Author

Kathleen Luft

Defense Date

3-9-2012

Graduation Date

2012

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

James E. Henderson

Committee Member

Peggy Hockersmith

Committee Member

Barry Smith

Keywords

Principal, School climate, Teacher efficacy, Transformational leadership

Abstract

This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined that one principal had a transformational leadership and one principal who had a transactional leadership style.

A survey assessed the perceptions of elementary teachers regarding each school's climate, and their own empowerment resulting in teacher efficacy. Results were not congruent with the review of literature.

The school led by the transactional principal underwent an intervention for a twelve-week period during which changes were made based on the data from the pre-tests administered. These interventions reflected a more transformational leadership approach. The results of a second administration of surveys after interventions by the principal showed limited results in improving teacher efficacy and school climate. The researcher also gained insights as to future studies and implications for practice such as replication of the study using a longer intervention period and a larger sample within one school or more schools in the study.

Format

PDF

Language

English

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