This study investigated the relationship between principals' visionary leadership behaviors, visionary leadership characteristics, visionary culture-building, total visionary leadership, and school reading performance. Also, the relationship between principals' total visionary leadership score and principals' years of administrative experience in their school district was investigated.
Findings of the study revealed a significant statistical relationship between A-B elementary public school principals' scores on visionary leadership behaviors and the FCAT reading mean scale scores for students in grades four and five but not in grade three. The analyses further indicated that there was no statistically significant correlation between principals' visionary leadership characteristics and the FCAT reading mean scale scores for grades three, four, and five. A statistically significant relationship was found, however, between elementary public school principals' visionary culture-building and the FCAT reading mean scale scores for students in grades three, four, and five.
A statistically significant relationship was found between the elementary public school principals' total visionary leadership scores and the FCAT reading mean scale scores and the FCAT reading developmental scale scores in grades four and five but not in grade three. In the investigation of years of administrative experience, no statistically significant relationship was found between the total visionary leadership scores of principals in A-B schools and their total years of administrative experience.
|Advisor:||Gaffney, Patrick V.|
|School:||Barry University - Adrian Dominican School of Education|
|School Location:||United States -- Florida|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Elementary education|
|Keywords:||Elementary principals, Principals, Reading, Visionary leadership, Years of experience|
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