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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement./
Author:	Gutierrez Torres, Luz del Carmen.
Description:	185 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Leadership. -
Online resource:	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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100 1 $a Gutierrez Torres, Luz del Carmen. $3 2102895
245 1 0 $a Teacher-Principal Discrepancy in Perceptions of Leadership Behaviors and Student Achievement.
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Jackie Olson.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2013.
520 $a 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.
590 $a School code: 1582.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Sociology, Organizational. $3 1018023
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 $a Grand Canyon University. $b Doctoral Studies. $3 2102896
773 0 $t Dissertation Abstracts International $g 75-02A(E).
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792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601490