Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Matthews, Jerry

Date of Degree

5-1-2007

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Instructional Systems, Leadership and Workforce Development

Abstract

The purpose of this study was to investigate teachers perceptions of administrators who completed Mississippi's Orientation for School Leaders Training (OSL) Module. This study was conducted with an emphasis on determining whether school administrators who have been trained using OSL were implementing the knowledge gained from the training to be deemed effective in the areas of school governance, instructional leadership, and school culture and climate. Participants in this study consisted of a population of 109 teachers from Central Mississippi. This study used a causal comparative research design to examine differences among teachersâ?? perceptions of the principalsâ?? leadership qualities. The instrument used was the Principal Leadership Profile that served to provide current information about Mississippi administratorsâ?? implementation of strategies that coincide with school governance, instructional leadership, and culture and climate. The participantsâ?? responses were recorded and reported in tables in the form of percentages and frequencies. In addition, the t-test and the F-ratio were conducted to determine if differences existed among teachers. The majority of the teachers in this study seemed to have a positive view of their principalsâ?? leadership effectiveness. In each of the individual categories of leadership that were assessed, teachers appeared to have a favorable view of the principals performance. This could be viewed by many as indicative of the efficacy of the OSL training program. A review of the analysis of each of the sections suggests that there is widespread support from the teachers for the performance of the principals as educational leaders.

URI

https://hdl.handle.net/11668/15288

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