Date of Award

8-20-2007

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Larry A. Klundt

Abstract

The purpose of this study was to determine the extent to which leadership style made a difference in school climate, if a relationship could be established, and if there was a difference in the teachers' perceptions based on the teacher's age, years with the current principal, and the number of principals for which a teacher has worked. Teachers responded to three survey instruments: the Leader Behavior Description Questionnaire (LBDQ, the Organizational Climate Descriptive Questionnaire (OCDQ, and a demographic questionnaire. A total of 849 surveys were distributed in 49 elementary schools. Two hundred sixty-six teachers participated in the study. Teachers who participated had taught in their schools for at least 1 year under the supervision of the same full-time principal. The data were analyzed using Pearson product-moment correlations and multivariate analysis of variance. Results indicated relationships between the initiating structure of principal leadership and supportive, directive, and restrictive principal behavior, as well as collegial and disengaged teacher behavior. Relationships also existed between the consideration style of principal leadership and supportive and restrictive principal behavior, as well as collegial, intimate, and disengaged teacher behavior. Differences existed between teachers' perceptions based on their age with directive and restrictive principal behavior, specifically between the 20-29 year-old age range and the 50-69 year-old age range. Differences also existed in teachers' perceptions based on years of teaching under the current principal and intimate teacher behavior, specifically between teachers who have taught for 1-10 years and those who have taught under their current principal for 11-10 years. Relationships existed between directive and restrictive principal behavior and the number of principals for which a teacher has worked. In relation to the number of principals for which a teacher has worked, a positive relationship was found between restrictive principal behavior and a negative relationship was found for the directive school climate dimension.

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