interviews and transcriptions. SPSS 13.0 was selected as a means to interpret and analyze data. 2 The results of the study support the literature and indicate that principal leadership is critical to student achievement in elementary school students. More specifically, it raised the question about what specific leadership behaviors are used to increase student achievement. This study further clarified that the principal is the primary person for instituting leadership among all within the school which ultimately contribute to student success. The elementary principal has a demanding and challenging job in and of itself, but by recognizing the leadership behaviors, the principal can influence the climate, productivity, effectiveness of their school and ultimately student achievement.

Author: Lacey Lamb Wynn
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 442

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The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools

Author: Bruce R. McColumn
Publisher:
ISBN:
Category :
Languages : en
Pages : 129

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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.

Author: Stewart Thorson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133

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The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.

Author: Jean B. Crockett
Publisher: Routledge
ISBN: 135184993X
Category : Education
Languages : en
Pages : 636

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The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.

Author: Beycioglu, Kadir
Publisher: IGI Global
ISBN: 1466665920
Category : Education
Languages : en
Pages : 506

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Book Description
Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. Multidimensional Perspectives on Principal Leadership Effectiveness combines best practices and the latest approaches in school administration and management. Exploring the challenges faced by principals, as well as the impact of new managerial tactics being employed, this book is a comprehensive reference publication for policymakers, academicians, researchers, students, school practitioners, and government officials seeking current and emerging research on administrative leadership in educational settings.