Author: Pattee Chapman
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 130
Book Description
The Relationship Between the Teacher's Perception of the Principal's Leadership Behavior with the Teacher's Perceived Level of Occupational Stress
Author: Pattee Chapman
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 130
Book Description
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 130
Book Description
Relationship Between Teachers' Perceptions of Principals' Leadership Behavior and Level of Work Motivation
Author: Raquenel Sanchez-Perkins
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 194
Book Description
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 194
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 476
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 476
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Relationships Between Teachers' Perceptions of Principals' Leadership Behavior and Level of Work Motivation
Author: Raquenel Sánchez-Perkins
Publisher:
ISBN:
Category : Teacher-principals relationships
Languages : en
Pages : 97
Book Description
Publisher:
ISBN:
Category : Teacher-principals relationships
Languages : en
Pages : 97
Book Description
Relation Between Teachers' Perceptions of Principals' Leadership Behavior and Level of Work Motivation
Author: Raquenel Sánchez-Perkins
Publisher:
ISBN:
Category : Teacher-principals relationships
Languages : en
Pages : 194
Book Description
Publisher:
ISBN:
Category : Teacher-principals relationships
Languages : en
Pages : 194
Book Description
Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools
Author: Brittany D. Carpenter
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
Book Description
Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 334
Book Description
Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.
The Relationship Between Teachers' Perceptions of Principals' Leadership Behavior and Teachers' Degree of Willingness to Comply with Principals' Administrative Decisions
Author: Jeffrey Klein
Publisher:
ISBN:
Category : School personnel management
Languages : en
Pages : 153
Book Description
Publisher:
ISBN:
Category : School personnel management
Languages : en
Pages : 153
Book Description
Perceived Principal Servant Leadership and Teacher Stress
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 62
Book Description
Stress is one of the major factors in teacher attrition, a continuing problem in education. Further contributing to teacher stress are state and federal accountability measures, which put added pressure on schools and teachers to increase student performance. School leaders must navigate not only how to keep pace with these accountability practices, but how to do so in a manner that does not increase the stress on their teachers. To seek answers in how this might be accomplished, this paper investigates the relationship between perceived principal servant leadership characteristics and occupational stress in teachers. Data was collected using the Wilson Stress Profile for teachers (Luh, Olejnik, Greenwood, & Parkay, 1991) and a servant leadership scale adapted from leadership research in the business literature (Ehrhart, 2004) from elementary teachers in schools in Virginia not meeting state accountability benchmarks. Findings demonstrate that having higher levels of perceived servant leadership was associated with lower levels of reported stress after controlling for several demographic and behavioral covariates. These results indicate that developing servant leadership characteristics in principals could be a means to alleviate some of the occupational stress teachers feel, particularly in schools that are struggling to meet accountability benchmarks.
Publisher:
ISBN:
Category :
Languages : en
Pages : 62
Book Description
Stress is one of the major factors in teacher attrition, a continuing problem in education. Further contributing to teacher stress are state and federal accountability measures, which put added pressure on schools and teachers to increase student performance. School leaders must navigate not only how to keep pace with these accountability practices, but how to do so in a manner that does not increase the stress on their teachers. To seek answers in how this might be accomplished, this paper investigates the relationship between perceived principal servant leadership characteristics and occupational stress in teachers. Data was collected using the Wilson Stress Profile for teachers (Luh, Olejnik, Greenwood, & Parkay, 1991) and a servant leadership scale adapted from leadership research in the business literature (Ehrhart, 2004) from elementary teachers in schools in Virginia not meeting state accountability benchmarks. Findings demonstrate that having higher levels of perceived servant leadership was associated with lower levels of reported stress after controlling for several demographic and behavioral covariates. These results indicate that developing servant leadership characteristics in principals could be a means to alleviate some of the occupational stress teachers feel, particularly in schools that are struggling to meet accountability benchmarks.
A Study of the Relationship Between the Leadership Styles of Suburban Secondary Principals and the Stress Levels of Their Teachers
An Exploration of the Relationship Between Teachers' Perceptions of Principals' Instructional Leadership and Transformational Leadership Behaviors
Author: Michael J. Finley
Publisher:
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.
Publisher:
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.