Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement

Autor/inn/en	Allen, Nancy; Grigsby, Bettye; Peters, Michelle L.
Titel	Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement
Quelle	In: International Journal of Educational Leadership Preparation, 10 (2015) 2, S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Correlation; Academic Achievement; Instructional Leadership; Transformational Leadership; Principals; Administrator Attitudes; Mathematics Achievement; Reading Achievement; Educational Environment; Questionnaires; Leadership Styles; Elementary Schools; Teacher Attitudes; Leadership Qualities; Elementary School Teachers; Statistical Analysis; Texas; Multifactor Leadership Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Führungsstil; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Führungseigenschaft; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	The purpose of this correlational study was to examine the relationship between transformational leadership, school climate, and student mathematics and reading achievement. Survey data were collected from a purposeful sample of elementary school principals and a convenience sample of his or her respective teachers located in a small suburban school district in southeast Texas. The Multifactor Leadership Questionnaire (MLQ-5X) was used to measure the degree to which a principal displays the factors of a transformational leader based on teacher perceptions and was used by the principals surveyed to self-assess. The School Climate Inventory-Revised (SCI-R) survey was used to measure teacher perceptions of school climate. Findings indicated a positive relationship between transformational leadership and school climate. However, a relationship was not found to exist between transformational leadership and student achievement nor between school climate and student achievement. When determining whether a relationship existed between the campus principal's perceptions of their own transformational leadership qualities and his/her teachers' perceptions of those same qualities, only two out of the 25 correlations were found to be statistically significant. (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01