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Reflections on an elementary princip...

Roosevelt University.

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Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships./
作者:	Mulqueeny, Janice M.
面頁冊數:	188 p.
附註:	Major Professor: Judith A. Gouwens.
Contained By:	Dissertation Abstracts International64-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3114655
ISBN:	9780496621446

Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships.
Mulqueeny, Janice M.

Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships. - 188 p.

Major Professor: Judith A. Gouwens.

Thesis (Ed.D.)--Roosevelt University, 2003.

The purpose of this study was for me, an elementary school principal, to improve the working relationships with four of my teachers. Through the review of literature on teacher job satisfaction and the principal-teacher relationship, a strong correlation linking the relationship between teachers and their principal to teachers' reported satisfaction with the profession was noted. Statistical interpretations of these relationships did not provide guidance necessary to improve them.

ISBN: 9780496621446Subjects--Topical Terms:

626645
Education, Administration.

Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships.
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245 1 0 $a Reflections on an elementary principal's application of Keirseyan Temperament Theory and the impact on principal-teacher relationships.
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520 $a The purpose of this study was for me, an elementary school principal, to improve the working relationships with four of my teachers. Through the review of literature on teacher job satisfaction and the principal-teacher relationship, a strong correlation linking the relationship between teachers and their principal to teachers' reported satisfaction with the profession was noted. Statistical interpretations of these relationships did not provide guidance necessary to improve them.
520 $a In the work of Keirsey (1998) and Berens (2000), I found a theory of individual temperament that might provide a framework to analyze behaviors observed in the school environment. Ways in which individuals used language (concretely/abstractly) and solved problems (cooperatively/utilitarian fashion) were used to identify the temperaments of Building Leadership Team (BLT) members. The goal was to alter my interactions to align with the perceived temperaments of the BLT members. Audio tape recordings of meetings and a reflective journal chronicled the process. A research partner shared her meeting notes and personal reflections to provide an independent point-of-view. The framework of Keirseyan Temperament Theory was a successful tool in guiding this principal in improving the principal-teacher relationship.
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