Most research indicates that effective principals usually involve teachers in some of the decision-making processes that take place in a school. When teachers feel they have a voice in decisions, they are more likely to take ownership in their school. Great leaders have the power to change their school either for the advancement of the establishment, or they can bring about negativity in the workplace. The purpose of this study was to determine if there were differences on the 5 dimensions of the Kouzes-Posner Leadership Practices Inventory (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart) between teachers’ scores and their principal’s score for participants in this study, and to determine if a relationship existed between teachers’ scores on the Purdue Teacher Opinionaire and their principal’s Leadership Practices Inventory score. For this research data were collected from 10 schools in a school system in East Tennessee that contained kindergarten through eighth grade. These schools are classified in 3 categories: kindergarten through eighth grade, third through fifth grade, or sixth through eighth grade. There were 208 participating teachers in the school system who teach kindergarten through eighth grade. One-sample t-tests were used to compare the principal’s Leadership Practice Inventory score to teachers’ Leadership Practice Inventory scores at each of the 10 participating schools. Scores for teachers and their principal were not significantly different for any of the 5 dimensions for Schools 1, 2, 9, and 10. School 8 displayed a significant difference for 3 of the 5 dimensions. The means were significantly different for Schools 3, 4, 5, 6, and 7 on all 5 of the dimensions. The relationship as measured by Pearson correlation coefficients between the Leadership Practices Inventory and the Purdue Teacher Opinionaire for teachers at the 10 participating schools displayed similar mixed results.

This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.

The purpose of this study was to understand and measure principal leadership practices and teacher morale as it relates to student achievement in Mitchell County at two elementary schools, four middle schools, and one high school. First, a review of the related literature attempted to define teacher morale as much as possible given that it is an ever-changing individual characteristic. Second, the researcher tried to understand teacher morale and distinguish between high and low elements and characteristics of teacher morale. Third, the researcher examined the difficult task of measuring the morale of teachers in public education today. Fourth, an attempt was made to understand what role school leaders play in the development of teacher morale and how their specific behavior affects the morale of teachers. Lastly, student achievement was reviewed using the North Carolina End-Of-Grade tests. All of these variables were examined to determine if there was a connection or pattern to high or low student achievement based on teacher morale. This quantitative study was conducted using a survey-design method. The Purdue Teacher Opinionaire was used to measure factors contributing to teacher morale. The Leadership Practices Inventory (LPI) was chosen to measure leadership practices that best supports great accomplishments in organizations. The North Carolina End-Of-Grade/End-Of-Course tests were used to measure student achievement. Overall results for Mitchell County Schools showed that there was a moderately high level of teacher morale. Satisfaction with teaching led the way in contributing to higher morale whereas the issue of teacher salary was found to lower morale. School leaders in Mitchell County proved to inspire a common vision as well as encourage teaching from the heart more so than found in existing research. Teachers from two of the seven schools rated their principals higher in leadership practices than the principals themselves; this is contrary to presented research. Many significant relationships existed between perceived leadership practices and teacher morale factors. All factors of teacher morale as measured by the Purdue Teacher Opinionaire had a positive correlation with the End-Of-Grade/End-Of-Course test scores.