The Impact of Principal Leadership Styles on Teacher Retention

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Mitchell, Joi A.
Titel	The Impact of Principal Leadership Styles on Teacher Retention
Quelle	(2021), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-6266-9
Schlagwörter	Hochschulschrift; Dissertation; Leadership Styles; Questionnaires; Transformational Leadership; Correlation; Job Satisfaction; Academic Achievement; Teacher Burnout; Teacher Persistence; Faculty Mobility; Likert Scales; Elementary School Teachers; Urban Schools; Low Income Students; Educational Legislation; Federal Legislation; Elementary Secondary Education; Teacher Administrator Relationship; Predictor Variables; Principals; Tennessee; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führungsstil; Fragebogen; Korrelation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulleistung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Likert-Skala; Elementary school; Grundschule; Volksschule; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Prädiktor; Principal; Schulleiter
Abstract	The purpose of this study was to determine the impact of leadership styles on teacher retention, specifically in priority schools. The literature review revealed some existing research on the correlation of principal styles and teacher job satisfaction, student achievement, and teacher burnout, however; minimal research was found to support the significance of the relationship between leadership styles and teacher retention in priority schools. Participants in this study were 100 certificated elementary school teachers in the Jackson. Tennessee Madison County School District. The instrument used in this study was the "Multifactor Leadership Rater Form Questionnaire" (MLQ) published by Mind Garden, Inc. The survey consisted of 45 Likert-style questions. Each question was either aligned to transformational, transactional, or laissez-faire leadership styles. The responses were compiled and analyzed to resolve the following research questions that guided this study: (a) What is the nature of the correlation between "transformational leadership" style characteristics ("idealized influence," "inspirational motivation," "intellectual stimulation," and "individualized consideration") in elementary school principals and teacher retention in Title I priority Tennessee urban schools? (b) What is the nature of the correlation between "transactional leadership" style characteristics ("contingent reward" and "management by exception") in elementary school principals and teacher retention in Title I priority Tennessee urban schools? and (c) What is the nature of the correlation between "laissez-faire" leadership characteristics and teacher retention in Title I priority Tennessee urban schools? An additional question was included to measure teacher retention. Among the major findings of the study, the data revealed that the sub-components of transformational leadership were significant predictors of teacher retention in a priority school. Likewise, the Spearman rho analysis revealed that the sub-component contingent reward was also a significant predictor for teacher retention in a priority school. For the leadership style, management by exception active, a sub-component of contingent reward, the data did not support the existence of a significant relationship between this specific leadership style and teacher retention in a priority school. Last, results from the Spearman rho analysis showed laissez-faire and management by exception leadership styles did not show evidence of being significant predictors of teacher retention in priority schools. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01