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ERIC Number: ED526555
Record Type: Non-Journal
Publication Date: 2010
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-1665-3
ISSN: N/A
The Effects of Elementary School Principals' Leadership Styles and the Preferred Managerial Styles of Teachers on Student Achievement
Pichon, Christopher, Sr.
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
The objective of this study is to identify principal leadership styles and teacher preferred principal leadership styles, as well as to examine the independent and combined effects of these variables on the TAKS Mathematics achievement scores of elementary students. School leadership affects every aspect of an institution. Studies reveal that the principal has a significant impact on student success. Administrators are the instructional leaders and role models for the staff. As such, administrators go through numerous trainings to better articulate their leadership styles to become effective leaders. However, do teachers respond favorably to the managerial style of their principals? This study aims to identify whether principal leadership styles and teacher preferred principal leadership styles, independently or combined, have an effect on student achievement with respect to mathematics achievement. The researcher seeks to explore three main questions: (1) What effects, if any, do the variables principal leadership style and teacher preferred principal leadership style, independent and combined, have on TAKS Mathematics Knowledge and Skills achievement scores of elementary students? (2) What effects, if any, do the variables principal leadership style and teacher preferred principal leadership style, independent and combined, have on TAKS Mathematics Underlying Processes and Mathematical Tools achievement scores of elementary students? (3) What effects, if any, do the variables principal leadership style and teacher preferred principal leadership style, independent and combined, have on overall TAKS Mathematics achievement scores of elementary students? Based on the results derived from the statistical analysis, the researcher discovered that independently the variables principal leadership styles and teacher preferred principal leadership styles did not produce a significant influence on TAKS Mathematics achievement. However, the interaction of the variables principal leadership styles and teacher preferred principal leadership styles, combined, produced a significant finding on students' TAKS mathematics achievement. Also, when an alignment of principal leadership styles and teacher preferred principal leadership styles was present, student achievement was significantly higher than in situations in which there was no alignment. This study provides evidence that the alignment of the principal's leadership style and teachers' leadership preference is essential in the enhancement of student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas