國立虎尾科技大學 |

Prioritizing Others : = An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Prioritizing Others :/
其他題名:	An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being.
作者:	Perkins, Katie L.
面頁冊數:	1 online resource (112 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381191691

Prioritizing Others : = An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being.
Perkins, Katie L.

Prioritizing Others :An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being. - 1 online resource (112 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Bowling Green State University, 2023.

Includes bibliographical references

This study explored teachers' perceptions of the servant leadership behaviors of instructional coaches. Additionally, the study examined teacher well-being measured as teachers' feelings of school connectedness and teaching efficacy. The participants were teachers (N = 72) from three public school districts in the southern United States. Participants were asked to complete the Servant Leadership Questionnaire (SLQ) (Linden et al., 2008) and the Teacher Subjective Well-being Questionnaire (TSWQ) (Renshaw, 2020).The study used a between-groups, 2x2x2 ANOVA to determine if significant mean differences existed between perceptions of servant leadership behaviors of instructional coaches and years in education, years working at the current school district, and years with an instructional coach. Similarly, a between-groups, 2x2x2 ANOVA was used to determine if significant mean differences existed between teaching efficacy and years in education, years working at the current school district, and years with an instructional coach. Another between-groups, 2x2x2 ANOVA was used to determine if significant mean differences existed between teachers' school connectedness and years in education, years working at the current school district, and years with an instructional coach. Finally, multiple regression was used to determine if the perceived servant leadership behaviors of instructional coaches are predictive of teachers' school connectedness and teaching efficacy.Findings indicated that time (measured by years) plays a role in how teachers perceive their instructional coach's servant leadership behaviors. While no main effects were found, there was a significant interaction between total years of experience and the years in the current school district. The study also found no significant mean differences between teachers' feeling of school connectedness and teaching efficacy, total years of experience, years in the current school district, and years working with an instructional coach. Findings from the multiple regression analysis suggested that higher levels of school connectedness may predict more positive perceptions of servant leadership behaviors of instructional coaches.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381191691Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Instructional coachingIndex Terms--Genre/Form:

554714
Electronic books.

Prioritizing Others : = An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being.
LDR:03675ntm a22004097 4500 001 1146070
005 20240711091500.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381191691
035 $a (MiAaPQ)AAI31047428
035 $a (MiAaPQ)OhioLINKbgsu1698666600458124
035 $a AAI31047428
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Perkins, Katie L. $3 1471398
245 1 0 $a Prioritizing Others : $b An Exploration of Instructional Coaches' Servant Leadership Behaviors and Teacher Well-Being.
264 0 $c 2023
300 $a 1 online resource (112 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
502 $a Thesis (Ed.D.)--Bowling Green State University, 2023.
504 $a Includes bibliographical references
520 $a This study explored teachers' perceptions of the servant leadership behaviors of instructional coaches. Additionally, the study examined teacher well-being measured as teachers' feelings of school connectedness and teaching efficacy. The participants were teachers (N = 72) from three public school districts in the southern United States. Participants were asked to complete the Servant Leadership Questionnaire (SLQ) (Linden et al., 2008) and the Teacher Subjective Well-being Questionnaire (TSWQ) (Renshaw, 2020).The study used a between-groups, 2x2x2 ANOVA to determine if significant mean differences existed between perceptions of servant leadership behaviors of instructional coaches and years in education, years working at the current school district, and years with an instructional coach. Similarly, a between-groups, 2x2x2 ANOVA was used to determine if significant mean differences existed between teaching efficacy and years in education, years working at the current school district, and years with an instructional coach. Another between-groups, 2x2x2 ANOVA was used to determine if significant mean differences existed between teachers' school connectedness and years in education, years working at the current school district, and years with an instructional coach. Finally, multiple regression was used to determine if the perceived servant leadership behaviors of instructional coaches are predictive of teachers' school connectedness and teaching efficacy.Findings indicated that time (measured by years) plays a role in how teachers perceive their instructional coach's servant leadership behaviors. While no main effects were found, there was a significant interaction between total years of experience and the years in the current school district. The study also found no significant mean differences between teachers' feeling of school connectedness and teaching efficacy, total years of experience, years in the current school district, and years working with an instructional coach. Findings from the multiple regression analysis suggested that higher levels of school connectedness may predict more positive perceptions of servant leadership behaviors of instructional coaches.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Instructional design. $3 1148462
650 4 $a Educational psychology. $3 555103
650 4 $a Education. $3 555912
653 $a Instructional coaching
653 $a Servant leadership
653 $a Teacher well-being
653 $a School connectedness
653 $a Teaching efficacy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0530
690 $a 0525
690 $a 0447
710 2 $a Bowling Green State University. $b Leadership Studies. $3 1188267
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31047428 $z click for full text (PQDT)