ERIC Number: ED403637
Record Type: RIE
Publication Date: 1996-Aug
Reference Count: N/A
Elementary Teachers' and Principals' Perceptions of Principal Leadership Style and School Social Organization.
Evans, Thomas Jack
The context of teaching has changed dramatically in the wake of two national waves of educational reform. This dissertation examined the relationship between elementary principals' use of transformational leadership strategies as determined by teacher reports and the presence of social-organizational factors within the schools. The five social-organizational factors included shared goals, teacher collaboration, teacher learning, teacher certainty, and teacher commitment. Eighteen elementary principals and their faculties in a southwestern Michigan school district comprised the sample. Teachers (n=214) responded to both the Multifactor Leadership Questionnaire (B. Bass and B. Avolio, 1990) and the School Organizational Factors Questionnaire (S. Rosenholtz, 1990) for an overall return rate of 54 percent. Seventeen principals responded to the Multifactor Leadership Questionnaire. The data showed a significant correlation (r=.70; p=.00) between teachers' reports of principals' transformational leadership and their schools' social organization. Moreover, principals categorized as high in transformational leadership demonstrated a greater level of transformational leadership and led schools higher in social organization than did principals low in transformational leadership who led schools lower in social organization. Higher transformational principals were associated with schools that demonstrated enhanced levels of social organization reflective of effective schools. In addition, two intervening variables, principals' years of service with their present building and school staff size, were found to be significant predictors of principals' transformational leadership. (Contains 14 tables, 1 figure, and 76 references.) (LMI)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: D.Ed. Dissertation, Western Michigan University.