Leadership styles may be significant to special education teachers’ workplace well-being. It was not known if and to what degree principal’s leadership styles (transformational, transactional, passive avoidant), as measured by the MLQ, predict the well-being of K-12 special education teachers. The purpose of the quantitative, correlational research study was to determine the relationship, as stated above, in the United States. The research questions asked if the three leadership styles predicted special education teacher well-being. Two theoretical foundations used in this study were Bass and Avolio’s Full Range Leadership Model and Seligman’s theory of positive emotion (PERMA). One hundred and twenty-four special education teachers with 6 to 15 years of experience teaching completed the MuLQ-5, the Workplace PERMA-Profiler, and demographic questions in a combined survey via the Mind Garden® website. Data from the surveys were downloaded into SPSS and analyzed using multiple regression. Based on the requirement of less than p = .05, the transformational leadership accounted for 11.4% to 47.8% of the well-being variance scores, transactional accounted for 16% to 48.8% of the well-being variance scores, and passive avoidant accounted for 19.9% to 50.3% of the well-being variance scores. Based on these results, the null hypothesis was rejected for all three questions. All three leadership styles significantly predicted special education teacher well-being. Transformational and transactional leadership styles were both positive predictors of well-being, whereas passive avoidant was a negative predictor.
|Commitee:||Shelton, Dana, Harvey, Theresa D.|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education, Behavioral psychology|
|Keywords:||Leadership, Passive avoidant, Transactional, Transformational, Well-being, Workplace|
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