This study was designed under the assumption that the schools in which principals display higher instructional leadership, teachers are more satisfied with their jobs and prefer a new instructional program will produce a higher achievement for students enrolled in the new program. / Thirteen hypotheses were generated to investigate the relationships between these variables. The subjects were 280 principals, 903 fourth grade teachers and their students, from 280 experimental schools in Korea. The instruments employed were the Instructional Leadership Behavior Scale, the Instructional Systems Effectiveness Scale and auxiliary questions developed by the researcher, and the Purdue Teacher Opinionaire. Stepwise multiple regression and analysis of variance were utilized to determine the relative contribution of each staff variable in explaining the outcomes of the new instructional program. The unit of analysis was both at the classroom and school level. / There was no conclusive evidence that the staff's attitude variables resulted in improved student achievement at the school level. However, some sub-factors of teacher job satisfaction were found to have a statistically significant correlation with student achievement. These sub-factors were identified as Facilities and Services, Teacher Status, Community Support, and Teacher Load. At the classroom level analysis, there was a relationship between the combined effect of teacher's perception of instructional systems effectiveness and the teacher's total job satisfaction with academic achievement of students. However, the explained variance in student achievement by two independent variables was small. These sub-factors of teacher job satisfaction were significantly correlated with student achievement and teacher preference at the classroom level as well as at the school level. / From the auxiliary questions, it was found that the teacher's professional experience exerts a significant influence on student achievement, teacher job satisfaction and preference for the new instructional program. The most significant finding was that the supportive actions of the administrative authorities has a strong influence on student achievement. This variable explained 54 percent of the total variance in student achievement. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2405. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74542 |
| Contributors | JUN, SUNG-YUN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 153 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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