Author: Mary Suzanne MitchellPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 296
Book Description
Relationships Among Teachers' Perceptions of Principal Leadership, the Mathematics Attitude of the Elementary Principal, and Participation in the Arkansas K-4 Crusade
Author: Mary Suzanne MitchellPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 296
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784
Book Description
Principal Leadership for Instruction
Author: Karin KatterfeldPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 179
Book Description
The Perceived Relationship of Leadership Behaviors to Teacher Preparedness for Implementing Connecticut's Core Standards in Mathematics and Use of Math Practices Aligned with Key Shifts in the Common Core
Author: Teachers' Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership
Author: Eugene StaggPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
Book Description
The Relationships Between Elementary School Teacher Perceptions of Principal Leadership Style/style Adaptability and Teacher Job Satisfaction/satisfaction with Supervision
Author: Abby Lynn WinklerPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 164
Book Description
An Investigation of Teachers' Perceptions of the Principal's Leadership Role and Parental Attitudes in Respect to School-community Conflict
Author: Johnie Edward HarrisPublisher:
ISBN:
Category : Leadership
Languages : en
Pages : 420
Book Description
Relationships Between Gender and Teachers' Perceptions of Principal Effectiveness in Georgia Schools
Author: Renee Banks StanleyPublisher:
ISBN:
Category : School principals
Languages : en
Pages : 294
Book Description
Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi
Author: Rhonda Deloise PowePublisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages :
Book Description
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.