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The relationship between South Carol...

Shannon, Lisa Dianne.

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The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success./
Author:	Shannon, Lisa Dianne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
Description:	117 p.
Notes:	Source: Dissertations Abstracts International, Volume: 71-02, Section: A.
Contained By:	Dissertations Abstracts International71-02A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3351703
ISBN:	9781109079623

The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success.
Shannon, Lisa Dianne.

The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 117 p.

Source: Dissertations Abstracts International, Volume: 71-02, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2008.

This item must not be sold to any third party vendors.

The purpose of this study was to determine the relationship between South Carolina elementary principals' self-perceptions and teachers' perceptions of the principal's leadership practices and academic success as measured by their school's state report card. This study utilized Kouzes and Posner's Leadership Practice Inventories (2003) as a tool for measuring perceptions of leadership practices. Three types of relationships were analyzed: (1) overall self and teachers' perceptions of principals' leadership practices, (2) total scale scores and sub-scale scores, and (3) total scale scores and academic success. The researcher surveyed 128 South Carolina elementary principals and 124 teachers to assess leadership practices and congruence of perceptions from South Carolina schools that house pre-k to fifth grades. Principals and teachers assessed leadership practices on the inventories measuring an engagement of 30 behaviors on a ten-point Liked scale. The 30 behaviors are divided into five areas: (1) Model the Way, (2) Inspire a Shared Vision, (3) Challenge the Process, (4) Enable Others to Act, and (5) Encourage the Heart. Six questions address each of the five areas (Kouzes & Posner, 2003, 2007a). Based on the findings of this study, principals generally scored their leadership practices higher than did the teachers on all survey items. This study did not find a statistically significant difference between the principals' perceived leadership practices and their schools' academic success.

ISBN: 9781109079623Subjects--Topical Terms:

3172164
School administration.

The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success.
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245 1 4 $a The relationship between South Carolina elementary principals' perceptions and teachers' perceptions of the principals' leadership practices and academic success.
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300 $a 117 p.
500 $a Source: Dissertations Abstracts International, Volume: 71-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Cox, Edward P.
502 $a Thesis (Ph.D.)--University of South Carolina, 2008.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to determine the relationship between South Carolina elementary principals' self-perceptions and teachers' perceptions of the principal's leadership practices and academic success as measured by their school's state report card. This study utilized Kouzes and Posner's Leadership Practice Inventories (2003) as a tool for measuring perceptions of leadership practices. Three types of relationships were analyzed: (1) overall self and teachers' perceptions of principals' leadership practices, (2) total scale scores and sub-scale scores, and (3) total scale scores and academic success. The researcher surveyed 128 South Carolina elementary principals and 124 teachers to assess leadership practices and congruence of perceptions from South Carolina schools that house pre-k to fifth grades. Principals and teachers assessed leadership practices on the inventories measuring an engagement of 30 behaviors on a ten-point Liked scale. The 30 behaviors are divided into five areas: (1) Model the Way, (2) Inspire a Shared Vision, (3) Challenge the Process, (4) Enable Others to Act, and (5) Encourage the Heart. Six questions address each of the five areas (Kouzes & Posner, 2003, 2007a). Based on the findings of this study, principals generally scored their leadership practices higher than did the teachers on all survey items. This study did not find a statistically significant difference between the principals' perceived leadership practices and their schools' academic success.
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