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Teachers' and principals' perception...

Memphis State University.

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Teachers' and principals' perceptions of leader behavior: A discrepancy study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' and principals' perceptions of leader behavior: A discrepancy study./
Author:	Fee, Courtney E.
Description:	131 p.
Notes:	Adviser: Reginald Leon Green.
Contained By:	Dissertation Abstracts International69-09A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3328192
ISBN:	9780549806400

Teachers' and principals' perceptions of leader behavior: A discrepancy study.
Fee, Courtney E.

Teachers' and principals' perceptions of leader behavior: A discrepancy study. - 131 p.

Adviser: Reginald Leon Green.

Thesis (Ed.D.)--Memphis State University, 2008.

The purpose of this study was to determine if a discrepancy existed between the principal's perception of his/her behavior and the teachers' perception of their principal's leadership behavior. If a discrepancy did exist, the next purpose was to determine if there was a relationship between the discrepancy of perceptions of leader behavior and school climate. A sample of 61 schools, including 61 principals and 1,628 teachers from all regions of the state of Tennessee participated in the study. Subjects completed the Leadership Effectiveness Assessment Device, an instrument that measures the principal's leadership behavior, and the Revised School-Level Environment Questionnaire, an instrument that examines school climate. One-sample t-tests determined that significant differences existed between the teachers' perceptions of leadership behavior and the principal's self-assessment of leadership behavior in 37 of the 61 schools. Dependent multivariate analysis of variance (MANOVA) revealed the strongest areas of disagreement between the teachers' perceptions and principals' perceptions were found in the coordinator role, the facilitator role, and the producer role. A Pearson r correlation indicated that a significant negative relationship existed between the discrepancy and school climate (r = -.495, p < .001). Pearson r correlations also indicated that discrepancies between the principal's self-assessment and the teachers' assessment of their principal's leadership behavior along each of the eight scales had significant, negative relationships to school climate. A significant positive relationship between the teachers' perceptions of the principal's leadership behavior and the quality of school climate was found, as Pearson r coefficients indicated the roles of facilitator, innovator, mentor, and coordinator, hosted the strongest relationships to school climate. Likewise, a significant positive relationship between the principal's self-assessment of his/her leadership behaviors and the quality of school climate was also revealed, as Pearson r coefficients found that the director, facilitator, and innovator roles hosted the strongest relationships to school climate.

ISBN: 9780549806400Subjects--Topical Terms:

626645
Education, Administration.

Teachers' and principals' perceptions of leader behavior: A discrepancy study.
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100 1 $a Fee, Courtney E. $3 1044518
245 1 0 $a Teachers' and principals' perceptions of leader behavior: A discrepancy study.
300 $a 131 p.
500 $a Adviser: Reginald Leon Green.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3405.
502 $a Thesis (Ed.D.)--Memphis State University, 2008.
520 $a The purpose of this study was to determine if a discrepancy existed between the principal's perception of his/her behavior and the teachers' perception of their principal's leadership behavior. If a discrepancy did exist, the next purpose was to determine if there was a relationship between the discrepancy of perceptions of leader behavior and school climate. A sample of 61 schools, including 61 principals and 1,628 teachers from all regions of the state of Tennessee participated in the study. Subjects completed the Leadership Effectiveness Assessment Device, an instrument that measures the principal's leadership behavior, and the Revised School-Level Environment Questionnaire, an instrument that examines school climate. One-sample t-tests determined that significant differences existed between the teachers' perceptions of leadership behavior and the principal's self-assessment of leadership behavior in 37 of the 61 schools. Dependent multivariate analysis of variance (MANOVA) revealed the strongest areas of disagreement between the teachers' perceptions and principals' perceptions were found in the coordinator role, the facilitator role, and the producer role. A Pearson r correlation indicated that a significant negative relationship existed between the discrepancy and school climate (r = -.495, p < .001). Pearson r correlations also indicated that discrepancies between the principal's self-assessment and the teachers' assessment of their principal's leadership behavior along each of the eight scales had significant, negative relationships to school climate. A significant positive relationship between the teachers' perceptions of the principal's leadership behavior and the quality of school climate was found, as Pearson r coefficients indicated the roles of facilitator, innovator, mentor, and coordinator, hosted the strongest relationships to school climate. Likewise, a significant positive relationship between the principal's self-assessment of his/her leadership behaviors and the quality of school climate was also revealed, as Pearson r coefficients found that the director, facilitator, and innovator roles hosted the strongest relationships to school climate.
590 $a School code: 0124.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Sociology of. $3 626654
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791 $a Ed.D.
792 $a 2008
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