Perceptions of Relationship‐Oriented Leadership Behaviors: A Descriptive Case Study

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2018

Author dc:creator

• Patterson, Akeishia J

Contributors dc:contributor

• Dr. Pamela Lemoine
• Dr. Michael Richardson
• Dr. Marguerite Yates

• principals
• leadership
• teachers
• principal-teacher relationships
• school climate
• Curriculum and Instruction
• Educational Leadership
• Other Educational Administration and Supervision

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/272

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1271