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Elementary Teachers Perceptions And Expectations Of Their Principals Leader Behaviors And Teachers Preferences For Principals As Their Instructional Leaders
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Book Synopsis Elementary Teachers' Perceptions and Expectations of Their Principals' Leader Behaviors and Teachers' Preferences for Principals as Their Instructional Leaders by : Ada A. Walls
Download or read book Elementary Teachers' Perceptions and Expectations of Their Principals' Leader Behaviors and Teachers' Preferences for Principals as Their Instructional Leaders written by Ada A. Walls and published by . This book was released on 1981 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership by : Eugene Stagg
Download or read book Teachers' Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership written by Eugene Stagg and published by . This book was released on 1989 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 The Relationship Between Teachers' Perceptions of Principals' Leadership Behaviors and Collective Efficacy of Teachers in the Elementary School by : Ann Hart DiPetrillo
Download or read book The Relationship Between Teachers' Perceptions of Principals' Leadership Behaviors and Collective Efficacy of Teachers in the Elementary School written by Ann Hart DiPetrillo and published by . This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools by : Brittany D. Carpenter
Download or read book Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools written by Brittany D. Carpenter and published by . This book was released on 2011 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
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 An Analysis of Elementary Teachers' Perceptions of the Leadership Behaviors of Principals by : Gwendolyn Thomas-Tyler
Download or read book An Analysis of Elementary Teachers' Perceptions of the Leadership Behaviors of Principals written by Gwendolyn Thomas-Tyler and published by . This book was released on 2004 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate by : Sandra Yuvett LaRoche
Download or read book An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate written by Sandra Yuvett LaRoche and published by . This book was released on 2014 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between principal leadership style and climate as perceived by teachers. Eleven elementary schools and 275 teachers participated in this study. The Leadership Practices Inventory (LPI) assessed teachers' perceptions of principals' leadership styles. The Organizational Climate Description Questionnaire - Revised Elementary (OCDQ-RE) obtained climate data, measured as Open, Closed, Disengaged, and Engaged. Demographic data consisted of five categories: (a) Gender, (b) Years teaching, (c) Years with current principal, (d) Level of Education, and (e) SES and Star rating of each school. An analysis, utilizing Pearson's r correlations, indicated relationships existed between the five LPI and the six OCDQ-RE subscales for principal and teacher behavior. When teachers perceived exemplary principal behaviors, their perception of Collegial and Supportive climate indicators were very high and Disengagement low. Conversely, when teachers perceived low principal behaviors, their perceptions of Collegiality were low with high Restrictive climate indicators and high Disengagement. An analysis, utilizing MANOVA, indicated teachers who spent zero to two years with the principal or spent greater than six years with the principal perceived their principals in a similar manner. Teachers who spent three to five years with the principal scored the principal lower. An analysis of the SES and Star rating of the school indicated teachers from high SES schools with satisfactory achievement scored their principals higher than teachers from high SES schools with high achievement on four LPI subscales and one OCDQ-RE subscale. Findings support the proposition for continued research in the area of school climate and principal leadership.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1990-06 with total page 530 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Analyzing Teachers' Perceptions on Principal Effectiveness Through Leadership Style, Gender, and Educational Level of a School Building by : Marie A. Netto
Download or read book Analyzing Teachers' Perceptions on Principal Effectiveness Through Leadership Style, Gender, and Educational Level of a School Building written by Marie A. Netto and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since a building principal is the most important employee in a school building with regards to setting educational standards and creating culture, it is important for this leader to consider leadership style and to recognize the importance of teachers' perceptions on effectiveness. The purpose of this ex post facto study was to explore the relationship between the leadership style of building principals and perceived effectiveness of those leaders. Subtopics of this study considered the relationship that gender, leadership style, and educational level of the school building (elementary vs. secondary) have on perceived effectiveness of leaders. Data were collected via Bass & Avolio's web-based survey entitled the Multifactor Leadership Questionnaire (MLQ) from a sampling of elementary and secondary building principals in Nassau and Suffolk County districts and at least five faculty members from each principal's school. In total, 38 building principals and 236 teachers participated in the study. Descriptive statistics were compiled on the demographic data obtained, and two-way Analysis of Variance (ANOVA) tests and an Independent Samples t-test were run using SPSS to understand if there was any significant relationship between gender, type of school and leadership styles or between leadership style, gender, type of school and the perceived effectiveness of the building principal. Further, this study explored if there was a statistically significant difference between the perceptions about leadership style and effectiveness between principal participants and teacher raters. Results of the study revealed non-significant associations for all research questions; however, statistically significant simple main effects found that at the elementary level, female principals were considered significantly more transformational than male principals. Findings also indicated that teachers on both educational levels perceived their male principals to exhibit more laissez-faire leadership behaviors than female principals, and there was a statistically significant difference in effectiveness scores between elementary and secondary school levels for male principals with elementary school teachers rating their male principals as more effective. Through these findings, certain strategies can be ascertained to help current leaders reflect on practice, to better prepare future leaders, and to contribute to the discourse about gender, school type, and leadership in education.
Book Synopsis The Perceptions of the Leadership Behaviors of Elementary School Principals by : Kenneth L. Mack
Download or read book The Perceptions of the Leadership Behaviors of Elementary School Principals written by Kenneth L. Mack and published by Createspace Independent Publishing Platform. This book was released on 2016-01-27 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore and examine the perceptions of the leadership behaviors of elementary school principals based on previous experience from teachers and principals. The Texas Legislature passed Senate Bill 1031 (80th Texas Legislature, 2007) and House Bill Three (HB 3, 81st Texas Legislature, 2009) to support elementary schools in strengthening educational structures and strategies for increasing principal engagement. Senate Bill 1031 and House Bill Three combined to form the House Bill Three Transition Plan that served as a new vision for education for Texas children. There is a leading absence of knowledge and emphasis placed on the perceptions within this initiative of the House Bill Three Transition Plan concerning the unrecognized cognizance of the leadership behaviors of elementary school principals from the primary aspect of Texas schoolteachers, principals, and administrators. The results indicated the perceptions of the leadership behaviors of elementary school principals established charisma, fostered student-to-teacher allegiance, promoted teacher-to-principal loyalty, and efficacy in the principals' position.
Book Synopsis Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals by : Mustafa Yavuz
Download or read book Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals written by Mustafa Yavuz and published by . This book was released on 2010 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured interview technique", one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are: (1) determination of the school's purpose; (2) management of instruction; (3) evaluation of students; (4) support to teachers; and (5) creation of a regular learning-teaching environment. (Contains 1 table.).
Book Synopsis An Investigation of Teachers’ Perceptions on Instructional Leadership Functions, Or Perceived Behaviors, Between Male and Female Elementary Principals by : Megan S. Blevins
Download or read book An Investigation of Teachers’ Perceptions on Instructional Leadership Functions, Or Perceived Behaviors, Between Male and Female Elementary Principals written by Megan S. Blevins and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal’s focus was on defining the school’s mission, managing theinstructional program, and promoting a positive school climate; however, itremained unclear how teachers' perceptions affect instructional leadershipfunctions, or perceived behaviors, through the lens of gender (Eagly et al., 1992;Gallon, 1998; Hallinger, 2011; Hallinger & Murphy, 1985; Hallinger et al., 2013;Hallinger et al., 2016; Krüger, 2008; Terry, 1996). Questions remain aboutteachers' perceptions of male and female principals' instructional leadershipfunctions, or perceived behaviors. In this ex–post facto quantitative study, Iexamined the teacher–perceived instructional leadership functions, or perceivedbehaviors, of male and female principals in ten elementary schools in a district inTennessee during the 2021–2022 school year. Data were collected using thePrincipal Instructional Management Rating Scale from 146 classroom teachers.Multivariate analysis of covariance results revealed no significant differencesamong the principals’ gender on the combined dependent variable of the teninstructional leadership functions, or perceived behaviors. Multivariate analysis ofcovariance results revealed no significant differences among the teachers’ genderon the ten instructional leadership functions, or perceived behaviors, as thedependent variable. Individual linear regressions revealed the gender of theprincipal did not significantly predict any of the ten instructional leadershipfunctions, but the gender of the teacher did significantly predict four of the teninstructional leadership functions, or perceived behaviors.
Book Synopsis Perceptions and Expectations of Superintendents, Principals and Teachers Regarding Leader Behavior of Elementary School Principals by : James Nelson Roberts
Download or read book Perceptions and Expectations of Superintendents, Principals and Teachers Regarding Leader Behavior of Elementary School Principals written by James Nelson Roberts and published by . This book was released on 1963 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Elementary Principals' and Elementary Teachers' Perceptions of Their Principals' Supervisory Behaviors by : Bettye Hamill Vickers
Download or read book A Comparison of Elementary Principals' and Elementary Teachers' Perceptions of Their Principals' Supervisory Behaviors written by Bettye Hamill Vickers and published by . This book was released on 1988 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi by : Rhonda Deloise Powe
Download or read book Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi written by Rhonda Deloise Powe and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how the participants perceived their principal's transformational and transactional leadership style and whether differences existed in their perceptions based on the demographic variables of age, gender, experience, educational attainment and ethnicity. Transformational leaders were considered influential, change agents who motivated teachers to work collaboratively as a team to achieve defined goals. On the other hand, transactional leaders developed impersonal relationships and motivated teachers according to their personal self-interest. They focused on social and economic exchanges, using contingent rewards to reinforce positive behaviors and administered punishment to reform negative behaviors. One hundred and thirteen participants from six elementary schools participated in this study. The Multi-Leadership Questionnaire was used to collect data. Cronbach alpha was used to establish internal reliability consistency of the instrument. The data were analyzed using mean scores, percentages, chi-square, t-test and ANOVA. The research findings indicated that perception scores at both school levels were higher for transformational leadership than transactional leadership. According to the mean score interpretation (Table 2) and the participants' mean scores, 92.9 % of participants perceived their principal as fairly often a transformational leader and 7.1% of participants perceived their principal as frequently a transformational leader. Ironically, 100% of participants perceived their principal as sometimes a transactional leader. The research findings further indicated that overall, teachers at both levels perceived their principal as fairly often a transformational leader and sometimes a transactional leader. Based on the demographic findings, an ANOVA revealed statistically significant differences in teachers' perceptions of their principal's transformational leadership style based on years of experience. Participants with more years of experience perceived their principal with significantly higher mean scores than those with fewer years of experience. Recommendations include: (a) conducting further research to determine the impact that principals' leadership style have on student performance from a national perspective, (b) conducting a Longitudinal Research study to determine the impact that leadership styles have on student performance, and (c) exploring leadership styles extensively to identify the leadership traits exhibited by both public and private elementary school principals.
