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ERIC Number: ED551676
Record Type: Non-Journal
Publication Date: 2012
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-1345-9
ISSN: N/A
The Examination and Analysis of the Effects of Elementary Principals' Specific Management Practices on Teacher Morale and Willingness to Embrace Initiative
Reardon, Thomas B.
ProQuest LLC, Ed.D. Dissertation, Sage Graduate School
The purpose of this study was to determine if there was a relationship between specific principal management practices (as defined in this study as: informal visits to the classroom, face-to-face communication, written communication, visibility throughout the school campus, and a presence at extracurricular activities) and teacher morale. The study attempted to investigate further whether there was a relationship between morale, and teacher willingness to embrace new building initiatives. The study also attempted to ascertain if there was a relationship between morale and teacher willingness to embrace building initiatives, and school designation as a high or low performing school. This quantitative study was conducted using voluntary participation of elementary faculty throughout the Capital District Region of New York State. The survey was distributed via email to over 500 prospective participants, of which 171 responded. Survey data was collected using SurveyMonkey online survey software and analyzed via SPSS v. 20. Pearson's correlation, Chi-square analysis, and one-way ANOVA were used in the analysis of the data. A statistically significant relationship existed between the frequency principals employ specific management practices, and teacher perception of morale. A statistically significant relationship also existed between teachers' value of principals' management practices and morale. There was no statistical relationship between the value teachers place upon principal management practices and voluntary teacher participation in building initiatives and activities. The study also revealed that high and low performing school status was not a factor that influenced morale or teacher initiative participation. [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: New York