Date of Award

Spring 8-1-2002

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Todd Whitaker

Second Advisor

Gregory R. Ulm

Third Advisor

Margaret E. Whitaker

Abstract

Purpose of the Study. The Lwo purposes of this mixed-methodology sludy were to: (1) examine or quantitatively analyze the relationship between leacher perception of principal effectiveness and principal perception of principal effectiveness, and (2) qualitatively investigate the differences between what more effective principals and less effective principals do to impact school climate. iii Procedures. The first phase of the study was quantitative; 254 public middle schools with a grade configuration of six through eight were included in the original sample. Principal effectiveness data was collecled in each of the identified middle schools using the Principal Leadership Inventory developed by Barbara Downey in 1999. These surveys were distributed to the principal and ten teachers at each middle school. Principals were ranked on their effectiveness based on the teachers' responses to the instrument used. Principal responses were also taken into consideration. The second phase of the study was qualitative and involved the research team conducting a case study in the form of separate on-site, structured, and focus group interviews. These interviews included groups of teachers and the principals of the middle schools with more effective principals and of the middle schools with less effective principals. Six middle schools were visited. Time was spent at each site observing the principals and the school environment. The interviews and observations were used to identify the differences in the manner in which more effective principals of schools and less effective principals of IV schools impact school climate. The interviews were recorded and audio lapcd. In order to achieve variety in school sites visited, several other factors were considered. These included, but were not limited to ( 1) the size of the school, (2) the demographic classification of the community (urban, suburban, small lown/rural), and (3) the principal length of service, and (4) the gender of the principal. Findings. Statistical analysis of the data included the Pearson product moment correlation and descriptive statistics (Table 2). Though there was a statistically significant correlation that existed between the teachers' perceptions and principals' perception of the Utilizes Organizational Management factor, the correlation was so small it was not considered important (Table l). This correlation of .267 squared is .07 and can be considered a small correlation that provides only a .07 or 7% accuracy or one variable predicting the other variable. There were no significant correlations between the teachers' perceptions and principals' perceptions of the Creates a Learning-Oriented Climate factor, the Provides Personal and Professional Leadership to Forward the School Community factor, the Fosters Team Building and Morale factor, and the Provides Instructional Leadership to Promote Student Achievement factor. Also, important differences were found between the behaviors in which more effective principals of schools and less effective principals of schools impact school climate. The teachers at more effective schools discussed the principal' s role in the establishment of their positive school climates. The more effective pdncipals indicated their role was critical in the responsibility of school climate and also felt that they and their administrative team set the tone for school climate. The more effective principals were personable, communicated on a regular basis to teachers, and communicated in a variety of ways.

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