The purpose of this study was to investigate leadership styles of selected female and male Florida elementary public school principals as perceived by the principals and by samples of female and male subordinates utilizing Hersey and Blanchard's Leadership Effectiveness and Adaptability Description (LEAD SELF and LEAD OTHER). / Through the use of Hersey and Blanchard's Leadership Effectiveness Adaptability Description (LEAD SELF and LEAD OTHER) and a demographic data sheet, data were collected from a sample of 28 elementary public school principals (15 females and 13 males). The subordinates (teachers) sample of each of the selected principals included 6 teachers--3 females and 3 males. A Chi-square analysis at the .05 level and a Multiple Correlation Coefficient at the .01 level of significance were used to answer the research questions. / This study indicated that the largest number of principals (15) perceived their leadership behavior as High Relationship, Low Task (Style 3). A comparison of principal perceptions of their leadership styles with those of their subordinates showed that subordinates did not consistently see principal leadership behavior in the same manner as principals themselves. Analysis, however, did not reveal a statistically significant difference at the .05 level of probability between principal perceptions and those of their subordinates. / The frequency distribution of LEAD OTHER scores of subordinates of female principals by sex indicated that the largest number of female subordinates (23.75) perceived female principal leadership behavior as High Relationship, Low Task (Style 3), however; male subordinates (24.75) saw female principals placing greater emphasis on task behaviors (High Task, High Relationship {Style 2}). No statistically significant difference was found with the Chi-square test. / The frequency distribution of LEAD OTHER scores of subordinates of male principals by sex showed that an equal number of female subordinates (14.5) perceived the male principal leadership behavior as falling in two styles: High Task, High Relationship (Style 2) and High Relationship, Low Task (Style 3), however; the largest number of male subordinates (18.83) saw the style of male principals as High Task, High Relationship (Style 2). Chi-square analysis of data did not reveal any statistically significant relationship at the .05 probability level between LEAD OTHER scores given male principals by female subordinates and by male subordinates. / A Multiple Correlation Coefficient at the .01 level was used to determine if there was a significant relationship between the demographic variables and leadership styles. A significant weak to moderate positive relationship (.342) was found between LEAD OTHER scores of subordinates of female principals and the variable experience. No other relationships were found significant at the .01 level of probability between demographic variables and leadership styles. / Recommendations for further research studies included replication with a larger sample to determine if a significant difference in perception of dominant leadership style by male and by female principals exists and a cultural study of representative ethnic groups of school leaders (e.g., black, Hispanic) to determine whether dominant styles of leadership can be identified which are culturally related. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2391. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74502 |
| Contributors | EAST, EUNICE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 175 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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