Dissertation/Thesis Abstract

The relationship between teacher leadership style and years of experience, certification type and self-efficacy
by Prescott, Kara L., Ed.D., Dallas Baptist University, 2013, 110; 10110800
Abstract (Summary)

The purpose of this study was to research the gap between teachers and leadership. There is a disconnection in addressing characteristics that are represented by the transformational, transactional, or laissez-faire teacher leaders. This study was focused on teachers and the type of leadership they are more inclined to display (transformational, transactional, or laissez-faire) in the classroom. The types of leadership were correlated with certification type, years of experience, and self-efficacy (personal and teaching). The 241 participants in the study were from two academically successful school districts in Texas as determined by the Academic Excellence Indicator System. The findings of the study did not produce statistically significant results between teacher leadership type and certification type nor years of experience. Leadership type and teacher and personal self-efficacy, demonstrated statistical significance. Recommendations for future study are made.

Keywords: teachers, leadership, transformational, transactional, laissez-faire, certification type, years of experience, self-efficacy.

Indexing (document details)
Advisor: McLaughlin, Nancy
Commitee: Chen, Christina, MacMillan, Dan
School: Dallas Baptist University
Department: Leadership
School Location: United States -- Texas
Source: DAI-A 77/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Teacher education
Keywords: Certification type, Laissez faire, Leadership, Teachers, Transactional, Transformational
Publication Number: 10110800
ISBN: 978-1-339-74045-4
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