Schools need effective leaders to embrace the many challenges of today’s school systems and to adequately prepare students for the 21st century (Bayar, 2016; Coggins & Diffenbaugh, 2013). Bartoletti and Connelly (2013) asserted, “Great schools do not exist apart from great leaders” (p. 1). The last few years have provided volumes of high-quality research confirming leadership matters (Bartoletti & Connelly, 2013). The purpose of this study was to examine the relationship among the following variables: teachers’ perceptions of what they value in leadership behaviors (consideration and initiating structure), what they value in a school’s culture, and what they find professionally motivating. Using a quantitative survey developed from an assimilation of the current research, a Likert scale was used to represent participants’ responses as five unique scores. Pearson’s Product-Moment Correlations (PPMC) were calculated to determine the existence and strength of the linear relationship among these variables scores. The results demonstrated a positive correlation between variables except for total leadership behaviors and motivation. Participant responses supported much of the current literature reflecting positive relationships between the leadership behaviors, initiating structure and consideration, valued by teachers and the school culture preferences of teachers, between the leadership behaviors consideration and initiating structure, and between teacher perceptions of what they value in a school culture and what they find professionally motivating. Overall, the findings from this study highlighted the significance and value of effective leadership in schools.
|Commitee:||DeVore, Sherry, Rossetti, Tony|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Keywords:||Educational Leadership, Motivation, School Culture|
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