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ERIC Number: ED527504
Record Type: Non-Journal
Publication Date: 2008
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-3544-4
ISSN: N/A
Teachers' Perceptions of Principals' Use of Consideration and Initiating Structure and the Relationships to Student Achievement and Teacher Turnover
Adams, Edgar D.
ProQuest LLC, Ed.D. Dissertation, Fayetteville State University
The purpose of this study was to determine if there was a significant difference between teachers' perceptions of principals' use of consideration and initiating structure and elementary school student achievement as measured by academic growth according to the results of North Carolina End of Grade tests for reading and math during the school year 2006-2007; and to determine if there was a significant difference in teachers' perceptions of principals' use of consideration and initiating structure and teacher turnover rates. The population consisted of two-hundred twenty-seven North Carolina public school teachers in grades 3, 4, and 5 who administered the North Carolina End of Grade test in reading and math during the 2006-2007 school year. Each teacher completed a Leader Behavior Description Questionnaire to determine their perceptions of their principals' leadership behavior along two dimensions--consideration and initiating structure. A total of seventy-five teachers returned usable surveys. Survey data were analyzed using the Statistical Package of the Social Sciences (SPSS). Chi-square, t-test, and One Way Analysis of Variance (ANOVA) were used to test the hypotheses. After analyses were completed, the study found that there were statistically significant differences between teachers' perceptions of principals' use of consideration and initiating structure and the achievement of state growth goals for 3th, 4th, and 5th grade students who took the North Carolina End of Grade tests. There were statistically significant differences between teachers' perceptions of principals' use of consideration and initiating structure and teacher turnover rates in the elementary schools used for the analyses. There was a statistically significant difference in teachers' perceptions of principals' use of consideration and initiating structure and proficiency on North Carolina End of Grade tests in grades 3, 4, and 5 for reading and math. [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; Elementary Secondary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Leader Behavior Description Questionnaire