{"id":{"repo_id":"ncsu","oai_identifier":"oai:repository.lib.ncsu.edu:1840.16/4737"},"canonical_url":"https://search.dev.ndltd.org/etd/ncsu/oai:repository.lib.ncsu.edu:1840.16/4737","repository":{"repo_id":"ncsu","name":"North Carolina State University","base_url":"https://repository.lib.ncsu.edu/server/oai/request"},"display":{"title":"Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff.","abstract":"Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p < .05. Results from the study indicate that there is a relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals and teachers' perception of the importance of a collegial, cohesive professional climate.","abstract_html":"Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p < .05. Results from the study indicate that there is a relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals and teachers' perception of the importance of a collegial, cohesive professional climate.","abstract_has_math":false,"creators":["Timmerman, Annemarie"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Dr. Robert Serow, Committee Chair"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-03-22","date_published":"2008-03-22","updated_at":"2026-08-21T22:21:56Z","subjects":["peer cohesion","educational leadership"],"languages":[],"rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01182007-043801"],"render_values":[{"text":"etd-01182007-043801","href":null,"code":true}]}]},"links":{"outbound_url":"http://www.lib.ncsu.edu/resolver/1840.16/4737","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://repository.lib.ncsu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Arepository.lib.ncsu.edu%3A1840.16%2F4737","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Dr. Robert Serow, Committee Chair"]},{"key":"dc:creator","label":"Author","values":["Timmerman, Annemarie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-04-02T19:00:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-04-02T19:00:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2008-03-22"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer cohesion","educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-01182007-043801"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://www.lib.ncsu.edu/resolver/1840.16/4737"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["North Carolina State University Theses Educational Research and Policy Analysis."]},{"key":"dc:description.abstract","label":"Abstract","values":["Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p < .05. Results from the study indicate that there is a relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals and teachers' perception of the importance of a collegial, cohesive professional climate."]},{"key":"dc:format","label":"Dc Format","values":["Thesis (Ph.D.)--North Carolina State University."]},{"key":"dc:title","label":"Title","values":["Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff."]}]}],"canonical_facts":{"dc:contributor.advisor":["Dr. Robert Serow, Committee Chair"],"dc:creator":["Timmerman, Annemarie"],"dc:date.accessioned":["2010-04-02T19:00:11Z"],"dc:date.available":["2010-04-02T19:00:11Z"],"dc:date.issued":["2008-03-22"],"dc:description":["North Carolina State University Theses Educational Research and Policy Analysis."],"dc:description.abstract":["Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p < .05. Results from the study indicate that there is a relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals and teachers' perception of the importance of a collegial, cohesive professional climate."],"dc:format":["Thesis (Ph.D.)--North Carolina State University."],"dc:identifier.other":["etd-01182007-043801"],"dc:identifier.uri":["http://www.lib.ncsu.edu/resolver/1840.16/4737"],"dc:rights":["I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report."],"dc:subject":["peer cohesion","educational leadership"],"dc:title":["Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff."]},"updated_at":"2026-08-21T22:21:56Z"}