Education Commons^™

Principals' Concerns Regarding The Implementation Of Change, Theresa Diana Pelfrey

Doctoral Dissertations

The purpose of this study was to investigate the Stages of Concern (SoC) that school principals have toward change and then report participants' behavior relevant to their Level of Use (LoU) of an innovation. An understanding of principals' concerns regarding change suggested a variety of factors that impede educational leaders' implementation of innovations and change within the school environment.

The researcher studied principals' perspectives regarding change implementation in the course of their daily administrative activities. Although many principals are aware and knowledgeable of the current standards for school leadership, difficulties arise when innovations and change are implemented. This study was …

Tennessee Public High School Principals’ Leadership Behaviors And Teachers’ Job Satisfaction, Amie Broughton Rumph

Doctoral Dissertations

The attrition rate of teachers is alarming (Darling-Hammond, 2002; Keigher, 2010; Marvel, Lyter, Peltola, Strizek, & Morton, 2006). Factor of the attrition include teachers leaving the profession due to lack of job satisfaction or lack of administrative support (Angelle, 2002; Littrell, 1994; Schlichte, Yssel, & Merbler, 2005). Frameworked by Herzberg’s Motivation-Hygiene Theory (Herzberg, Mausner, & Snyderman, 1959), this web-based, quantitative, descriptive study explored the connections between job satisfaction and perceived leadership behaviors. Participants included 302 teachers from public secondary schools in Central and East Tennessee. Instruments used were the Job Satisfaction Survey ([JSS], Spector, 1994), the Study of School Leadership …

The Principal's Role In Developing And Sustaining Professional Learning Communities: A Mixed Methods Case Study, Ginger Mink Teague

Doctoral Dissertations

With research supporting the benefits of professional learning communities in transforming schools, school leaders need insight and understanding into how to lead the organization toward successful implementation. The purpose of this study was to examine the role of the principal in developing and sustaining professional learning communities in elementary school settings. The exploratory, sequential, mixed method case study was conducted using Hord’s (1997, 1998, 2008) Five Dimensions of a Professional Learning Community as the theoretical framework. The research design was a quan→QUAL sequential approach, with priority or dominance given to the qualitative phase (Greene, 2008; Johnson & Onwuegbuzie, 2004). Triangulation …

The Relationship Between School Performance Scores And Job Satisfaction Of Principals In Louisiana, Vickie Lynn Wheelis

Doctoral Dissertations

This study examined the relationship between School Performance Scores (SPS) and job satisfaction of principals in Louisiana. The sample consisted of 1328 elementary, middle, high, and PK–12 public school principals in the State of Louisiana. Participants were asked to complete the Short-Form Minnesota Satisfaction Questionnaire (MSQ) via the Internet, with responses being submitted to a secure server. In addition to the MSQ, three demographic questions and three open-ended response questions were asked. The data were analyzed using a one-way Analysis of Variance (ANOVA). Statistical analysis revealed no significant differences in intrinsic, extrinsic, and general satisfaction levels with regard to the …

The Effects Of Participation In The Louisiana Principal Internship /Induction Program On School Performance Scores And On Teacher And Principal Perceptions Of Principals' Knowledge, Skills, And Dispositions, Don Coker

Doctoral Dissertations

The primary purposes of this study were to determine if the Louisiana Principal Internship/Induction (LPI) program had an effect on school performance scores; if principal gender, years of experience, or LPI status predicted principal self-assessment of the knowledge, skills, and dispositions of administrators; and if principal gender, years of experience, or LPI status predicted teachers' assessment of their principal's administrative knowledge, skills, and dispositions. A causal-comparative research design was utilized in this study. Study participants included 120 principals and 1,060 teachers from 15 school districts in north Louisiana who responded to the NASSP 21st Century School Administrator Skills self-assessment and …

Comparison Of The Transformational Leadership Practices Of Principals Of Charter Schools And Principals Of Traditional Public Schools In Louisiana, Charles W. Patterson

Doctoral Dissertations

The primary purpose of this study was to compare the transformational leadership practices of principals of charter schools and traditional public schools in Louisiana. A causal-comparative research design was utilized. All charter schools were asked to participate in the study, and a matched sample of public schools was selected for the comparison group.

Key findings suggest that charter school and traditional public school principals possess transformational leadership skills. However, there was no difference between the groups in the extent to which they practiced these behaviors. Teachers' perceptions did not differ from principals' self-reported practices. Personal and professional characteristics did not …

The Effects Of Consideration And Initiating Structure Exhibited By Principals On Teacher Morale In Selected Louisiana Secondary Schools, Robert Wayne Webber

Doctoral Dissertations

This study was conducted to determine whether a statistically significant relationship exists between the leadership styles of principals and teacher morale in the public secondary schools of north Louisiana, as perceived by teachers. The Ohio State studies and Getzels and Guba's Social Systems Model for educational organizations provided the theoretical framework for this study. Selected demographic variables of gender of the teacher, years of teaching experience, and race of the teacher were considered in this study. Information on teacher morale was collected from teachers in 14 randomly selected schools of north Louisiana. Data were obtained concerning teacher morale using the …