Dissertation/Thesis Abstract

Leadership style, teacher perception of building leadership and the effect on staffing
by Green, Lara K. W., Ed.D., The George Washington University, 2009, 106; 3344317
Abstract (Summary)

Using the Multifactor Leadership Questionnaire (Bass & Avolio, 1990) and the Teacher Working Conditions Initiative Survey (Easley, 2006), as well as data gleaned from the North Carolina state report card, the researcher conducted a correlational study to ascertain the relationships between transactional or transformational leadership style, perceptions of faculty, and the percentage of experienced staff working under the leadership. A careful balance between demanding high standards and providing teachers with good working conditions can be achieved through thoughtful, data-driven analysis of building leadership. Transactional behavior has been cited as an effective way of leading a staff in the midst of reform and change. Transformational leadership fosters the development of teacher leaders through empowerment. The results of this study were mixed. Although the principals' perceptions were not aligned with the teachers' perceptions of their leaders' effectiveness, there was a relationship between principals' transactional behaviors and the percentage of experienced staff.

Indexing (document details)
Advisor: Howerton, Everett B.
Commitee: Donahoe, B. Harper, Emerson, Joseph T., English, Mary K., Higgins, Phyllis L.
School: The George Washington University
Department: Education and Human Development
School Location: United States -- District of Columbia
Source: DAI-A 70/01, Dissertation Abstracts International
Subjects: Educational administration
Keywords: Leadership, Leadership style, Staffing, Teacher perceptions, Transactional, Transformational
Publication Number: 3344317
ISBN: 9781109006568
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