An examination of the perceptions of principals and teachers regarding principal leadership style effectiveness and flexibility as it relates to school improvement
Date of Award
Doctor of Education (EdD)
Curriculum, Instruction, and Leadership
Principals play a critical role in a school's success. This study investigated how principals' leadership styles and teachers' perceptions of principals' leadership styles related to school performance. The sample for the study included 19 schools, 19 principals, and 139 third, fourth, and fifth-grade teachers. Both principals and teachers were administered a Leader Behavior Analysis II 20-item questionnaire. No Child Left Behind (2002) and increased accountability have intensified the need for principals to be effective instructional leaders who move schools forward. Although principals may have an indirect role in student achievement, they have a direct influence on quality teaching and instruction (Beteille, Kalogrides, & Loeb, 2009). This investigation highlighted some of the numerous challenges that many schools face; however, research continues to reveal that no school can have success without an effective leader (Leithwood & Mascall, 2008). Effective leaders select the leadership style which is best suited to increase performance (Blanchard, Zigarmi, & Zigarmi, 1985). This study further sought to discover if one leadership style was more effective than another in achieving overall school improvement. School leaders who use effective leadership styles may impact student performance through motivation of the teachers (Christie, Thompson, & Whiteley, 2009). Data collected from the Leader Behavior Analysis II were analyzed using independent t-Tests, Pearson Product-Moment Correlation, and Chi-Square. The present study revealed no significant difference or no significant relationship between self-reported and perceived leadership styles, flexibility and effectiveness, and school performance.
Lewis, Doris Ann Jones, "" (2014). Dissertation. 220.