Date of Award
1999
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Media Technology
Abstract
Purpose of the study . The purposes of this study were to (1) investigate if there were differences in self-perceived scores on selected leadership behaviors between IPLA and non-IPLA trained principals. and (2) investigate the relationship between student achievement scores and self-perceived leadership behaviors after controlling for IPLA training. Procedures . A sample of 200 Indiana principals was drawn from data acquired from the Director of the Indiana Principal Leadership Academy and the Indiana Department ofEducation. The sample reflected approximately equal numbers of (1) principals who had or had not completed IPLA prior to 1995, (2) males and females, (3) elementary and secondary level principals, and (4) principals of small, medium, and large schools. All had (5) four or more years of experience as a building principal and had (6) administered the same building at least since the fall of 1995. The sample size was limited by the size of the pool of Indiana principals meeting the requirement of having completed IPLA training prior to 1995 and having remained in the same building for the next four years. In May of 1999, principals responded to a survey measuring self-perceptions of instructional leadership behaviors with a survey return rate of 38.5 percent. Indiana State Test forEducational Progress (ISTEP) scores from 1995 through 1998 were collected for buildings of principal respondents. The data from the leadership behaviors instrument and the ISTEP scores were tabulated and used to determine if there were differences in self-perceived leadership behaviors between the IPLA and non-IPLA group and to determine if there was any relationship between student achievement scores and the self-perceived leadership behavior scores between the two groups. Findings . Statistical analysis of the data included descriptive statistics regarding the mean and Independent Sample t-tests and Pearson product moment correlation. No significant difference was found between the self-perceived leadership behavior scores of those principals who had attended IPLA and those who had not. No significant relationship was found between ISTEP scores and self-perceived leadership behavior scores of those principals who had attended IPLA and those who had not.
Recommended Citation
Neal, Alice Ann, "A Comparison Of Self-Perceived Leadership Behaviors Between Ipla And Non-Ipla Trained Principals And The Relationship Between Those Self -Perceived Behaviors And Student Achievement" (1999). All-Inclusive List of Electronic Theses and Dissertations. 734.
https://scholars.indianastate.edu/etds/734