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A Comparison Of Self Perceived Leadership Behaviors Between Principals Who Are Ipla Trained And Those Who Are Not And The Relationship Between Those Self Perceived Behaviors And Student Achievement
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Book Synopsis A Comparison of Self-perceived Leadership Behaviors Between Principals who are IPLA Trained and Those who are Not and the Relationship Between Those Self-perceived Behaviors and Student Achievement by : Alice A. Neal
Download or read book A Comparison of Self-perceived Leadership Behaviors Between Principals who are IPLA Trained and Those who are Not and the Relationship Between Those Self-perceived Behaviors and Student Achievement written by Alice A. Neal and published by . This book was released on 1999 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement by : Kerry Andrew Schindler
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Authenticity and Leadership by : Thomas John McInnis
Download or read book Authenticity and Leadership written by Thomas John McInnis and published by . This book was released on 1973 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Elementary Principal's Self-perceived Leadership Behavior and Student Achievement by : Aaron D. Cornman
Download or read book The Relationship Between Elementary Principal's Self-perceived Leadership Behavior and Student Achievement written by Aaron D. Cornman and published by . This book was released on 2005 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement at the Elementary Level by : Jonathan L. Purser
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement at the Elementary Level written by Jonathan L. Purser and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to determine if relationships existed between the 21 instructional leadership behaviors identified by Marzano, Waters, and McNulty (2005) and elementary student academic achievement in the areas of reading, writing, and science as measured by the state accountability test (STAAR). A total of 25 principals representing 25 elementary school campuses completed the Adapted School Leadership Behaviors Survey (ASLBS). This survey was adapted from the School Leadership Behaviors Survey (SLBS) Schindler (2012) and used to assess principal self-perceptions of the 21 instructional leadership behaviors as they relate to campus student achievement. Correlational analyses were conducted to investigate the relationship between elementary school principals’ perception of their 21 instructional leadership behaviors and student achievement as measured by the state assessment (STAAR) Percent at Phase-in Satisfactory Standard or Above (Sum of All Grades Tested) in the subjects of reading, writing, and science. The findings of the study would suggest that there were some weak uphill (positive) relationships between the 21 instructional leadership behaviors and campus student achievement. However overall the correlations found could be described as having a range between no linear relationship and a moderate downhill (negative) relationship. For purposes of this study, correlations where -.30 ≤ r ≤.30 were deemed too small to discuss in detail but are included in the statistical tables for reference. Negative notable correlations were found between the instructional leadership behaviors of change agent, contingent rewards, flexibility, intellectual stimulation, involvement in curriculum and instruction optimizer, and outreach and one or more of the STAAR tested subjects of reading, writing, and science. Of all the positively correlated, none were statistically significant. The leadership behavior of Change Agent was negatively correlated to writing (r = -.518) and statistically significant (p=.008). The leadership behavior of Contingent Rewards was negatively correlated to science (r = -.412) and statistically significant (p=.041). The leadership behavior of Involvement in Curriculum was positively correlated to writing (r = -.419) and statistically significant (p=.037). These three leadership behaviors showed a moderate downhill (negative) relationship to campus academic achievement. Of the three correlations which were found to be negative and at a statistically significant level (p≤ .05), the greatest negative correlation found was where r = -.518 which is still a very small correlation. The sample size was such that relationships were found, but significance would not be generalizable.
Book Synopsis An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level by : Michael Todd Jones
Download or read book An Analysis of the Relationship of Perceived Assistant Principal Instructional Leadership Behaviors and Student Academic Achievement at the High School Level written by Michael Todd Jones and published by . This book was released on 2018 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the study was to determine what correlational and descriptive relationships could be found between self-perceived leadership behaviors of assistant principals and campus student achievement at the high school level. The study was based on the research by Marzano, Waters, and McNulty (2003) that identified 21 leadership behaviors. A total of 200 assistant principals at the high school level in Texas were surveyed. Respondents were selected from the 20 Educational Service Center regions of the state. A random sample of high schools with four population levels were selected for the study. Of the potential 200 participants, 23 respondents completed the survey. The study used a stratified random sampling procedure to identify assistant principals across the state. A Pearson correlation was used to determine any statistical significance or correlation to campus student achievement in relationships to assistant principal self-perceived behaviors. Population of the study was N = 23. Results of the study suggest that there were some positive relationships between self-perceived leadership behaviors and student achievement. Some behaviors indicated positive relationship to leadership behaviors. STAAR campus achievement scores from 2014-2015 were used to identify potential relationships to these behaviors. Three content areas were covered which included content areas of All Subjects, Math, and Reading at the high school level. In All Subjects, small positive correlations were found between leadership behaviors and campus student achievement. In Math, there were positive correlations and some statistical significance found. For Reading, positive correlations and some statistical significance was found. Future recommendations would be to explore specific leadership behavior traits with a larger population to determine if any relationships exists between leadership behavior and campus student achievement.
Book Synopsis Effective Leadership by : Pamela Murphy Helms
Download or read book Effective Leadership written by Pamela Murphy Helms and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: A small public school system in the piedmont of North Carolina was the setting for this study. Individual school data, as well as aggregated data from studied schools were analyzed in order to form overall conclusions of perceptions of leadership within the district. Schools were grouped according to the age of the student (elementary K-5, secondary 6-12) in an effort to provide the opportunity for further data analyses. -- The purpose of this study was to investigate the relationship between the principals' self-reported leadership behaviors and the teachers' perceptions of the principals' leadership behaviors using Kouzes and Posner's Leadership Practices Inventory based on the Five Practices of Exemplary Leadership. The researcher disaggregated data to determine the area(s) in which principals perceive themselves strong or weak, and compared those perceptions to the views teachers hold. The researcher also disaggregated data to determine the relationship of perceptions of leadership at elementary and secondary levels. There was also a focus on leadership perceptions based on gender and teacher experience level to determine if either of those affect teachers' perceptions of principal leadership. -- Through collecting questionnaire research and surveys of principals and teachers, these quantitative data were analyzed to determine if there was a gap between teacher perception of leadership behaviors and leaders' self-perceived behaviors.
Book Synopsis A Comparison of Self-perceived Leadership Styles of Elementary Principals with Self-perceived Leadership Styles in Problem Situations in Selected Texas Public Elementary Schools by : Billy Randal Bowman
Download or read book A Comparison of Self-perceived Leadership Styles of Elementary Principals with Self-perceived Leadership Styles in Problem Situations in Selected Texas Public Elementary Schools written by Billy Randal Bowman and published by . This book was released on 1975 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Principals and Teachers by : Carol Montague-Davis
Download or read book Elementary Principals and Teachers written by Carol Montague-Davis and published by . This book was released on 2017 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large urban public school system in the piedmont of North Carolina was the setting for this study. Individual school data as well as aggregated data from 25 studied schools were analyzed in order to form overall conclusion of perceptions of leadership for the elementary schools within the system. -- The purpose of this quantitative survey study was to examine principal perceptions of their leadership behaviors and determine if they aligned with teacher perceptions of these same behaviors using the five practices of exemplary leadership of The Leadership Challenge. The researcher disaggregated the data to identify areas of strength and weakness and compared the perceptions to the teachers they lead. The researcher also disaggregated data to determine the relationship of perceptions based on gender and teacher experience level to determine if either of leadership behaviors affect teacher perceptions of principal leadership. -- Through collecting research surveys of principals and teachers, the quantitative data were analyzed to determine if there was an alignment between teacher perceptions of leadership behaviors and leaders’ self-perceived behaviors. -- Three main findings resulted from the study. First, there was not a significant statistical difference in teacher perceptions of principal practices using the five exemplary leadership behaviors based on years of experience. Second, a gender difference emerged such that female principals were more likely to “challenge the process” than male principals. In other words, female principals showed a greater willingness to take risks and search for new opportunities (at least according to their own self-report). Third, teacher ratings of principal leadership behaviors aligned well with the principals’ own ratings.
Book Synopsis Leadership Style and Readiness to Lead by : Jason Dean Arnold
Download or read book Leadership Style and Readiness to Lead written by Jason Dean Arnold and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the relationship between aspiring school principals' self-perceived competency regarding expected leadership behaviors as indicated by the domains identified in the 2011 Florida Principal Leadership Standards and their perception of their leadership style as indicated by the Multifactor Leadership Questionnaire (Bass & Avolio, 1994). The conceptual frameworks of this study included leadership style, as defined and conceptualized by Bass and Avolio's Full Range Leadership Model and measured by the Multifactor Leadership Questionnaire (MLQ), and leadership behavior, as defined through the domains of the Florida Principal Leadership Standards (FPLS, 2011). Both the MLQ and the FPLS questionnaire served as data collection instruments. The three main leadership styles measured by the MLQ (including transformational, transactional, and laissez-faire leadership) served as the independent variables, and the four leadership domains measured by the FPLS questionnaire (i.e., student achievement, instructional leadership, organizational leadership, professional and ethical behavior) served as the dependent variables. The research sample included participants currently enrolled in a state-approved Level 1 Educational Leadership Program and were recruited to participate from 3 state universities in Florida. Both survey instruments were administered via a single, anonymous link embedded in an email containing both an introduction and description of the research study and informed consent. Of 200 potential participants, 48 respondents or 24% of the original sample returned completed surveys. Using canonical correlation analysis, the study found that the degree of respondents' self-perceived ability to competently perform the leadership behaviors as identified by the four 2011 FPLS domains could be explained to some degree by respondents' self-perceived leadership style (as identified on the MLQ). Two canonical roots were interpreted. The MLQ predictor variables accounted for 48% of the variance in the FPLS subscale scores (root 1 Rc2 =.48; p Rc2 = .117) accounted for a moderate amount of the shared variance between the two sets (i.e., 12%) and was not statistically significant (p > .05). The correlation in this root was due primarily to a direct relationship between MLQ transactional leadership and the professional and ethical behavior domain of the FPLS. Additionally, the findings indicated that participants of Level 1 Educational Leadership programs felt confident in their ability to competently perform the expected behavioral indicators of the 2011 FPLS domains. .05). The correlation in this root was due primarily to a direct relationship between MLQ transactional leadership and the professional and ethical behavior domain of the FPLS. Additionally, the findings indicated that participants of Level 1 Educational Leadership programs felt confident in their ability to competently perform the expected behavioral indicators of the 2011 FPLS domains.
Book Synopsis A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio by : Anna M. McGuire
Download or read book A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio written by Anna M. McGuire and published by . This book was released on 1984 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Purpose. The purpose of this investigation of teacher's perceptions of principal's leadership behavior and student achievement (reading) was to explore those factors of principal's leader behaviors that differentiate low achieving and high achieving schools as perceived by teachers. Sample. Two hundred sixty-one teachers in seven selected northeast Ohio school district and seventeen buildings participated in this study. Teachers in this study had at least three years of experience and one or more years of supervision from the principals whose leadership behavior they described. Instrument. The revised Leader Behavior Description Questionnaire Form XII was used. This instrument measured only four subscales, consideration Initiating Structure, Persuasion and Superior Orientation. This instrument was used to explore answer to five research questions. Findings. The study results did not support the premise that the leader behavior task structure differentiated effective from ineffective schools. Teachers in both groups of schools perceived that principals exhibited this characteristic. However, the results revealed that the leader behavior, consideration, did differ at the .05 level of significance as perceived by teachers between principals in high and low achieving schools. The data also showed that discrepancy existed between principals self perception and teacher perceptions of the leader behavior, superior orientation at the .05 level of significance. The data also revealed that the level of staff involvement, such as awareness, implementation, and curricular focus was more evident in low achieving than in high achieving schools. Conclusion. The investigation concluded that there is substantial need for further exploration of the leadership variable. An important recommendation is that additional research be initiated using the LBDQ and other research instruments as a strategy to consistently operationalize the leadership characteristics of Effective Schools Movement.
Book Synopsis The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement by : Janet Moak
Download or read book The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement written by Janet Moak and published by . This book was released on 2010 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship existed between the perception of self-efficacy by elementary school principals and student achievement. One hundred twenty-three Missouri elementary principals completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004). MAP scores from spring 2009 testing were used to determine if a relationship existed between those scores and the perceived self-efficacy of principals. The self-efficacy scores were placed in three groups, low scores, moderate scores, and high scores based on the nine-point range for answers. Likewise, MAP scores were placed in two groups, based on the percentages of students scoring in the Advanced/Proficient levels on the MAP. The chi-square test of significance was used to compare frequencies occurring in each of the groups to determine if a relationship existed between the communication arts and math MAP scores and the perceived efficacy scores. There was no indication of a relationship between the MAP scores and the perceived efficacy scores of elementary principals. Eighty-six principals participated in instructional leadership professional development topics, however, no significant differences in the mean scores of perceived self-efficacy existed between this group filtered by professional development topics and the whole survey sample.
Book Synopsis The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement by : Monte Damon Ladner
Download or read book The Relationship Between Teacher Perception of Principals' Leadership Behaviors and Student Achievement written by Monte Damon Ladner and published by . This book was released on 2014 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Perceived Transformational Leadership Behaviors and Student Achievement by : Showen Marzel Herring
Download or read book Perceived Transformational Leadership Behaviors and Student Achievement written by Showen Marzel Herring and published by . This book was released on 2017 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study investigated the relationship between perceived transformational leadership behaviors and student achievement. School achievement data and data collected through the Principal Leadership Questionnaire (PLQ) were examined to determine if a statistical relationship existed between the tranformational leadership behaviors of principal, as perceived by teachers and principals, with overall student achievement, mathematics achievement, and language arts achievement. Survey data were collected from principals and teachers in a Southwest Tn school district. A series of independent samples t-tests, and analysis of variance (ANOVA), and a Kruskal-Wallis test revealed a connection between the perceived behaviors exhibited by principals in higher performing schools as compared with lower performing schools. A significant difference in the teachers' perceptions was also identified in relation to a principal's ability to (a) articulate a vision, (b) provide an appropriate model, (c) foster the acceptance of group goals, (d) provide intellectual stimulation, and (f) hold high expectations. However, the study did not find a significant difference in the teachers' perceptions of a principals's ability to provide support to teachers. When determining the relationship between perceived leadership behaviors and student behavior, there was a statistically significant difference in the language art achievement of students in schools in which teachers' perceptions of transformational leadership behaviors were higher then that of the principals'. The relationship was not significant, however, for mathematics achievement and overall student achievement.
Book Synopsis The Effect of Elementary Principals' Self-perceived Instructional Leadership Behaviors on Reading and Math Student Achievement by : Ricardo Rodrequiez Quinn
Download or read book The Effect of Elementary Principals' Self-perceived Instructional Leadership Behaviors on Reading and Math Student Achievement written by Ricardo Rodrequiez Quinn and published by . This book was released on 2011 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Sanitary Reform in the Metropolis by :
Download or read book Sanitary Reform in the Metropolis written by and published by . This book was released on 1865 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
