Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools
Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools

Author: Lacey Lamb Wynn

Publisher:

Published: 2020

Total Pages: 442

ISBN-13:

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The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools

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
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

Author: Anna M. McGuire

Publisher:

Published: 1984

Total Pages: 226

ISBN-13:

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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.

Principals' Leadership Behaviors as Perceived by Teachers in At-risk Middle Schools
Principals' Leadership Behaviors as Perceived by Teachers in At-risk Middle Schools

Author: R. Anthony Johnson

Publisher:

Published: 2011

Total Pages: 362

ISBN-13:

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A need for greater understanding of teachers' (N= 530) perceptions of the leadership behaviors of principals in Title I middle schools (n = 13) is prevalent exists. The researcher used the "Audit of Principal Effectiveness" survey to collect data. The researcher also used Hierarchical Linear Modeling as the quantitative analysis. Significant teacher-level variables were teacher age, years the teacher worked for current principal, and teacher gender. Significant school-level variables were principal gender, principal teaching experience, and percentage of low-income students scoring proficient in mathematics. Principals should understand how teacher- and school-level variables affect the principals' perceived leadership behaviors. This study has implications for university personnel, school district personnel, school principals, and hiring committees.

Leadership Behaviors in High School Principals
Leadership Behaviors in High School Principals

Author: Kenneth R. Jarnagin

Publisher:

Published: 2004

Total Pages:

ISBN-13:

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This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.

Faculty Perceptions of Shared Decision Making and the Principal's Leadership Behaviors in Selected Northeast Mississippi Secondary Schools
Faculty Perceptions of Shared Decision Making and the Principal's Leadership Behaviors in Selected Northeast Mississippi Secondary Schools

Author: Adam Glenn Pugh

Publisher:

Published: 2009

Total Pages: 206

ISBN-13:

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Abstract: This study examined the relationship between principals' leadership behaviors and the level of shared decision making in the areas of Policy, Curriculum and Instruction, and Planning in selected Northeast Mississippi schools. This study researched leadership behaviors as they relate to shared decision making with the assumption that shared decision making is an essential element of a successful school culture. The relationship between leadership behaviors and shared decision making holds significance for those who seek to move school reform and renewal forward at the state, regional, and national levels. Thirteen schools were selected to participate in this study. A total of 386 teachers participated in the survey. The teachers were surveyed using two different instruments. The Leadership Practices Inventory [LPI] (Kouzes and Posner, 1997) and the Shared Education Decisions Survey-Revised [SEDS-R] (Ferrara, 1994) were the two instruments that were used to measure the teachers' perceptions of shared decision making behaviors exhibited by their individual principal. The five leadership practices measured by the LPI "Challenging the Process", "Inspiring a Shared Vision", "Enabling others to Act", "Encouraging the Heart", and "Modeling the Way" were correlated with the three areas of the SEDS-R "Planning", "Curriculum and Instruction", and "Policy". The findings were presented and analyzed to test each of the five research questions. Detailed statistics were used to present profiles of the participants of the study. The sample consisted of 386 participants representing an 80.4% return rate. Pearson product-moment correlations were produced to analyze the relationships between the leadership behaviors of principals in selected Northeast Mississippi schools as perceived by teachers. A total of fifteen significant relationships were identified; however, the strength of the relationships range from low to moderate positive relationships as defined by Hinkle, Wiersma, and Jurs (2003). This demonstrated a low to moderate relationship between teachers' perceptions of the principals' leadership behaviors and the level of shared decision making in the schools.

The High School Principalship
The High School Principalship

Author: Jeffery P. Ridlehoover

Publisher:

Published: 2010

Total Pages: 398

ISBN-13:

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This study arose from a professional curiosity regarding what high school principals and teachers believed were the most essential leadership qualities of the high school principal. The premise was to quantitatively conclude whether a disconnect existed between what high school principals and teachers believed were the most essential leadership characteristics of the high school principal. The given leadership characteristics were prefaced with the understanding that the most essential leadership characteristics are those that have the greatest impact on student academic achievement and building climate/culture. The study was of the mixed-method variety, with the vast majority of the data coming from two, ten-question surveys. One survey was provided to all high school principals in the state of Minnesota, and the second was provided to teachers in four Minnesota high schools. The second portion of the research included interviews with four high school principals. The interviews were used to ascertain the principals' thoughts with respect to the quantitative data collected. The findings showed that high school principals and teachers show a great deal of commonality regarding what they consider to be the most essential leadership characteristics of the high school principal. However, the survey also showed that while high school principals and high school teachers find a great deal of agreement regarding the essential leadership characteristics, they do not necessarily find agreement on how site-based decisions are made or the style of leadership exhibited through their collective experiences with high school principals. The findings of this research will be further disseminated to high school principals to provide them with insight regarding their perceived role in school leadership. This information should be helpful to high school principals in terms of increasing their personal leadership capacity and, therefore, increasing student academic achievement and the climate/culture of their respective schools.