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The Congruence Of Teachers’ And Principals’ Perspectives Of Learning-Centered Leadership Behaviors Of Principals Within International Christian Schools And The Impact On Organizational Commitment Of Teachers, Andrea Dawn Rens Dugan
The Congruence Of Teachers’ And Principals’ Perspectives Of Learning-Centered Leadership Behaviors Of Principals Within International Christian Schools And The Impact On Organizational Commitment Of Teachers, Andrea Dawn Rens Dugan
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The purpose of this quantitative study was to explore the degree of congruence between principals’ self-perception of learning-centered leadership behaviors and teachers’ perceptions of learning-centered leadership behaviors of their principals in international Christian schools accredited with the Association of Christian Schools International (ACSI) located in countries outside of North America. If a difference does exist between teachers’ and principals’ perceptions, will teachers’ organizational commitment be impacted? The perspectives of leadership behaviors were determined using the Vanderbilt Assessment of Leadership in Education (VAL-ED) (Goldring, Porter, Murphy, Elliot, & Cravens, 2009). Both principals and their teachers completed the survey online. Teachers also …
Establishing And Maintaining Collective Faculty Trust In The High School Principal, Brenda M. Damiani
Establishing And Maintaining Collective Faculty Trust In The High School Principal, Brenda M. Damiani
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This study explored the process by which high school principals established and maintained collective faculty trust in the principal (FTP). High school principals face the challenge of establishing FTP in settings generally larger than their colleagues in elementary and middle schools which can impact the level of trust. The rich descriptions from participants about the process by which they established and maintained FTP adds to the limited qualitative literature about FTP, especially in the context of high schools. The findings from this study can serve as a guide to new and experienced high school principals as they establish and maintain …
Through The Eyes Of Teachers: Relationships Between Principal Communication Style And School Climate, Ryan Lee Lang
Through The Eyes Of Teachers: Relationships Between Principal Communication Style And School Climate, Ryan Lee Lang
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The purpose of this quantitative study was to see if a statistically significant relationship existed between principal communication style and school climate as perceived by elementary teachers in high achieving Title 1 elementary schools in a Midwest state. Teacher perceptions of principal communication style were assessed using the Communication Style Inventory (CSI). The six communication styles assessed were Expressiveness, Preciseness, Verbal Aggressiveness, Questioningness, Emotionality, and Impression Manipulativeness. Teacher perceptions of school climate were assessed using the Organization Climate Description Questionnaire – Revised Elementary (OCDQ-RE). School climate scores were calculated regarding a degree of principal openness and a degree of teacher …
Rural Principals On The Move: Why They Leave, Cynthia Hansen
Rural Principals On The Move: Why They Leave, Cynthia Hansen
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The purpose of this study was to investigate the personal, institutional, and environmental factors that influenced a principal’s decision to leave his or her school. Respondents included six elementary principals in rural Minnesota who left their positions within the past year. Interviews were recorded, transcribed, coded, and analyzed for themes. Transferability and credibility were enhanced through the participation of the researcher in a bracketing interview to identify potential biases, independent coding by an outside analyst of the bracketing and regular interviews, and repeated checks with respondents about transcriptions, codes, and themes. Themes were codes that occurred in at least four …
Minnesota Public School Principals And Education Law, Barton C. Becker
Minnesota Public School Principals And Education Law, Barton C. Becker
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This quantitative, exploratory, descriptive study extended the research of Magone (2007) and measured the perceptions of Minnesota public school principals, superintendents, and school district attorneys regarding education law. The focus of the study was to identify a) the areas of education law are considered essential for Minnesota public school principals to know; b) the areas of education law in which public school principals have the most immediate need for continuing education; c) the areas of education law are considered critical for inclusion, or to be given priority, in Minnesota principal licensure programs; d) the avenues for continuing education that are …