A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
TEACHERS' PERCEPTIONS, SCHOOL CLIMATE AND PRINCIPALS' SELF-REPORTED LEADERSHIP STYLES BASED ON THREE EMPIRICAL MEASURES OF PERCEIVED LEADERSHIP
Augustus J. Massaro, Ed. D.
May 2000

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edited 01/20/01

 


ABSTRACT

The purpose of this study was to provide data for a framework to rethink the current role of principal leadership and its effect on school climate. In order for the school organization to meet the demands of society and augment educational reforms, school leaders (principals). and followers (teachers) must closely examine their working relationship for improving organizational outcomes.

This study examines whether there were statistical associations between principal leadership style and teacher perceptions of principal leadership style and their effect on school climate. The study employed Hersey and Blanchard's situational leadership instrument (LEAD-Self and LEAD-Other) to investigate the association between principals, evaluations of their leadership style with teachers, perceptions of principals, leadership style. The National Association of Secondary School Principal School Climate Survey was used to measure teacher perceptions of school climate.

Four-stage cluster sampling (county, district, school and teacher) was used to select 20 school districts. The study included 20 elementary principals and 330 elementary teachers.

Parametric and non-parametric statistical methods indicated that the teachers disagree about the influence the principals have on school climate. The findings seem to suqqest a disagreement between teachers and principals about the influence the principal actually exerts over school climate. Teacher demographics, total number of years working in the field of education, and highest degree earned, had no effect on teacher perceptions of school climate. Principal demographics, total number of years as principal, and total number of years working in the field of education, had no association with teacher perceptions of school climate. Differences in principal selfevaluation, and differences in teacher perceptions of a principal's leadership style, showed no association with teacher gender. However, female teachers had higher mean climate scores compared to their male counterparts.

The findings encourage principals and teachers to work in a collaborative mode for the purpose of enhancing their communication. It is recommended that school leaders (principals) and followers (teachers) actively engage in dialogue that will lead to improvements in school organizational outcomes.

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