Dissertation/Thesis Abstract

A Study of Principals' and Assistant Principals' Self-Perceived Leadership Behaviors in Relation to the Pennsylvania Inspired Leadership Initiative
by DiLella, Anthony R., IV, Ed.D., Neumann University, 2018, 190; 10805539
Abstract (Summary)

The purpose of this quantitative non-experimental correlational study was to investigate how professional development, specifically the PIL professional development initiative, influenced principals’ and assistant principals’ self-perceived leadership behaviors. A purposive sampling of public school principals and assistant principals located in the suburban counties of Region 1, Southeastern Pennsylvania was the focus of this study. Quantitative data was collected through a web-based survey via Survey Monkey that collected demographic data and used the Leadership Practices Inventory-Self (Kouzes & Posner, 2013) survey to measure principal and assistant principal leadership behaviors. A review of literature found that principals and assistant principals were participating in professional development programs, but limited evidence existed on the PIL professional development initiative’s influence on their behavior.

The sample consisted of 71 principals and assistant principals from 10 school districts representing 55% of the population. Survey data was collected in April and May of 2017. The variables in the study were the number of Hours attended in the PIL professional development initiative since January 2008 and principals’ and assistant principals’ self-perceived leadership behaviors. Principal and assistant principal leadership behaviors were measured using the LPI-Self survey developed by Kouzes and Posner (2013). Respondents were asked to rate the extent to which they engaged in the following behaviors associated with the practices of Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act and Encourage the Heart (Kouzes & Posner, 2013). A Pearson product-moment correlation test was conducted to see if a relationship existed between the number of Hours attended in the PIL professional development initiative and principals’ and assistant principals’ self-perceived leadership behaviors.

The data indicated that there was a significant relationship between the number of Hours of PIL professional development initiative attended since January 2008 and two of the practices, Challenge the Process and Inspire a Shared Vision. This study concluded that with more Hours of PIL professional development, principals and assistant principals will be more compelled to display behaviors associated with the practices of Challenge the Process and Inspire a Shared Vision. This study failed to reject the null hypothesis that there is no significant relationship between the number of Hours of PIL professional development initiative attended since January 2008 and the practices of Model the Way, Enable Others to Act and Encourage the Heart.

Indexing (document details)
Advisor:
Commitee:
School: Neumann University
Department: Education
School Location: United States -- Pennsylvania
Source: DAI-A 79/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational administration, Education
Keywords: Leadership behaviors, Pennsylvania inspired leadership initiative, Principal and assistant principal, Self-perceived
Publication Number: 10805539
ISBN: 9780355822267
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