Teachers' Perceptions Of School Leaders' Behaviors And The Relationship To Student Growth/Achievement

The problem under investigation for this quantitative study focused on the responses of K-12 public educators about school leadership effectiveness and fairness and the culture of school organizations, with special attention to the relationship between working conditions and student achievement/growth. A sample of 5,912 (n=5,912) educators’ responses was used for the study. The data collected were publicly available, archival data from the responses reported by the Teaching Empowering Leading Learning Tennessee Survey. The original survey consists of the following eight research-based constructs: time for planning, facilities and resources, community support and involvement, management of student conduct, teacher leadership, school leadership, professional development, and instructional practices and support. This quantitative study focused on six sub-categories: time, consistency, teacher support, respect and rust, fair and objective teacher assessment and an overall perception of the school being a good environment in which to teach and learn. Data collected was analyzed through use of two-way chi square analysis.

Name thesis:degree_name

Ed.D. in Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2016

Author dc:creator

• Smith Waller, Kimberly Dawn

Contributors dc:contributor

• Joel Amidon
• Lori A. Wolff
• Karen Davidson Smith

• Leadership Behaviors
• Leadership Style
• Organizational Culture
• Teacher Effectiveness
• Teacher Mistreatment
• Working Conditions
• Educational Administration and Supervision

Repository record dc:identifier

https://egrove.olemiss.edu/etd/491

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-1490