Author: Scott K. Morrison
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 282

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Author: Bruce Johnson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 268

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634

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Author:
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 272

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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.

Author: Kevin McNamara
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0

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Book Description
The influence of the principal on student learning is second only to classroom instruction of school-level factors (Grissom, 2020; Wahlstrom et al., 2011). A sustained, positive school climate is associated with a variety of positive outcomes such as improved student achievement, graduation rates, and teacher retention (Thapa et al., 2013). Principals may use social media to connect with stakeholders, in the interest of building community and school improvement. (Ferriter et al., 2012). The purpose of this sequential explanatory mixed-methods study was to investigate and explore public high school principals’ perspectives on the use of social media to develop and promote a positive school climate. This study was guided by the following research questions: 1. Are there differences in principals’ use of social media platforms and the following demographics: gender, years of experience, urban/urban-ring/suburban/rural? 2. How often do principals use social media to communicate with their school communities? 3. How do principals rate social media platforms as vehicles to communicate with students specifically regarding school climate? 4. How do principals describe their experiences with social media as a tool for improving school climate? 5. What are principals' beliefs about the value of using social media to develop school climate? Phase I quantitative survey consisted of high school principals (n = 53) from three small states in the northeastern U.S. Phase II qualitative focus groups included purposefully selected participants (n = 16) from the Phase I respondents. Phase III consisted of document analysis of principals’ Instagram posts. The quantitative data were analyzed using descriptive statistics. The data from Phase II and III were processed according to Creswell and Creswell’s (2018) protocol. Connected findings emerged: principals’ communication via social media may help to build engagement with the community; principals use social media to build relationships and promote equity; and principals’ posting of desired behaviors and mindsets models the expectation for the community. As a result of this study, districts should ensure social media is used consistently by principals. A predictable schedule of engaging content focused on highlighting those students typically less engaged and promoting the schools’ core values may help improve school climate.

Author: Sandra Yuvett LaRoche
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 436

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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.

Author: Jeanette Diane Gerault
Publisher:
ISBN:
Category :
Languages : en
Pages :

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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.

Author: Keri Brown Hampton
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 224

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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.

Author: Ellen DeeAnn Powell
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 264

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Book Description
Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.

Author: Bonnie Tabor
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 246

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Book Description
School leaders are faced with the changing role of the principal. The new role of the principal is strongly tied to the leader's ability to communicate and to manage conflict. Research supports a significant relationship between student academic achievement and teachers' perceptions of their principal's ability to communicate the organizational goals. As well as expectations for effective communication, principals are expected to manage conflict between various stakeholders of public education. Although conflict can not be eliminated, the administration should be able to control the effects of conflict by altering the amount experienced at various levels. The principal's ability to manage the different types of organizational conflict impacts worker productivity and therefore directly influences the outcomes of the goals of the progress toward the goal of improving student achievement. The purpose of this study was to examine the relationship between teachers' perceptions of their principal's conflict management style and teachers' perceptions of their principal's interpersonal communication skills as they relate to school climate. A quantitative research design was employed to address the research questions. In order to collect data for this study three survey questionnaires were utilized: The Rahim Organizational Conflict Inventory - I (Rahim, 1983), The Wiemann Communicative Competence Scale (Wiemann, 1977), and The Organizational Climate Description Questionnaire for Elementary Schools (Hoy & Tarter; 1997). A total of 501 survey instruments were sent to teachers in 18 elementary schools. One hundred ninety nine teachers participated in this study. Teachers completed three surveys regarding the principal's conflict management and communication skills, and the school climate. The data were examined using analysis of variance (ANOVA) and analysis of covariance (ANCOVA) techniques. Findings in this study revealed a significant difference in the intrapersonal conflict sub-test and the communication competence scale.