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A cross-cultural study of the influe...

Cho, Young Ha.

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A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school./
作者:	Cho, Young Ha.
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1138.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3087615

A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school.
Cho, Young Ha.

A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school. - 209 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1138.

Thesis (Ph.D.)--The University of Iowa, 2003.

This study was designed to explore how principal leadership and school climate influence vocational high school outcomes as measured by school to work and school to postsecondary transition effectiveness variables. The study had three major objectives: (1) to determine leadership and school climate relationships as perceived by vocational high school teachers; (2) to observe how teachers differently perceive their principal leadership and school climate by the school outcomes; and (3) to analyze how perceived relationships between principal leadership and school climate vary to the school outcomes. In addition, this study examined the validity of Western leadership theories when applied to secondary school principal leadership in Korean educational settings.Subjects--Topical Terms:

626645
Education, Administration.

A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school.
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245 1 0 $a A cross-cultural study of the influence of principal leadership and school climate on the transition system in vocational high school.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1138.
500 $a Supervisor: Walter J. Foley.
502 $a Thesis (Ph.D.)--The University of Iowa, 2003.
520 $a This study was designed to explore how principal leadership and school climate influence vocational high school outcomes as measured by school to work and school to postsecondary transition effectiveness variables. The study had three major objectives: (1) to determine leadership and school climate relationships as perceived by vocational high school teachers; (2) to observe how teachers differently perceive their principal leadership and school climate by the school outcomes; and (3) to analyze how perceived relationships between principal leadership and school climate vary to the school outcomes. In addition, this study examined the validity of Western leadership theories when applied to secondary school principal leadership in Korean educational settings.
520 $a From a total of 42 commercial high schools in Seoul, 872 teachers were selected as a research target sample and 702 copies of the Leadership Orientations and School Climate Inventory instrument questionnaires were returned. Of that total, 693 questionnaires were decided as usable and represented a return rate of 80.5 percent.
520 $a The major findings were as follows: (1) teacher perceptions of principal leadership behaviors positively correlated to their perceptions of school climate; (2) teachers from the top 20% schools ranked on employment and postsecondary enrollment rates of high school graduates perceived their principal's leadership as more effective and their school climate as more positive than those from the bottom 20% ranked schools did; (3) leadership and school climate relationships as perceived by teachers were stronger for teachers from the top 20% ranked schools than for those from the bottom 20% ranked schools. These trends were observed more clearly when comparing teacher perceptions of the top and bottom 20% schools ranked on postsecondary enrollment rate; (4) the human relationship-based leadership behavior of principal contributed most to teacher perceptions of effective leadership and positive school climate, regardless of school outcomes; and (5) Korean teacher perceptions of their principal leadership, in some degrees, paralleled the patterns that international populations perceived their administrator's leadership.
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