A Relational Study of Elementary Principals' Leadership Traits, Teacher Morale, and School Performance

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Autor/in	Raines Evers, Carla Jean
Titel	A Relational Study of Elementary Principals' Leadership Traits, Teacher Morale, and School Performance
Quelle	(2011), (122 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Southern Mississippi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-3403-6
Schlagwörter	Hochschulschrift; Dissertation; Job Satisfaction; Language Arts; State Standards; Organizational Effectiveness; Interpersonal Relationship; Program Effectiveness; Teacher Morale; Elementary Schools; Administrator Characteristics; Principals; Leadership Qualities; Academic Achievement; Standardized Tests; Reading Achievement; Mathematics Achievement; Correlation; Teacher Administrator Relationship; Mississippi; Leadership Practices Inventory; Purdue Teacher Opinionaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Sprachkultur; Unternehmenserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Führungseigenschaft; Schulleistung; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation
Abstract	The purpose of the study was to determine if a significant relationship existed between elementary principals. leadership traits and teacher morale. The study sought to identify the impact of the principal-teacher relationship on school achievement as it relates to student performance on state standards as outlined in the Mississippi state academic frameworks and as measured using the Quality of the Distribution Index (QDI) on the Mississippi state end-of-grade test, Mississippi Curriculum Test, Second Edition (MCT2). The end-of-year assessments, collectively known as MCT2: Reading-Language Arts and Mathematics, administered to students in grades 3 through 8 in the spring of each school year, provided additional quantitative data for the study. Further, the study identified whether a correlation existed between the way principals and teachers perceive the principals. primary leadership traits. A quantitative survey-design method was used to conduct the study. The Leadership Practices Inventory (LPI) -Self and -Observer were used to measure the principals. leadership traits that have been associated with organizational effectiveness. The Purdue Teacher Opinionaire (PTO) was used to measure teacher morale as defined by two selected factors, rapport with principal and job satisfaction. School performance was measured by the end-of-grade state assessment for Mississippi, MCT2, which measures what students know and are able to do in the areas of reading-language arts and mathematics. State statisticians use the collectives schools. and districts. scores to develop Quality of the Distribution Indexes for each participating entity. Findings indicated that classroom-based study participants perceived that each of the Leadership Practices Inventory's five subscales of leadership traits correlated to the variable Teacher Satisfaction, whereas their Rapport with the Principal correlated with three of five subscales. Study participants also perceived that neither principal's leadership traits nor teacher morale predicts school performance, which disputes current research. Further, analysis of the data indicated that classroom-based participants did not agree with their principals regarding the principals. primary modes of leadership by rating the principal lower on the LPI than their principals who rated themselves higher in each of the five factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10