Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools

Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools
Author: Lacey Lamb Wynn
Publisher:
Total Pages: 442
Release: 2020
Genre: Decision making
ISBN:
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The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools

Faculty Perceptions of Shared Decision Making and the Principal's Leadership Behaviors in Selected Northeast Mississippi Secondary Schools

Faculty Perceptions of Shared Decision Making and the Principal's Leadership Behaviors in Selected Northeast Mississippi Secondary Schools
Author: Adam Glenn Pugh
Publisher:
Total Pages: 206
Release: 2009
Genre:
ISBN:
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Abstract: This study examined the relationship between principals' leadership behaviors and the level of shared decision making in the areas of Policy, Curriculum and Instruction, and Planning in selected Northeast Mississippi schools. This study researched leadership behaviors as they relate to shared decision making with the assumption that shared decision making is an essential element of a successful school culture. The relationship between leadership behaviors and shared decision making holds significance for those who seek to move school reform and renewal forward at the state, regional, and national levels. Thirteen schools were selected to participate in this study. A total of 386 teachers participated in the survey. The teachers were surveyed using two different instruments. The Leadership Practices Inventory [LPI] (Kouzes and Posner, 1997) and the Shared Education Decisions Survey-Revised [SEDS-R] (Ferrara, 1994) were the two instruments that were used to measure the teachers' perceptions of shared decision making behaviors exhibited by their individual principal. The five leadership practices measured by the LPI "Challenging the Process", "Inspiring a Shared Vision", "Enabling others to Act", "Encouraging the Heart", and "Modeling the Way" were correlated with the three areas of the SEDS-R "Planning", "Curriculum and Instruction", and "Policy". The findings were presented and analyzed to test each of the five research questions. Detailed statistics were used to present profiles of the participants of the study. The sample consisted of 386 participants representing an 80.4% return rate. Pearson product-moment correlations were produced to analyze the relationships between the leadership behaviors of principals in selected Northeast Mississippi schools as perceived by teachers. A total of fifteen significant relationships were identified; however, the strength of the relationships range from low to moderate positive relationships as defined by Hinkle, Wiersma, and Jurs (2003). This demonstrated a low to moderate relationship between teachers' perceptions of the principals' leadership behaviors and the level of shared decision making in the schools.

A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio

A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio
Author: Anna M. McGuire
Publisher:
Total Pages: 226
Release: 1984
Genre: Leadership
ISBN:
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Abstract: Purpose. The purpose of this investigation of teacher's perceptions of principal's leadership behavior and student achievement (reading) was to explore those factors of principal's leader behaviors that differentiate low achieving and high achieving schools as perceived by teachers. Sample. Two hundred sixty-one teachers in seven selected northeast Ohio school district and seventeen buildings participated in this study. Teachers in this study had at least three years of experience and one or more years of supervision from the principals whose leadership behavior they described. Instrument. The revised Leader Behavior Description Questionnaire Form XII was used. This instrument measured only four subscales, consideration Initiating Structure, Persuasion and Superior Orientation. This instrument was used to explore answer to five research questions. Findings. The study results did not support the premise that the leader behavior task structure differentiated effective from ineffective schools. Teachers in both groups of schools perceived that principals exhibited this characteristic. However, the results revealed that the leader behavior, consideration, did differ at the .05 level of significance as perceived by teachers between principals in high and low achieving schools. The data also showed that discrepancy existed between principals self perception and teacher perceptions of the leader behavior, superior orientation at the .05 level of significance. The data also revealed that the level of staff involvement, such as awareness, implementation, and curricular focus was more evident in low achieving than in high achieving schools. Conclusion. The investigation concluded that there is substantial need for further exploration of the leadership variable. An important recommendation is that additional research be initiated using the LBDQ and other research instruments as a strategy to consistently operationalize the leadership characteristics of Effective Schools Movement.

Dissertation Abstracts International

Dissertation Abstracts International
Author:
Publisher:
Total Pages: 570
Release: 2003
Genre: Dissertations, Academic
ISBN:
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Abstracts of dissertations available on microfilm or as xerographic reproductions.

The Perceptions of Principals and Teachers in Georgia's League of Professional Schools Regarding Time Commitment in Structured Shared Decision Making and the Impact on Improvement

The Perceptions of Principals and Teachers in Georgia's League of Professional Schools Regarding Time Commitment in Structured Shared Decision Making and the Impact on Improvement
Author: Richard Kelly Little
Publisher:
Total Pages: 532
Release: 1996
Genre: School improvement programs
ISBN:
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The Relationship Between Leadership Practices in Selected Georgia High Schools and Student Achievement

The Relationship Between Leadership Practices in Selected Georgia High Schools and Student Achievement
Author: Brad Westbrook Bolemon
Publisher:
Total Pages: 103
Release: 2012
Genre:
ISBN:
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The purpose of the study analyzed the statistical difference between the perceptions of principals and teachers relative to leadership practices and the significance to student achievement. The researcher investigated principal leadership practices in select high schools in rural Northeast Georgia. The 188 participants completed the study from five high schools. The researcher used the Leadership Practices Inventory (Kouzes & Posner, 2003) instrumentation to record responses from principals and teachers in order to analyze leadership practices. Extant data researched from the 2010 school year identified schools successfully meeting Adequate Yearly Progress (AYP). The study supported the findings of Kouzes and Posner (2003) relative to how principal leadership practices impacted student achievement. The study identified three domains of the LPI instrument significant at the .05 level. The study also revealed similar perceptions of teachers and principals for the Kouzes and Posner leadership practices.

Resources in Education

Resources in Education
Author:
Publisher:
Total Pages: 1032
Release: 1997
Genre: Education
ISBN:
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