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Correlating Teacher Empowerment and Self-Efficacy to Teacher Perceptions of Principal Servant Leadership.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Correlating Teacher Empowerment and Self-Efficacy to Teacher Perceptions of Principal Servant Leadership./
Author:	Hammond, Helen Georgiana.
Description:	1 online resource (236 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Subject:	Organizational behavior. -
Online resource:	click for full text (PQDT)
ISBN:	9780355254068

Correlating Teacher Empowerment and Self-Efficacy to Teacher Perceptions of Principal Servant Leadership.
Hammond, Helen Georgiana.

Correlating Teacher Empowerment and Self-Efficacy to Teacher Perceptions of Principal Servant Leadership. - 1 online resource (236 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2017.

Includes bibliographical references

This quantitative correlational study examined to what extent significant relationships exist between teacher perceptions of principal servant leadership characteristic and teacher self-empowerment and self-efficacy in a parochial school district in the Southwest United States. Three theoretical foundations of servant leadership, teacher empowerment, and teacher self-efficacy as measured by the Teacher Sense of Self-Efficacy Scale were employed. The first research question was, "What, if any, significant relationships exist between teacher perceptions of principal servant leadership characteristics of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship as measured by the SLQ individually and collectively and teacher self-empowerment as measured by the SPES?" The second research question was, "What, if any, significant relationships exist between teacher perceptions of principal servant leadership characteristics of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship as measured by the SLQ individually and collectively to teacher self-efficacy as measured by the TSES?" Bivariate correlations and standard multiple regression analysis were used to evaluate the relationships between the variables and answer the research questions. The results indicated that principal servant leadership may play an important role in understanding teachers' perceptions of their own empowerment, while the relationships between the constructs of servant leadership and teacher self-efficacy were minimal. These findings have implications for future research on principal servant leadership and teacher perceptions of empowerment and self-efficacy.

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

Mode of access: World Wide Web

ISBN: 9780355254068Subjects--Topical Terms:

557544
Organizational behavior.
Index Terms--Genre/Form:

554714
Electronic books.

Correlating Teacher Empowerment and Self-Efficacy to Teacher Perceptions of Principal Servant Leadership.
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
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502 $a Thesis (Ph.D.)--Grand Canyon University, 2017.
504 $a Includes bibliographical references
520 $a This quantitative correlational study examined to what extent significant relationships exist between teacher perceptions of principal servant leadership characteristic and teacher self-empowerment and self-efficacy in a parochial school district in the Southwest United States. Three theoretical foundations of servant leadership, teacher empowerment, and teacher self-efficacy as measured by the Teacher Sense of Self-Efficacy Scale were employed. The first research question was, "What, if any, significant relationships exist between teacher perceptions of principal servant leadership characteristics of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship as measured by the SLQ individually and collectively and teacher self-empowerment as measured by the SPES?" The second research question was, "What, if any, significant relationships exist between teacher perceptions of principal servant leadership characteristics of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship as measured by the SLQ individually and collectively to teacher self-efficacy as measured by the TSES?" Bivariate correlations and standard multiple regression analysis were used to evaluate the relationships between the variables and answer the research questions. The results indicated that principal servant leadership may play an important role in understanding teachers' perceptions of their own empowerment, while the relationships between the constructs of servant leadership and teacher self-efficacy were minimal. These findings have implications for future research on principal servant leadership and teacher perceptions of empowerment and self-efficacy.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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