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Author: Monte Damon Ladner Publisher: ISBN: Category : Languages : en Pages : 84
Book Description
The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Author: Monte Damon Ladner Publisher: ISBN: Category : Languages : en Pages : 84
Book Description
The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Author: Kerry Andrew Schindler Publisher: ISBN: Category : Academic achievement Languages : en Pages : 286
Book Description
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: Javaid Edward Siddiqi Publisher: ISBN: Category : Leadership Languages : en Pages :
Book Description
The purpose of the study was to examine the relationship between principals' sense of achievement and teachers' perceptions of their principals' leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District's Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district's annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District's Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals' leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals' sense of achievement and the teachers' perceptions of their principals' leadership behaviors. The data revealed that there was no statistically significant relationship between teachers' perceptions of their principals' leadership behaviors and principals' sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.
Author: Luz del Carmen Gutiérrez Torres Publisher: ISBN: Category : Education Languages : en Pages : 174
Book Description
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: Brenda Kay Hardman Publisher: ISBN: Category : Languages : en Pages :
Book Description
Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.
Author: Monte Damon Ladner
Author: Monte Damon Ladner
Author: Alice M. Ericksen
Author: Susan E. Elliott
Author: Kerry Andrew Schindler
Author: Gloria Kibble Archbold
Author: Javaid Edward Siddiqi
Author: Luz del Carmen Gutiérrez Torres
Author: James William Hardie
Author: Brenda Kay Hardman
Author: Keith E. Mino (Jr)