{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/26127"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/26127","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Teacher's Perceptions of Leadership Characteristics of Public High School Principals Associated with Student Socioeconomic Status, Community Type, Race, and Student Achievement","abstract":"This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and Community Involvement; (V) Effective Management. Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with school results placed into demographic groups and locations to examine group differences in perceptions of principal leadership. Significant differences were found when schools were grouped according to location and demographic factors. A model of the contextual elements on the role of principal leadership was developed, and implications for research and future studies were presented.","abstract_html":"This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and Community Involvement; (V) Effective Management. Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with school results placed into demographic groups and locations to examine group differences in perceptions of principal leadership. Significant differences were found when schools were grouped according to location and demographic factors. A model of the contextual elements on the role of principal leadership was developed, and implications for research and future studies were presented.","abstract_has_math":false,"creators":["Turner, Scot Bruce"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mallory, Walter D.","Twiford, Travis W."],"committee_members":["Byers, Larry","Krill, Cecelia W."],"year":2008,"date_issued":"2008-01-22","date_published":"2008-01-22","updated_at":"2026-07-22T22:19:12Z","subjects":["Minority Status","SES","Successful School","Rural School","Urban School","Leadership","Principals"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02052008-163907"],"render_values":[{"text":"etd-02052008-163907","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/26127","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mallory, Walter D.","Twiford, Travis W."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Byers, Larry","Krill, Cecelia W."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Turner, Scot Bruce"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:07:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:07:10Z","0000-00-00"]},{"key":"dc:date.issued","label":"Date","values":["2008-01-22"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Minority Status","SES","Successful School","Rural School","Urban School","Leadership","Principals"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-02052008-163907"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/26127"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. 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