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Dissertation/Thesis Abstract

The relationship between principal's perceived leadership behaviors and teachers' perceptions
by Xu, Zhao Xia, Ph.D., Marian University, 2010, 137; 3468993
Abstract (Summary)

This study investigated the relationship between the perception of principal self-rated leadership behaviors and teachers' perceptions of their principal's leadership behaviors in one U.S. Midwest state's elementary schools. The survey instrument was the Multifactor Leadership Questionnaire-MLQ 5x (Avolio & Bass, 2004) measuring nine leadership factors and three leadership outcomes as variables. A Pearson product-moment analysis was used to analyze the data of principal's self-rated leadership behaviors and teachers rating of principal leadership behaviors. The t test for independent samples was applied in a post hoc test to determine whether mean differences existed between perceptions on each variable.

The results indicated a statistically significant correlation between the perceptions of laissez-faire (r = .52, p ≤ .01) as perceived by the principal and the teachers, and the teachers' perceptions were congruent with their principal's perception. The post hoc analysis with independent samples t-test demonstrates a statistically significant difference between principals' rated transformational leadership behaviors: idealized influence-behavior: t (64) = 2.23, p ≤ .05, intellectual stimulation: t (64) = 2.39, p < .05, and individualized consideration, t (64) = 2.84, p < .01, and their teacher groups. Principals rated their own management-by-exception (passive): t (64) = −2.83, p ≤ .01 lower than their teachers. This is similar to the normative study of Avolio and Bass (2004) and Bass and Yammarino (1991).

Study results imply that principals need to develop better self-awareness of the discrepancy between self-perceived leadership behaviors and their teachers' perceptions. Gaining insight and self-awareness of the difference between their own internal thoughts or beliefs may positively impact their ability to engage teachers and improve school achievement. The impact to principal's external actions or behaviors may be enhanced through the ability to articulate their leadership beliefs to their teachers verbally as opposed their behaviors alone.

Indexing (document details)
Advisor: Bugenhagen, Marilyn J.
Commitee: Bullock, Jonathan B., Stucky, Bradd
School: Marian University
Department: Doctoral Studies
School Location: United States -- Wisconsin
Source: DAI-A 72/11, Dissertation Abstracts International
Subjects: Educational leadership, School administration
Keywords: Educational leadership, Leadership, Principal, Principal leadership, Teacher perceptions, Transformational leadership
Publication Number: 3468993
ISBN: 978-1-124-84309-4
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