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Exploring the relationship between C...

Swett, Karen J.

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Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission./
作者:	Swett, Karen J.
面頁冊數:	330 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0419.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207570
ISBN:	9780542558351

Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.
Swett, Karen J.

Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission. - 330 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0419.

Thesis (Ed.D.)--Azusa Pacific University, 2006.

The purpose of this study was to explore the relationship between teacher and administrator perceptions regarding leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.

ISBN: 9780542558351Subjects--Topical Terms:

626645
Education, Administration.

Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.
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245 1 0 $a Exploring the relationship between Christian school teacher and administrator perceptions of essential leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.
300 $a 330 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0419.
500 $a Adviser: Patricia J. Bonner.
502 $a Thesis (Ed.D.)--Azusa Pacific University, 2006.
520 $a The purpose of this study was to explore the relationship between teacher and administrator perceptions regarding leadership characteristics and practices and their perceptions of success in fulfilling the school's mission.
520 $a In this integrative approach study, 221 teachers and 16 administrators (representing 15 schools) chose to participate by completing the Leadership Practices Inventory (LPI) and the School Mission Survey (SMS). Qualitatively, the instruments used included the School Mission Survey's open-ended questions, a Self-Anchoring Scale activity, and an interview protocol probing 9 open-ended questions with 4 administrators and 12 teachers.
520 $a The bivariate correlation on each instrument indicated a strong to significant relationship between most of the specified items comprising both instruments (* p < .05, two tailed; ** p < .01, two tailed). Reliability testing of the instruments indicated that the overall coefficient alphas were excellent. Exploratory factor analysis was performed on the School Mission Survey to extract the underlying constructs of that instrument. Previous research and analyses were accepted as verification of the underlying factors of the LPI. The reliability analysis performed on the SMS factors indicated that the alphas were satisfactory.
520 $a Correlations based on composite scores indicated strong correlations between the majority of factors of the LPI (Kouzes & Posner, 2003) and School Mission Success (p < .05 or better), which provided the rationale for performing confirmatory factor analysis (CFA). CFA produced three models, with CFA Model 2 providing the best goodness-of-fit for the data. CFA Model 2 shows the five variables of School Mission Success are loaded on Factor 1 and the five variables of Leadership Practices are loaded on Factor 2, with Factors 1 and 2 being correlated. The measurement equations with standard errors and test statistics reflected high correlations and were significant at the 5% level. The findings provide a strong indication of relationship between the leadership practices exemplified by a school administrator and the perceptions of the teachers and administrators of success in attaining the school mission.
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792 $a 2006
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