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Teacher-Principal Discrepancy in Per...

Gutierrez Torres, Luz del Carmen.

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Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement./
作者:	Gutierrez Torres, Luz del Carmen.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601490
ISBN:	9781303527777

Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement.
Gutierrez Torres, Luz del Carmen.

Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement. - 185 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2013.

Effective school leadership has become a priority of educational policy due to its perceived importance in improving and sustaining student achievement. However, leadership is not a unilateral act as perceptions from followers affect the ability of leaders to influence the school outcomes as measured by student achievement. Previous research suggested a relationship between educational leadership and school climate, and between school climate and student achievement. The focus of this study was to explore an alternative measure of discrepancy in the perceptions of leadership behaviors between principals' self-report and teachers' report, and to examine relationship among this discrepancy measure, school climate, and student achievement. This quantitative correlational study collected data from two secondary data sets: (a) the data from a previous study by Courtney Fee in 2008 on perceptions of leadership behaviors and school climate; and (b) the reports on student scores in the standardized tests published by the Department of Education of the state of Tennessee. Through multiple linear regression analysis, the findings suggested that school climate was significantly related to student achievement while the magnitude of perception discrepancy of leadership behaviors between teachers and their principals was not a significant predictor of student achievement. The study provided further insights into understanding the relationship among educational leadership, school climate, and student achievement. Recommendations and suggestions for future research were discussed.

ISBN: 9781303527777Subjects--Topical Terms:

1035576
Education, Leadership.

Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement.
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