The Relationship Between Teacher Perception Of Principals' Leadership Behaviors And Student Achievement

The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.

Name thesis:degree_name

Ph.D. in Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Leadership and Counselor Education

Year dc:date.available

2014

Author dc:creator

• Ladner, Monte Damon

Contributors dc:contributor

• Susan S. McClleland
• Douglas R. Davis
• Rosusan D. Bartee

• School Leadership
• Student Acheivement
• Educational Leadership

Repository record dc:identifier

https://egrove.olemiss.edu/etd/515

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-1514