A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
IMPLICATIONS OF GENDER ON MIDDLE SCHOOL TEACHERS' PERCEPTIONS OF ORGANIZATIONAL CLIMATE, AND THE LEADERSHIP CHARACTERISTICS OF URBAN MIDDLE SCHOOL PRINCIPALS.
Catherine M. Sweeney, Ed. D.
October 1996

RETURN
edited 01/20/01

 


ABSTRACT

Middle level schools, because of the special nature of the young adolescents who attend them, provide what has been described as the ultimate challenge for school teachers and administrators. If progress cannot be made during this transitory period of a student's development, educational and social success is often in serious jeopardy. Two basic components have emerged for middle school success. The first is a positive organizational climate. The second is leadership.

Research has shown significant correlations between organizational climate and school outcomes. Research has also demonstrated that teachers, perceptions of their principal's capabilities, and their working conditions, will determine the organizational climate and culture of the school. Such perceptions will also impact on the performance of the school. Gender of both subordinates and superordinates has been explored and demonstrated to create various interactions that can influence the organizational climate of the working force. These gender differences may reflect differing leadership styles used by male and female school principals.

It was the purpose of this study to examine the different perceptions men and women have with regard to school climate in middle schools in an urban school district, and the relationships and interactions these perceptions had with flexibility and effective use of leadership styles.

A negative relationship was found between effective use of leadership style and teachers, social needs. No significant differences were found between the gender of the principal and the flexibility and effective use of leadership style measured by the LBAII. An interaction was found between style flexibility and effectiveness and administrative control. Only one of the seven climate subscales, teacher social needs, was affected by teacher gender.

The goal of this study was to enhance the literature on factors that contribute to effective middle level schools. It also expanded the understanding of the processes that contribute to positive school climate, particularly in an urban setting.

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