Teachers Perceptions of Principals Leadership Styles and Principals Perceptions of Their Practices in Upstate South Carolina PDF Download

Author: Lewis Newman III. Terry
Publisher:
ISBN:
Category : Principals
Languages : en
Pages : 18

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Author: Marty A Cosby
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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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).

Author: Lisa Dianne Shannon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 234

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Author: Randy Scott Mann
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 286

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The purpose of this study was to examine the differences of the teachers' perceptions and principals' perceptions of the principals' leadership practices in public schools of a small rural county in western North Carolina. The participants in this study included 207 certified teachers and 11 building-level principals. The researcher used the survey method of data collection in which the teacher participation was 70% and the principal participation was 92%. -- The instruments used to collect data included a demographic survey and the Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003a). The demographic survey was used to obtain teacher demographic characteristics. The LPI was used to record the teachers' perceptions and the principals' perceptions of the principals' leadership practices within the school setting. -- Data were analyzed using descriptive and inferential procedures. At the elementary level, teachers evaluated their principals lower in all five leadership practices than their principals evaluated themselves. At the high school level, the principals evaluated their leadership practices lower than their teachers in all five leadership practices. For the five leadership practices, the principals of elementary, K-8, and middle levels evaluated themselves significantly higher than the high school level. Among the teachers, the K-8 level evaluated their principals' leadership practices higher in all five leadership practices than all other levels. In all five leadership practices, the male principals evaluated their self-observed leadership practices lower than their teachers.

Author: Lillie Caldwell (Mae)
Publisher:
ISBN:
Category : High school, large
Languages : en
Pages :

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Author: Brenda Wall Roughton
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 106

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Author: Janice McDowell Smith
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :

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Author: Vivian Gloria Ann Hudson
Publisher:
ISBN: 9780496166701
Category :
Languages : en
Pages : 77

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The purpose of this study was to investigate and assess elementary, middle high, and high school teachers' perception of their principal's leadership ability. A survey was used to gather information from certified teachers of South Carolina, North Carolina, and Louisiana. the data collected from the questions used in the survey were analyzed to determine if there was statistical significant difference between the teacher perceptions of an effective principal in the elementary, middle high, and high schools. the four variables tested were skills of principal interests: problem solving and decision-making, leadership, staff development and motivation. the researcher hypothesized that there would be no significant differences in the perception of a principal's leadership at these schools. A descriptive quantitative research methodology was used to assess this study. Data were analyzed using MANOVA Test. For each variable there were significant differences in the teachers perceptions between the groups. There were no significant differences between the middle and high school teachers.

Author: Rhonda Deloise Powe
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages :

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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.

Author: Scott Joseph Mercer
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 248

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