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The Relationship between Teacher's Perception of Their Principal's Leadership Style and Student Achievement.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship between Teacher's Perception of Their Principal's Leadership Style and Student Achievement./
作者:	Arterson, Johnny, IV.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438089105

The Relationship between Teacher's Perception of Their Principal's Leadership Style and Student Achievement.
Arterson, Johnny, IV.

The Relationship between Teacher's Perception of Their Principal's Leadership Style and Student Achievement. - 1 online resource (142 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Trident University International, 2018.

Includes bibliographical references

Teachers' perceptions of their school leaders, mainly principals, indirectly influence student achievement; this study attempted to uncover if there is statistically significant relationship in leadership and student achievement. The extent of this influence is analyzed in this study. This quantitative study examined teachers' perceptions of the leadership style of their principals as Transformational, Transactional or Laissez-faire in relation to student achievement. The study population was a purposeful sample of a minimum of 92 teachers according to the G*Power Data Analysis. Dougherty County has four high schools, five middle schools, and fourteen elementary schools. The district profile is 15, 628 students, 87% African American, 9% Caucasian, and 4% other. 81% of these students are economically disadvantaged and 9% are students with disabilities. This researcher surveyed all of the elementary teachers, third grade to fifth grades. Leadership behaviors, as perceived by the teachers, was measured using the Multifactor Leadership Questionnaire. Student achievement was measured with the Georgia Milestone Assessment (GMA) results. A total of 112 participants completed the survey process. Most of the participants were female between the ages of 35 to 44 with years of teaching experience equal in distribution. The covariates of age, gender, teaching experience, grade level and years at current school was examined in relation to perceived leadership style and student achievement. The research mean scores for Transformational leadership were 4.40 (SD 0.46), Transactional leadership 3.79 (SD 0.47), and Laissez-faire leadership 1.61 (SD-0.49). The continuous criterion variable corresponded to the English scores and Math scores from the Georgia Milestone Assessment. The mean score for the Math test was 495.95 and English, 481.84. The results of the hierarchical multiple regression models (for all six steps) were not statistically significant. The coefficient of determination marginally increased from approximately 1% to 6% between steps 1 and 6 for English and Math test scores. A majority of participants, mainly female (n = 111, 99.11%) taught at their current school for 0-3 years. An overwhelming number of respondents scoring their principal's leadership style as Transformational (4.40) created a homogenous sample which resulted in the study obtaining results that were not statistically significantly.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438089105Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship between Teacher's Perception of Their Principal's Leadership Style and Student Achievement.
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