Date of Award

Spring 5-1-2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

Abstract

This study's purposes were to examine the differences between principals when working with their more and less effective teachers; and the differences among elementary, middle school, and high school principals when working with their more and less effective teachers. Principals at 300 Indiana public schools, encompassing grades Kindergarten through twelve, were surveyed to determine leadership strategies used when working with their more and less effective teachers; 140 responded with completed surveys for a 47 percent return. The principals were asked to fill out a forty-five-item principal leadership strategy survey. In all, forty-one elementary principals, forty-five middle school principals, and fiftyfour high school principals responded to the survey. Statistical analysis of the data included descriptive statistics regarding the number of responses for selected items, mean, standard deviation, and standard error. A Paired samples two-tailed t-test and an analysis of variance (ANOVA) was used. Signifcant differences were found on thirty-three items with principals when working with their more and less effective teachers. No significant difference was found among elementary, middle school, and high school principals when working with their more and less effective teachers. The principal can and does make a difference in how they interact, lead, and work with their teachers. Having prior knowledge of teacher effectiveness can help the principal awareness when working with their teachers. Principals need to be aware that they should provide professional development opportunities for all teachers regardless of their effectiveness. Communication and sharing in decision making with the entire faculty is crucial for all leaders. The single most important aspect of a school is what's happening in the classroom. Principals need to be aware that they must spend an equal amount of time observing all teachers and their teaching methods. The principal can be the most powerful influence in the building and need to set the tone by their words and actions.

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