Author: Mary Barbara DukePublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 358
Book Description
The Relationship Between Teachers' Perceptions of Transformational Leadership Characteristics in Principals and Teacher Retention
Author: Mary Barbara DukePublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 358
Book Description
An Analysis of the Link Between Teacher Perception of Leadership and Teacher Retention in American Overseas Schools in the NESA Region
Author: David Alan WestonPublisher:
ISBN: 9781303660665
Category :
Languages : en
Pages : 134
Book Description
This study examined the relationship between the leadership behaviors of school administrators and the retention of U.S.-hired teachers in American Overseas Schools in the Near East and South Asia (NESA) region. The study included a separate analysis of the leadership-retention connection for the subgroup of teachers considered by their principals to be the 10% most effective teachers, and the other 90% of the teacher population. Previous research in U.S. school settings has found teacher quality to be the strongest organizational variable predicting student achievement, and found teacher turnover to predict a range of negative outcomes for students, including lower academic achievement (Connors-Krikorian, 2005; Griffith, 2004; Ingersoll, 2001; Ronfeldt, Loeb, & Wyckoff, 2011). Research conducted in U.S. schools found teacher retention to be predicted by school principal leadership, but not school head leadership (Grissom, 2010; Scholastic and the Bill and Melinda Gates Foundation, 2010). However, research in overseas American schools found school head leadership, not school principal leadership to predict teacher retention (Mancuso, 2010, Desroches, 2013). In April 2013, teachers in 41 NESA schools were sent a link to an online survey which included 45 questions from the Multi-factor Leadership Questionnaire (MLQ) rating a range of transformational, transactional and laissez-faire leadership behaviors of their principal and school head. The survey also included a demographic section gathering an array of teacher, organizational, and school characteristics. From an estimated total population of 2500 teachers, 200 teachers fully completed the online survey, including 59 teachers considered to be among the top 10% most effective teachers, and 141 from the rest of the teaching population. A quantitative analysis of the responses was conducted, including a series of logistic regressions to determine the strength of associations between leadership behaviors and teacher retention. Additional logistic regressions were conducted using demographic characteristics as covariates in an effort to account for potential alternative explanations for any leadership-retention associations found. The responses of the 10% most effective teachers and the other 90% were analyzed separately. For the 90% group, neither principal nor school head leadership behaviors were found to be statistically significant predictors of teacher retention, though teacher satisfaction with their teaching assignment did predict retention. For the top 10% most effective teachers, however, school head transformational leadership emerged as a strong predictor of retention. The strength of school head transformational leadership as a predictor of retention of the most effective teachers informs the practice of school leaders. Both the study's methodology separating the most effective teachers, and the finding of a different response to leadership between this group and the rest of the teacher population, represent potentially useful contributions to existing teacher retention research.
Teachers' Perceptions of Their Principals' Leadership Styles
Author: Marty A CosbyPublisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
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).
A Study of the Relationship Between Teachers' Perceptions of Their Principal's Use of Transformational Leadership Behaviors and Teacher Job Satisfaction, when Controlling for Teacher Gender, Tenure, Age, Modality of Teaching, Education Level, and Student Population Assigned to the Teacher
Author: Johnny Ray CamposPublisher:
ISBN:
Category : School principals
Languages : en
Pages : 0
Book Description
A Study of the Relationship Between Principals' Transformational Leadership Style and Teacher Retention
Author: David C. HarrisPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 220
Book Description
Principals' and Teachers' Perceptions of the Extent to which Principals Exercise Transformational Leadership in Schools and the Relationship of These Leadership Perceptions to Teachers' Perceptions of the Extent of Shared School Goals and Teacher Commitment in These Schools
Author: Kathleen Cahill BannonPublisher:
ISBN:
Category :
Languages : en
Pages : 212
Book Description
The Relationship Between Principal Transformational Leadership Practices and Teacher Retention
Author: Kristen E. LazzaroPublisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 226
Book Description
An Exploration of the Relationship Between Teachers' Perceptions of Principals' Instructional Leadership and Transformational Leadership Behaviors
Author: Michael J. FinleyPublisher:
ISBN:
Category :
Languages : en
Pages : 143
Book Description
Author's abstract: The purpose of this quantitative study was to examine the relationship between teachers' perceptions of their principals' instructional leadership behaviors and transformational leadership behaviors. In addition, the study examined the relationship between teachers' perceptions of their principals' instructional leadership and a principals' level of degree and principals' teaching area background. This quantitative study was driven by two teacher questionnaires: the Principal Instructional Management Rating Scale (PIMRS) and the Multifactor Leadership Questionnaire (MLQ). The subscales examined in the PIRMS include framing the school goals, communicating the school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning . The subscales utilized for the MLQ include idealized influence (attributes), idealized influence (behaviors), inspirational motivation, intellectual stimulation, and individualized consideration. In addition to the teacher questionnaires, the principals answered two demographic questions about their level of education and their principal teaching area background. A multiple regression analysis was used to determine if the transformational 2 leadership subscales, principals' level of degree, or principals' teaching area background are predictors of effective instructional leadership. The findings from this study depicted a strong relationship between instructional and transformational leadership behaviors. In addition, "intellectual stimulation," "idealized influence (behavior)," and "individual consideration" are the three best predictors of instructional leadership behaviors as identified by the regression analyses. The findings from the study did not find that a principals' level of education or a principals' teaching area background are predictors of effective instructional leadership as perceived by teachers.
Principals' Transformational Leadership Skills and Their Teachers' Job Satisfaction in Nigeria
Author: Francis O. EjimoforPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 126
Book Description
This study investigated the relationship between teachers' perceptions of principals' transformational leadership skills and teachers' job satisfaction. It also revealed the relationship between principals' demographic characteristics and their perceptions of their ability to be transformational in their leadership styles. Participants were 518 secondary school teachers and 48 principals from two large Local Government Areas in Southeastern Nigeria. Multiple linear regression was used to analyze data. It was found that principals' transformational leadership skills significantly impacted teachers' job satisfaction. Some demographic variables of teachers were also studied to determine their relationship with job satisfaction. The results revealed that principals who spent more years in the same school perceived their leadership as transformational while principals with less number of years in the same school did not. Principals' years of professional experience and gender did not account for a significant variance in their perceptions of their ability to be transformative in their leadership styles. It was recommended that education ministries and boards should establish and implement programs that help to foster transformational leadership skills among school principals. Programs such as seminars, workshops and updates on school administration might be of great help. It was also recommended that secondary school principals demonstrate fundamental respect for teachers' ingenuity, ideas, decisions, knowledge and growth, and develop skills for building and maintaining friendship and collegiality. Finally, this study recommended that education ministries and boards integrate demographic characteristics of school principals/teachers with continuous assessment and evaluation of their performance.
The Relationship Between Principal Transformational Leadership, Teacher Leadership, and Teachers' Perceptions of a Social School Climate in Jamaica's Urban Primary Schools
Author: Donna M GabbadonPublisher:
ISBN:
Category : Leadership
Languages : en
Pages : 562
Book Description