This quantitative, non-experimental study was conducted to investigate the
relationship among the behavioral agility of school leadership teams, school culture, and
school performance. Additionally, the study sought to determine whether the influence of
these variables and/or their relationships are modified by alterable and unalterable
characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader
Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five
leadership influence actions (managing, transforming, bridging, bonding, and bartering).
Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was
used to determine if the school’s dominant organizational culture type (adhocracy, clan,
hierarchy, or market) mediated the behavioral agility of school leadership teams and
school performance.
The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results
indicate that behavioral agility, unidimensional and multidimensional factors, were
significantly correlated to each organizational culture type, with the exception of the
managing behavior subfactor in clan and adhocracy cultures. Student suspension
moderated the relationship between behavioral agility and school culture. There was no
relationship found between school culture and school performance; however, it was
found that minority percentage negatively correlated market culture and school
performance and student attendance negatively correlated both hierarchy and market
cultures and school performance. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40856 |
| Contributors | Shaw, Carletha B. (author), Shockley, Robert (Thesis advisor), Morris, John D. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 183 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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