A Study of Relationships Among Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate in the High School Setting
A Study of Relationships Among Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate in the High School Setting

Author: Jeffrey Michael Paul

Publisher:

Published: 2015

Total Pages: 378

ISBN-13:

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The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.

The Relationships Between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate
The Relationships Between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

Author: Janet Lynn Pulleyn

Publisher:

Published: 2012

Total Pages: 290

ISBN-13:

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This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district participated in the study. Teachers also responded to five demographic questions pertaining to gender, age, years of teaching experience, length of time with principal, and level of education. The findings indicated that the subscales of the LPI were inter-correlated while the subscales of the OCDQ-RM were independent. Male teachers tended to perceive principals as being more restrictive than did female teachers. The data indicated that there were differences in perceptions of teachers based upon length in the profession. Teachers' perceptions of principal leadership behaviors were related to their perceptions of school climate. High scores on the LPI, as perceived by teachers, suggested that teachers perceived the school climate to be open. Conversely, low scores on the LPI, as perceived by teachers, indicated a closed school climate. In addition, the study indicated that beginning teachers did not feel open or have professional interactions with veteran teachers. In general, the teachers perceived principal behavior to be influential on school climate.

An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate
An Analysis of the Relationship Between Elementary School Teachers' Perceptions of Principal Leadership and School Climate

Author: Sandra Yuvett LaRoche

Publisher:

Published: 2014

Total Pages: 436

ISBN-13:

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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.

The Psychology of School Climate, 2nd Edition
The Psychology of School Climate, 2nd Edition

Author: Garry W. McGiboney

Publisher: Cambridge Scholars Publishing

Published: 2023-01-03

Total Pages: 391

ISBN-13: 1527592561

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As educators, psychologists, child advocates, researchers, and others that support education for all students will find, a positive school climate is the central element for students feeling connected and engaged at school, which are necessary for positive student outcomes. The Psychology of School Climate (2nd Edition) is an essential compendium of school climate research from around the world. With over 600 references, the book is the most comprehensive study of school climate in print. The book is based on a review, description, and application of research that focuses on identifying basic problems and the effects social determinants have on the lives and outcomes of students and school staff members. At the end of each chapter, there are summaries that highlight important points for discussion and additional research. Most importantly, the book offers the gateway to understanding the nexus of students and school climate and the importance of that bond.

Leadership Style and School Climate
Leadership Style and School Climate

Author: Adel Tajasom

Publisher: LAP Lambert Academic Publishing

Published: 2010-08

Total Pages: 176

ISBN-13: 9783838395388

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Faced with criticisms of failing to adequately educate students, much research on educational reform in the school systems alludes to the role of principals in the educational process. Specifically, the principals have been identified as the most accountable key individuals responsible for creating conducive school climate. This book, therefore, highlights the relationship between high school teachers' perception of principal leadership style (Multifactor Leadership Questionnaire MLQ) and school climate (School Level Environment Questionnaire SLEQ) based on the theoretical framework derived from Theory of Leadership Style. Studying the perceptions of high school teachers in 17 urban secondary schools in Penang, Malaysia, the authors found that principals who are transformational leaders have an effect on school climate whereas transactional leaders only have an effect on one of the six dimensions of school climate. The in-depth analysis offers school boards and superintendents some insight into the style of principal leadership that may best fit the specific school climate needs in their respective school districts.