The Relationship between Principal Leadership Styles and School Culture as Perceived by Southern Arizona K-12 Teachers
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| Title: | The Relationship between Principal Leadership Styles and School Culture as Perceived by Southern Arizona K-12 Teachers |
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| Language: | English |
| Authors: | Gilberto Samuel Granillo |
| Source: | ProQuest LLC. 2022Ed.D. Dissertation, Northern Arizona University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 148 |
| Publication Date: | 2022 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools Elementary Secondary Education |
| Descriptors: | Leadership Styles, School Culture, Principals, Instructional Leadership, School Administration, Administrator Role, Leadership Effectiveness, School Effectiveness, Public School Teachers, Elementary School Teachers, Middle School Teachers, High School Teachers, Elementary Secondary Education, Teacher Attitudes |
| Geographic Terms: | Arizona |
| ISBN: | 979-88-02-70165-2 |
| Abstract: | The 21st century public school principal is faced with complex challenges and issues as would be expected to befall a key influencer of student success. Among others, these challenges include accountability demonstrated through high stakes testing, data-driven decision making, effectively incorporating innovative technology, recruiting and retaining teachers, and finally, ensuring a safe, nurturing and inspiring school culture. As the administrative role has increasingly evolved from manager to instructional leader, the impact and positive influence an effective principal can have on teachers and school culture stands to be their most important overall contribution, aside from hiring the best teachers in the first place (Hughes, 2014). Therein, effective schools require engaged leadership that actively inspires teachers to invest in realizing what is possible instead of settling for the targets that are most easily attained. The purpose of this quantitative study was to examine the relationship between the leadership style of public school principals and school culture as assessed by public school teachers. A total of 43 principals and 314 teachers from elementary, middle school, and high schools located in Cochise, Pima, and Santa Cruz counties in Southern Arizona were selected and agreed to participate in this study. Data for this study were collected using the Multi-factor Leadership Questionnaire (Bass & Avolio, 2004) to classify the leadership styles of principals as transformational, transactional, or laissez-faire. Additionally, the School Culture Survey by Gruenert and Valentine (1998) was used to assess the following six factors of school culture: collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. The means, standard deviations, Pearson product-moment correlation coefficients, and linear regressions were used to examine the relationship between the variables. The results of this study were evaluated through the SPSS platform. Outcomes indicated that there was a weak significant linear correlation between the three leadership styles (transformational, transactional, laissez-faire) and school culture. More specifically, of the three leadership models under consideration, only transformational leadership showed a positive correlation through Pearson product-moment correlation coefficients. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29166247 |
| Accession Number: | ED644113 |
| Database: | ERIC |
| Abstract: | The 21st century public school principal is faced with complex challenges and issues as would be expected to befall a key influencer of student success. Among others, these challenges include accountability demonstrated through high stakes testing, data-driven decision making, effectively incorporating innovative technology, recruiting and retaining teachers, and finally, ensuring a safe, nurturing and inspiring school culture. As the administrative role has increasingly evolved from manager to instructional leader, the impact and positive influence an effective principal can have on teachers and school culture stands to be their most important overall contribution, aside from hiring the best teachers in the first place (Hughes, 2014). Therein, effective schools require engaged leadership that actively inspires teachers to invest in realizing what is possible instead of settling for the targets that are most easily attained. The purpose of this quantitative study was to examine the relationship between the leadership style of public school principals and school culture as assessed by public school teachers. A total of 43 principals and 314 teachers from elementary, middle school, and high schools located in Cochise, Pima, and Santa Cruz counties in Southern Arizona were selected and agreed to participate in this study. Data for this study were collected using the Multi-factor Leadership Questionnaire (Bass & Avolio, 2004) to classify the leadership styles of principals as transformational, transactional, or laissez-faire. Additionally, the School Culture Survey by Gruenert and Valentine (1998) was used to assess the following six factors of school culture: collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. The means, standard deviations, Pearson product-moment correlation coefficients, and linear regressions were used to examine the relationship between the variables. The results of this study were evaluated through the SPSS platform. Outcomes indicated that there was a weak significant linear correlation between the three leadership styles (transformational, transactional, laissez-faire) and school culture. More specifically, of the three leadership models under consideration, only transformational leadership showed a positive correlation through Pearson product-moment correlation coefficients. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-88-02-70165-2 |
