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Author: James Kelly McMullen Publisher: ISBN: Category : Teacher morale Languages : en Pages : 87
Book Description
The purpose of this research study was to compare the morale and overall job satisfaction between elementary (grades K-6) and secondary (grades 7-12) teachers in the Olathe Unified School District #233. Teacher morale was measured by the affect the following four variables have on teacher attitudes: principal leadership, salary, benefits, and teacher input. For this study, the researcher used the Baldrige Climate Survey as the instrument to measure teacher morale. The survey was offered during the 2005-2006 and 2006-2007 school years to all certified elementary and secondary teachers. During the 2005-2006 school year, 518 of the 940 elementary teachers (55%) and 353 of the 856 secondary teachers (41%) took the voluntary survey. In 2006-2007, 750 of the 952 elementary teachers (78%) and 555 of the 897 secondary teachers (62%) took the survey. The study compared elementary responses to secondary responses in five categories: overall job satisfaction, principal leadership, salary, benefits, and teacher input. Overall job satisfaction, salary, and benefits were all scored based on response to a single question from the survey. Principal leadership (5 questions) and teacher input (4 questions) were combined and averaged for a single score for each of the two categories. A t-test for independent means was used to determine if significant differences existed between elementary and secondary teacher morale in each of the five categories. The results of this study indicated no difference in overall job satisfaction in 2006-2006 (t=-.388); however, a significant difference between elementary and secondary overall job satisfaction was shown (t=3.303) in 2006-2007. Principal leadership showed significant differences in 2005-2006 (t=3.38) and in 2006-2007 (t=5.4). Teacher salary showed no significant difference in elementary and secondary teacher morale in 2005-2006 (t=1.590) and 2006-2007 (t=1.18). Teacher benefits showed no significant difference in 2005-2006 (t=.388) and in 2006-2007 (t=.884). Teacher morale based on benefits showed significant differences in 2005-2006 (t=5.964) and in 2006-2007 (t=5.511).
Author: James Kelly McMullen Publisher: ISBN: Category : Teacher morale Languages : en Pages : 87
Book Description
The purpose of this research study was to compare the morale and overall job satisfaction between elementary (grades K-6) and secondary (grades 7-12) teachers in the Olathe Unified School District #233. Teacher morale was measured by the affect the following four variables have on teacher attitudes: principal leadership, salary, benefits, and teacher input. For this study, the researcher used the Baldrige Climate Survey as the instrument to measure teacher morale. The survey was offered during the 2005-2006 and 2006-2007 school years to all certified elementary and secondary teachers. During the 2005-2006 school year, 518 of the 940 elementary teachers (55%) and 353 of the 856 secondary teachers (41%) took the voluntary survey. In 2006-2007, 750 of the 952 elementary teachers (78%) and 555 of the 897 secondary teachers (62%) took the survey. The study compared elementary responses to secondary responses in five categories: overall job satisfaction, principal leadership, salary, benefits, and teacher input. Overall job satisfaction, salary, and benefits were all scored based on response to a single question from the survey. Principal leadership (5 questions) and teacher input (4 questions) were combined and averaged for a single score for each of the two categories. A t-test for independent means was used to determine if significant differences existed between elementary and secondary teacher morale in each of the five categories. The results of this study indicated no difference in overall job satisfaction in 2006-2006 (t=-.388); however, a significant difference between elementary and secondary overall job satisfaction was shown (t=3.303) in 2006-2007. Principal leadership showed significant differences in 2005-2006 (t=3.38) and in 2006-2007 (t=5.4). Teacher salary showed no significant difference in elementary and secondary teacher morale in 2005-2006 (t=1.590) and 2006-2007 (t=1.18). Teacher benefits showed no significant difference in 2005-2006 (t=.388) and in 2006-2007 (t=.884). Teacher morale based on benefits showed significant differences in 2005-2006 (t=5.964) and in 2006-2007 (t=5.511).
Author: Lawrence A. Hindt Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school climate. For this reason, teacher morale is a topic of great concern to public school administrators. Moreover, research suggests that poor teacher morale negatively affects student performance just as high teacher morale positively affects student performance. Research also indicates that teacher morale is influenced more by the leadership style of the principal than any other single factor. This study was designed to determine whether certain relationships exist between teacher morale and the following independent variables: (1) principal trust and (2) leadership satisfaction. Additionally, investigations were conducted to determine whether the aforementioned independent variables lead to increased student achievement. Information regarding teacher morale was collected from 65 teachers using the 2009 MDed - Multi Dimensional Education Incorporated (MDed) Survey at three 7-8 Initiative schools in a large suburban district in southeast Texas. It was the intent of this study to determine whether principal leadership and teacher morale are significantly correlated. The study also demonstrated whether or not teachers' and principals' perceptions of leadership behaviors contribute to student achievement. vi After analyzing the data, it was found that principal leadership behaviors do significantly impact teacher morale, and student achievement. Additionally, it was found that positive teacher morale and student achievement in the Initiative Schools influenced positive student behaviors, ultimately reducing student discipline referrals. Multiple interventions were put into place that led to the positive outcomes. The interventions, new principal leadership, ongoing intensive staff development, establishment of small learning communities, reduction of student population and low student to teacher class ratios, were the catalysts that lead to the Initiative Schools' transformational success, a transformation of high teacher morale, increased student achievement, and positive student behaviors.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this qualitative study was to construct a theoretical framework explaining the connection between principal leadership practices and the phenomenon of teacher morale. The study also focused on principal leadership practices and the perceived effects that style has on how teachers feel about themselves and their jobs. First, a review of extant literature defined what constitutes effective leadership in school related environments. Second, the researcher defined teacher morale, both high and low, and how it relates to work performance. Third, the researcher attempted to explore how teacher morale and the leadership style of their principals relate. This qualitative study was conducted using interviews of teachers from 7 public elementary schools. Post interview journaling was also conducted by the researcher to capture immediate author perspective. The teachers were interviewed to gain their perceptions of leadership practices that motivate them to enjoy their jobs and work beyond status quo. With information gleaned from teachers, the desired outcome of this research was for principals to self-evaluate their leadership strategies and style and to find importance in building high teacher morale for the betterment of everyone. The researcher coded transcripts into themes, patterns, and the following theoretical constructs: (a) change, (b) leadership practices, (c) mandated testing, (d) stress, (e) communication, (f) acknowledgment, (g) professionalism (h) identifying with teachers, and (i) building community.
Author: James Page Publisher: ISBN: Category : High school principals Languages : en Pages : 141
Book Description
The purpose of this study was to examine the impact of principal leadership styles on teacher morale. Two high schools in Pennsylvania participated in the study. A researcher-designed online survey with Likert-style rating scale, and open-ended questions were utilized to collect information. In addition, ten individual interviews were used to triangulate the data. The results of the study indicated that there was a relationship between certain principal practices and their ability to positively impact teacher morale. Participants reported the most influential principals were excellent communicators, trustworthy, knowledgeable in education matters, led by example, inspired their faculty and were highly visible throughout the day. These results imply that a principal's daily leadership practices play a vital role in positively impacting teacher morale at the high school level.
Author: Daniel Webb Publisher: ISBN: Category : Educational leadership Languages : en Pages : 108
Book Description
This study examined the difference between 2012 CRCT math sores based on principal leadership styles and teacher morale, as well as the relationship between teacher morale and 2012 CRCT math scores at each of the 12 elementary schools within a Northwest Georgia county school district. There is a gap in current research regarding the importance of teacher morale and principal leadership at the elementary level, and another gap exists in research that compares teacher morale and student success. Teacher morale was quantified through the use of the Purdue Teacher Opinionaire (PTO), principal leadership practices were quantified through the use of the Leadership Practices Inventory (LPI), and 2012 math CRCT scores were quantified through the Annual Yearly Progress (AYP) report provided by the Georgia Department of Education (GADOE). The researcher used a causal-comparative/correlational research design to compare the dependent and independent variables. The findings indicated that there was no statistically significant difference in CRCT math scores based on either the leadership style of the principal or the level of teacher morale. The findings also indicated that there was not a statistically significant relationship between teacher morale and CRCT math scores.
Author: Kenneth R. Jarnagin Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.
Author: Vickie Tantee Randolph-Robinson Publisher: ISBN: Category : Teacher morale Languages : en Pages : 118
Book Description
Author's abstract: In this era of increased accountability and increased pressure to improve our public schools, elementary school leaders, working to meet the provisions of the No Child Left Behind Act (NCLB) of 2001, are focusing on developing effective leadership behaviors as they face the complex challenges of meeting organizational goals within their elementary schools and maintaining or increasing staff satisfaction. Leadership behavior has long been of interest in industry, business, military, and the government; on the whole, research shows that focusing on social factors such as morale, group interaction, and supportive relationships has a strong effect on productivity and success. The literature suggests that a relationship exists between leadership behavior and staff morale and job satisfaction. It hypothesizes that principals who consciously practice transformational leadership behaviors have a positive impact on the morale and productivity of their teachers. This study explores the soundness of the hypothesis and provides data for school leaders who strive to develop innovative leadership styles that will empower their teachers and improve morale. This study was conducted to determine if a statistically significant relationship exists between the principals perceived leadership behaviors and teachers morale. The two questionnaires used were the Excellent Principal Inventory and the Purdue Teacher Opinionnaire. Leadership behavior clearly impacts teacher morale, and a positive relationship between leadership behavior and teacher morale is evident in several areas. These findings support that teacher morale can be predicted on the basis of the leadership style asserted by the principal. Principals who use a participatory style of leadership are more likely to have more satisfied and productive teachers than principals who use an autocratic style of leadership.
Author: James Kelly McMullen
Author: James Kelly McMullen
Author: Lawrence A. Hindt
Author: 
Author: Laraine Gagliano Zbikowski
Author: Ann Lieberman
Author: James Page
Author: James A. Miller
Author: Daniel Webb
Author: Kenneth R. Jarnagin
Author: Vickie Tantee Randolph-Robinson