This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined that one principal had a transformational leadership and one principal who had a transactional leadership style.
<br>A survey assessed the perceptions of elementary teachers regarding each school's climate, and their own empowerment resulting in teacher efficacy. Results were not congruent with the review of literature.
<br>The school led by the transactional principal underwent an intervention for a twelve-week period during which changes were made based on the data from the pre-tests administered. These interventions reflected a more transformational leadership approach. The results of a second administration of surveys after interventions by the principal showed limited results in improving teacher efficacy and school climate. The researcher also gained insights as to future studies and implications for practice such as replication of the study using a longer intervention period and a larger sample within one school or more schools in the study. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation
| Identifer | oai:union.ndltd.org:DUQUESNE/oai:digital.library.duq.edu:etd/154122 |
| Date | 20 April 2012 |
| Creators | Luft, Kathleen |
| Contributors | James E. Henderson, Peggy Hockersmith, Barry Smith |
| Source Sets | Duquesne University |
| Detected Language | English |
| Rights | Worldwide Access |
Page generated in 0.0019 seconds