Teacher Motivation
Teacher Motivation

Author: Paul W. Richardson

Publisher: Routledge

Published: 2014-05-30

Total Pages: 277

ISBN-13: 1136314075

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Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.

Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools
Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools

Author: Brittany D. Carpenter

Publisher:

Published: 2011

Total Pages: 334

ISBN-13:

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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.

Assessing Instructional Leadership with the Principal Instructional Management Rating Scale
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale

Author: Philip Hallinger

Publisher: Springer

Published: 2015-05-22

Total Pages: 210

ISBN-13: 3319155334

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This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.

Elementary Principals and Teachers
Elementary Principals and Teachers

Author: Carol Montague-Davis

Publisher:

Published: 2017

Total Pages: 304

ISBN-13:

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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.

Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi
Teachers' Perception of Elementary School Principals' Leadership Styles in

Author: Rhonda Deloise Powe

Publisher:

Published: 2009

Total Pages:

ISBN-13:

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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.

The Perceptions of the Leadership Behaviors of Elementary School Principals
The Perceptions of the Leadership Behaviors of Elementary School Principals

Author: Kenneth L. Mack

Publisher: Createspace Independent Publishing Platform

Published: 2016-01-27

Total Pages: 140

ISBN-13: 9781530898503

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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.