This study explores the relationship-oriented leadership behaviors teachers and principals perceive as being most important to the role of principal leadership. The study also focuses on how the perceptions between teachers and principals differ. Research indicates principals as being the catalyst behind and building and maintaining effective relationships with teachers. The Professional Standards for Educational Leaders serve as a framework for principals by providing them with standards that convey relationship-oriented characteristics leaders need to possess in order to be effective. The following study uses a mixed methods research design to collect data through online surveys and interviews. The surveys and interviews used in the study aid in determining what relationship-oriented leadership behaviors are most important to teachers and administrators. The data from the study also aid in determining additional relationship-oriented behaviors deemed important to the principal-teacher relationship, undesirable principal behaviors, the effects relationship behaviors have on teachers professionally and personally, as well as the effects of the behaviors on school climate.
","abstract_html":"<p>This study explores the relationship-oriented leadership behaviors teachers and principals perceive as being most important to the role of principal leadership. The study also focuses on how the perceptions between teachers and principals differ. Research indicates principals as being the catalyst behind and building and maintaining effective relationships with teachers. The Professional Standards for Educational Leaders serve as a framework for principals by providing them with standards that convey relationship-oriented characteristics leaders need to possess in order to be effective. The following study uses a mixed methods research design to collect data through online surveys and interviews. The surveys and interviews used in the study aid in determining what relationship-oriented leadership behaviors are most important to teachers and administrators. The data from the study also aid in determining additional relationship-oriented behaviors deemed important to the principal-teacher relationship, undesirable principal behaviors, the effects relationship behaviors have on teachers professionally and personally, as well as the effects of the behaviors on school climate.</p>","abstract_has_math":false,"creators":["Patterson, Akeishia J"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Pamela Lemoine","Dr. Michael Richardson","Dr. Marguerite Yates"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-01T07:00:00Z","date_published":"2018-04-01T07:00:00Z","updated_at":"2026-07-24T01:45:29Z","subjects":["principals","leadership","teachers","principal-teacher relationships","school climate","Curriculum and Instruction","Educational Leadership","Other Educational Administration and Supervision"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/272","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pamela Lemoine","Dr. Michael Richardson","Dr. Marguerite Yates"]},{"key":"dc:creator","label":"Author","values":["Patterson, Akeishia J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["principals","leadership","teachers","principal-teacher relationships","school climate","Curriculum and Instruction","Educational Leadership","Other Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/272"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the relationship-oriented leadership behaviors teachers and principals perceive as being most important to the role of principal leadership. The study also focuses on how the perceptions between teachers and principals differ. Research indicates principals as being the catalyst behind and building and maintaining effective relationships with teachers. The Professional Standards for Educational Leaders serve as a framework for principals by providing them with standards that convey relationship-oriented characteristics leaders need to possess in order to be effective. The following study uses a mixed methods research design to collect data through online surveys and interviews. The surveys and interviews used in the study aid in determining what relationship-oriented leadership behaviors are most important to teachers and administrators. The data from the study also aid in determining additional relationship-oriented behaviors deemed important to the principal-teacher relationship, undesirable principal behaviors, the effects relationship behaviors have on teachers professionally and personally, as well as the effects of the behaviors on school climate.
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