Author: Tina Ego EnemuohPublisher:
ISBN:
Category :
Languages : en
Pages : 504
Book Description
The Self-perceived Leadership Behavior of Male and Female Elementary School Principals in Wisconsin Public Schools
Author: Tina Ego EnemuohSelf-perceived leadership styles of male and female superintendents in Wisconsin public schools
Author: Kelly Renee RieckmannSelf-perceptions of Leadership Behaviors and Decisionmaking Orientations of Men and Women Elementary School Principals in Chicago Public Schools
Author: Kathryn Irene QuinnPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 290
Book Description
The Self-perceived Leadership Orientations of Principals
Author: Xiuyu LiuSelf-perceptions of Leader Behavior of Male and Female Elementary School Principals in Selected School Districts in the Midwest United States
Author: Judith Anne Brundage ArcyPublisher:
ISBN:
Category :
Languages : en
Pages : 332
Book Description
Authenticity and Leadership
Author: Thomas John McInnisPublisher:
ISBN:
Category : School principals
Languages : en
Pages : 734
Book Description
Analysis of the Perceived Leader Behavior of Male and Female Elementary School Principals
Author: Irvin Warren DavenportPublisher:
ISBN:
Category :
Languages : en
Pages : 582
Book Description
Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools
Author: Brittany D. CarpenterPublisher:
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.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 608
Book Description
Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents
Author: Melvin Milton VillarrealPublisher:
ISBN:
Category : Leadership
Languages : en
Pages : 314
Book Description