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An investigation of the relationship...

Reason, Lisa D.

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An investigation of the relationship between transformational and transactional principal leadership behaviors and an orientation in teacher leadership.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An investigation of the relationship between transformational and transactional principal leadership behaviors and an orientation in teacher leadership./
作者:	Reason, Lisa D.
面頁冊數:	124 p.
附註:	Adviser: Kathleen Mondell.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216008
ISBN:	9780542656057

An investigation of the relationship between transformational and transactional principal leadership behaviors and an orientation in teacher leadership.
Reason, Lisa D.

An investigation of the relationship between transformational and transactional principal leadership behaviors and an orientation in teacher leadership. - 124 p.

Adviser: Kathleen Mondell.

Thesis (Ph.D.)--Capella University, 2006.

This study examines the relationship between transformational and transactional leadership behaviors and the principal's orientation in teacher leadership. Transformational and transactional leadership models were originally addressed by Burns (1978), and continue to be significant today. 172 teachers from five schools in metro-Detroit were included in this study because their principals had formal training in teacher leadership over a continuous two-year period in a program called Galileo Leadership. Eight schools in metro Detroit have participated in Galileo Leadership training since its inception in 1997. The survey instrument authored by Kenneth Leithwood and Doris Janzi (1991) was used in this study because it offers examples of leadership behaviors (both transformational and transactional) and asks the respondents to rate their degree of preference for each item. The study produced a 77.9 % rate of return. Findings included a significant correlation between principals with an orientation in teacher leadership and a perceived transformational leadership style. This study also found a significantly negative relationship between age and transactional leadership behaviors. Therefore, older teachers were less likely to identify their principal's style as transactional. With younger teachers, the inverse was true. Age, gender, education, years of experience, and previous training in teacher leadership did not produce any significant correlations with perceived transformational or transactional leadership behaviors.

ISBN: 9780542656057Subjects--Topical Terms:

626645
Education, Administration.

An investigation of the relationship between transformational and transactional principal leadership behaviors and an orientation in teacher leadership.
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520 $a This study examines the relationship between transformational and transactional leadership behaviors and the principal's orientation in teacher leadership. Transformational and transactional leadership models were originally addressed by Burns (1978), and continue to be significant today. 172 teachers from five schools in metro-Detroit were included in this study because their principals had formal training in teacher leadership over a continuous two-year period in a program called Galileo Leadership. Eight schools in metro Detroit have participated in Galileo Leadership training since its inception in 1997. The survey instrument authored by Kenneth Leithwood and Doris Janzi (1991) was used in this study because it offers examples of leadership behaviors (both transformational and transactional) and asks the respondents to rate their degree of preference for each item. The study produced a 77.9 % rate of return. Findings included a significant correlation between principals with an orientation in teacher leadership and a perceived transformational leadership style. This study also found a significantly negative relationship between age and transactional leadership behaviors. Therefore, older teachers were less likely to identify their principal's style as transactional. With younger teachers, the inverse was true. Age, gender, education, years of experience, and previous training in teacher leadership did not produce any significant correlations with perceived transformational or transactional leadership behaviors.
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