Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Okojie, C. Mabel

Committee Member

Olinzock, Anthony

Committee Member

Davis, Ed

Committee Member

Adams, James

Date of Degree

5-2-2009

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary School Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

A total of 278 teachers participated in this study. This study was designed to examine how teachers from “distinguished” (high performing) and “needs improvement” (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers’ perceptions of their principals’ roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.

URI

https://hdl.handle.net/11668/15011

Comments

adequate yearly progress||criterion referenced compentency test||no child left behind||leadership styles||effective middle school leadership

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