Leadership
Scroll below to select research from the following scholars
@BartigMike
Dr. Michael C. Bartig @BartigMike
Title: Health and Science CET Intermediate and Advanced Teacher
Research Topic: A Case Study of an Elementary Principals Use of Multi-Framed Discourse
Institution: University of Missouri
Committee Chair: Dr. Carole Edmonds
Abstract: The purpose of this study is to understand through case study how the principal used discourse within a single elementary school. Previous research offered leaders multiple interpretations of how discourse has been used to promote reform. Yet, this study aims to answer one research question; How does the principal use discourse? A single case study design was selected to observe, identify and describe how the principal used discourse within a single Missouri elementary public school. Qualitative methods of data collection and analysis positioned the researcher to achieve a complete, inductive understanding of how the principal used discourse. Findings revealed the principal used discourse to improve and promote teacher efficacy. Teacher participants expressed wanting the principal to use discourse which increased how adult voices impacted improvement. It was also concluded that discourse should occur in a safe environment where risk was diminished. Professional development days were identified as opportunities for the principal to provide support for using discourse to meet the diverse needs of the group. Most importantly, targeted collaboration between the teachers and the principal emerged as important to the leader for using discourse to improve and promote efficacy. It was noted that generalizations should not be drawn from this case study of how a single principal at one small rural elementary school used discourse. However findings could be of use to school leaders considering using discourse in a similarly sized school.
Click the link below to download this study.
Title: Health and Science CET Intermediate and Advanced Teacher
Research Topic: A Case Study of an Elementary Principals Use of Multi-Framed Discourse
Institution: University of Missouri
Committee Chair: Dr. Carole Edmonds
Abstract: The purpose of this study is to understand through case study how the principal used discourse within a single elementary school. Previous research offered leaders multiple interpretations of how discourse has been used to promote reform. Yet, this study aims to answer one research question; How does the principal use discourse? A single case study design was selected to observe, identify and describe how the principal used discourse within a single Missouri elementary public school. Qualitative methods of data collection and analysis positioned the researcher to achieve a complete, inductive understanding of how the principal used discourse. Findings revealed the principal used discourse to improve and promote teacher efficacy. Teacher participants expressed wanting the principal to use discourse which increased how adult voices impacted improvement. It was also concluded that discourse should occur in a safe environment where risk was diminished. Professional development days were identified as opportunities for the principal to provide support for using discourse to meet the diverse needs of the group. Most importantly, targeted collaboration between the teachers and the principal emerged as important to the leader for using discourse to improve and promote efficacy. It was noted that generalizations should not be drawn from this case study of how a single principal at one small rural elementary school used discourse. However findings could be of use to school leaders considering using discourse in a similarly sized school.
Click the link below to download this study.
| research_bartig_a_case_study_of_an_elem_prinicpals_use_of_discourse.pdf |
@OnlineGEDHiSET
Dr. Audrey Artis @OnlineGEDHiSET
Title: CEO & Founder of YOURpath for Adult Learners
Research Topic: A Study to Investigate the Relationship Between Leadership Style and School Culture as Perceived by Teachers in Maryland Public Schools
Institution: Delaware State University
Committee Chair: Dr. Gholam Kibria
Abstract: The purpose of this study was to investigate the relationship between school principals’ leadership styles (i.e., transformational, transactional, and laissez-faire) and school culture as perceived by K-12 grade-teachers in Maryland Public Schools. This quantitative study consisted of a cross-sectional correlational-research design. The Multifactor Leadership Questionnaire (Bass & Avolio, 1995) and the School Culture Survey (Gruenert & Valentine, 1998) were used to survey teachers online. A systematic random cluster sampling technique was used to select participating teachers. From a sample of 217 qualified teachers, a return-rate of 32.5% yielded 70 teachers who participated in this study. The Pearson product-moment correlation coefficient was used to answer the three research questions and null hypotheses that guided the study. Multiple linear regression models were conducted to determine the effects of leadership style on school culture. The findings revealed a positive statistically significant relationship between transformational and transactional (contingent reward) leadership styles and school culture as perceived by teachers at the .01 level of significance; and a negative statistically significant relationship existed between transactional (manage by exception-passive) and laissez-faire leadership styles and school culture as perceived by teachers at the .01 level of significance. The findings also revealed that leadership styles predicted teachers’ perceptions of school culture.
Click the link below to download this study.
Title: CEO & Founder of YOURpath for Adult Learners
Research Topic: A Study to Investigate the Relationship Between Leadership Style and School Culture as Perceived by Teachers in Maryland Public Schools
Institution: Delaware State University
Committee Chair: Dr. Gholam Kibria
Abstract: The purpose of this study was to investigate the relationship between school principals’ leadership styles (i.e., transformational, transactional, and laissez-faire) and school culture as perceived by K-12 grade-teachers in Maryland Public Schools. This quantitative study consisted of a cross-sectional correlational-research design. The Multifactor Leadership Questionnaire (Bass & Avolio, 1995) and the School Culture Survey (Gruenert & Valentine, 1998) were used to survey teachers online. A systematic random cluster sampling technique was used to select participating teachers. From a sample of 217 qualified teachers, a return-rate of 32.5% yielded 70 teachers who participated in this study. The Pearson product-moment correlation coefficient was used to answer the three research questions and null hypotheses that guided the study. Multiple linear regression models were conducted to determine the effects of leadership style on school culture. The findings revealed a positive statistically significant relationship between transformational and transactional (contingent reward) leadership styles and school culture as perceived by teachers at the .01 level of significance; and a negative statistically significant relationship existed between transactional (manage by exception-passive) and laissez-faire leadership styles and school culture as perceived by teachers at the .01 level of significance. The findings also revealed that leadership styles predicted teachers’ perceptions of school culture.
Click the link below to download this study.
| dissertation_final_copy._dr._artis_.pdf |
Dr. Jose Aviles
Title: Principal at East Orange Board of Education
Research Topic: A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District
Institution: Seton Hall University
Committee Chair: Daniel Gutmore, Ph.D.
Abstract: A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools versus Four Magnet High Schools in a Single Urban District. The purpose of this study is to gain insight into which behaviors (responsibilities) of magnet high school principals and comprehensive high school principals are both congruent and different. The researcher investigated how and why Marzano et al.'s. (2005) 21 leadership responsibilities are prioritized and applied by principals in both a comprehensive high school setting and a magnet high school setting. This study shows whether or not environmental factors such as a school's selection process, school enrollment and mobility rates impact the leadership behaviors of principals. The data was organized through the use of the comparative method of analysis along with comparative charts and discussion by construct.
Among the three variables of selection process, mobility rates and enrollment size, discussed in chapter one, selection process was the one mentioned with the most consistency during the data collection process. It was strongly perceived that the selection process of a particular school heavily influenced the overall dynamic of a school and which responsibilities were chosen by each of the principals involved in this study.
Ultimately, a notion emerges as to the fairness of holding the principals in both magnet high schools and comprehensive high schools to the same standards despite the glaring differences between the two academic institutions.
Click the link below to download this study.
Title: Principal at East Orange Board of Education
Research Topic: A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools Versus Four Magnet High Schools in Single Urban District
Institution: Seton Hall University
Committee Chair: Daniel Gutmore, Ph.D.
Abstract: A Comparative Case Study of Leadership Responsibilities Between Principals of Four Comprehensive High Schools versus Four Magnet High Schools in a Single Urban District. The purpose of this study is to gain insight into which behaviors (responsibilities) of magnet high school principals and comprehensive high school principals are both congruent and different. The researcher investigated how and why Marzano et al.'s. (2005) 21 leadership responsibilities are prioritized and applied by principals in both a comprehensive high school setting and a magnet high school setting. This study shows whether or not environmental factors such as a school's selection process, school enrollment and mobility rates impact the leadership behaviors of principals. The data was organized through the use of the comparative method of analysis along with comparative charts and discussion by construct.
Among the three variables of selection process, mobility rates and enrollment size, discussed in chapter one, selection process was the one mentioned with the most consistency during the data collection process. It was strongly perceived that the selection process of a particular school heavily influenced the overall dynamic of a school and which responsibilities were chosen by each of the principals involved in this study.
Ultimately, a notion emerges as to the fairness of holding the principals in both magnet high schools and comprehensive high schools to the same standards despite the glaring differences between the two academic institutions.
Click the link below to download this study.
| a_comparative_case_study_of_leadership_responsibilities_between_p.pdf |
@DCBrownPhD
Dr. Deena Cousar Brown
Title: CEO of DB Consulting
Research Topic: Middle-level Leaders Perceptions of Accountability
Institution: University of Southern Mississippi
Committee Chair: Dr. Thelma J. Roberson
Abstract: The purpose of this study was to identify the perceptions of middle-level principals personal and school accountability, their perceptions of beliefs and competencies that influence improvement in student achievement and accomplishment of accountability, and their perceptions regarding the adequacy of professional development and preparation for middle-level principals that affect their ability to improve student achievement and perform their leadership role in an increased accountability environment. This study specifically examined differences in the perceptions of middle-level principals' accountability based on socio-economics of the school, the number of years of administrative experience, and previous middle-level teaching experience. The findings of this study indicated that middle-level leaders attending the National Middle School Association Annual Conference are supportive of being held personally accountable for student achievement in their schools and that they hold competencies and beliefs identified in research to have a positive impact on student achievement. The findings also indicated that middle-level leaders lack confidence in federal mandates currently used to create the desired student achievement improvements and they have some concerns with the effect accountability is having on themselves and their schools particularly in regards to unreasonable mandate expectations, lack of funding, over-testing, and the narrow focus of accountability mandates. In addition, middle-level leaders indicated a need for more focused professional development in order to have a greater impact on the achievement of all students in their schools. Results of the Middle-Level Principal Accountability Questionnaire found one significant finding. This was for the difference between principals with fewer than five years of administrative experience and those with more than five years of administrative experience.
Click the link below to download this study.
Title: CEO of DB Consulting
Research Topic: Middle-level Leaders Perceptions of Accountability
Institution: University of Southern Mississippi
Committee Chair: Dr. Thelma J. Roberson
Abstract: The purpose of this study was to identify the perceptions of middle-level principals personal and school accountability, their perceptions of beliefs and competencies that influence improvement in student achievement and accomplishment of accountability, and their perceptions regarding the adequacy of professional development and preparation for middle-level principals that affect their ability to improve student achievement and perform their leadership role in an increased accountability environment. This study specifically examined differences in the perceptions of middle-level principals' accountability based on socio-economics of the school, the number of years of administrative experience, and previous middle-level teaching experience. The findings of this study indicated that middle-level leaders attending the National Middle School Association Annual Conference are supportive of being held personally accountable for student achievement in their schools and that they hold competencies and beliefs identified in research to have a positive impact on student achievement. The findings also indicated that middle-level leaders lack confidence in federal mandates currently used to create the desired student achievement improvements and they have some concerns with the effect accountability is having on themselves and their schools particularly in regards to unreasonable mandate expectations, lack of funding, over-testing, and the narrow focus of accountability mandates. In addition, middle-level leaders indicated a need for more focused professional development in order to have a greater impact on the achievement of all students in their schools. Results of the Middle-Level Principal Accountability Questionnaire found one significant finding. This was for the difference between principals with fewer than five years of administrative experience and those with more than five years of administrative experience.
Click the link below to download this study.
| dr._brown_dissertation.pdf |
| middle-level_leaders_perception_of_accountability__1_.pdf |
@DrShontaSmith
Dr. Shonta Smith
Title: Chief Executive Officer and Founder of Dr. Shonta Smith International
Research Topic: Principals’ and Teachers’ Perception of Principals’ Instructional Leadership
Institution: St. Louis University
Committee Chair: Joyce A. Dana
Abstract: The purpose of this study was to determine the extent to which principals and teachers perceive that principals use instructional management practices. Instructional management plays a major role in effective instructional leadership. If principals’ and teachers’ perceptions of instructional management are not congruent, it can confound the achievement of school goals. This confusion may stem from the various definitions of instructional leadership and what one believes instructional management looks like. As schools work harder to meet district and state standards, strong instructional management, as well as leadership, are essential. Instructional management focuses on instruction, evaluation, professional development, incentives and school improvement.
The population that was studied included 62 teachers and 64 principals from rural, suburban, and urban public schools in a Midwestern state. The study found that no significant difference existed among teachers and principals based on years of experience; however, results revealed a significant difference existed between teacher perceptions and principal perceptions of the extent to which principals demonstrated 10 instructional management practices. The practices for which perceptual data were gathered were the following: frame the school goals, communicate the school goals, supervise and evaluate instruction, coordinate the curriculum, monitor student progress, protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development, and provide incentives for learning. The findings reported a significant difference between teachers’ perceptions of principals’ use of the 10 instructional management practices and principals’ perceptions of principals’ use of the 10 instructional management practices.
Click the link below to download this study.
Title: Chief Executive Officer and Founder of Dr. Shonta Smith International
Research Topic: Principals’ and Teachers’ Perception of Principals’ Instructional Leadership
Institution: St. Louis University
Committee Chair: Joyce A. Dana
Abstract: The purpose of this study was to determine the extent to which principals and teachers perceive that principals use instructional management practices. Instructional management plays a major role in effective instructional leadership. If principals’ and teachers’ perceptions of instructional management are not congruent, it can confound the achievement of school goals. This confusion may stem from the various definitions of instructional leadership and what one believes instructional management looks like. As schools work harder to meet district and state standards, strong instructional management, as well as leadership, are essential. Instructional management focuses on instruction, evaluation, professional development, incentives and school improvement.
The population that was studied included 62 teachers and 64 principals from rural, suburban, and urban public schools in a Midwestern state. The study found that no significant difference existed among teachers and principals based on years of experience; however, results revealed a significant difference existed between teacher perceptions and principal perceptions of the extent to which principals demonstrated 10 instructional management practices. The practices for which perceptual data were gathered were the following: frame the school goals, communicate the school goals, supervise and evaluate instruction, coordinate the curriculum, monitor student progress, protect instructional time, maintain high visibility, provide incentives for teachers, promote professional development, and provide incentives for learning. The findings reported a significant difference between teachers’ perceptions of principals’ use of the 10 instructional management practices and principals’ perceptions of principals’ use of the 10 instructional management practices.
Click the link below to download this study.
| principals’_and_teachers’_perception_of_principals’_instructional_leadership.pdf |
@principal64
Dr. Christopher D. Wooleyhand
Title: Elementary Principal
Research Topic: An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment
Institution: Notre Dame of Maryland University
Committee Chair: Dr. Gary Thrift
Abstract: This study examined the relationship between the self-reported shared leadership practices of Maryland elementary principals and the academic achievement of their African American students, as measured by their performance on the Maryland School Assessment (MSA). This study sought to answer the following questions: Do principals who report utilizing a shared leadership approach to managing their schools subsequently improve the academic performance of African American students? Is the academic achievement of African American students higher in schools where the principal reports a strong commitment to shared leadership? Elementary principals in 14 Maryland school districts were surveyed using a modified version of the Shared Education Decisions Survey (Ferrara, 1992b). The MSA scores of their students were examined for the strength of relationship between the identified variables, which were embedded in the survey. The researcher found no significant correlation between the self-reported shared leadership practices of principals and the performance of African American students on MSA. Additionally, no significant correlations were identified for other student groups (White, Hispanic, Asian, FARMS, ELL, Special Education). Further investigation of the relationship between shared leadership and African American student achievement is warranted by school districts, private foundations, and universities.
Click the link below to download this study.
Title: Elementary Principal
Research Topic: An Analysis of the Relationship Between the Self-Reported Shared Leadership Practices of Maryland Elementary School Principals and African-American Student Performance on the Maryland School Assessment
Institution: Notre Dame of Maryland University
Committee Chair: Dr. Gary Thrift
Abstract: This study examined the relationship between the self-reported shared leadership practices of Maryland elementary principals and the academic achievement of their African American students, as measured by their performance on the Maryland School Assessment (MSA). This study sought to answer the following questions: Do principals who report utilizing a shared leadership approach to managing their schools subsequently improve the academic performance of African American students? Is the academic achievement of African American students higher in schools where the principal reports a strong commitment to shared leadership? Elementary principals in 14 Maryland school districts were surveyed using a modified version of the Shared Education Decisions Survey (Ferrara, 1992b). The MSA scores of their students were examined for the strength of relationship between the identified variables, which were embedded in the survey. The researcher found no significant correlation between the self-reported shared leadership practices of principals and the performance of African American students on MSA. Additionally, no significant correlations were identified for other student groups (White, Hispanic, Asian, FARMS, ELL, Special Education). Further investigation of the relationship between shared leadership and African American student achievement is warranted by school districts, private foundations, and universities.
Click the link below to download this study.
| wooleyhand_published_dissertation.pdf |
@edselclark
Dr. Edsel B. Clark
Title: Principal Consultant, What If Schools, LLC
Research Topic: The Influence of the Principal as Servant Leader on School Climate as Perceived by Teachers in a Large Midwestern School District
Institution: Aurora University
Committee Chair: Dr. Joan Fee
Abstract: This study is a quantitative investigation into the impact of principal leadership on school climate. Specifically, the role Greenleaf’s Servant Leadership characteristics play on school climate, as characterized by the Charles F. Kettering, School Climate Profile. Numerous researchers have found that leadership plays an important role in many aspects of the school with the principal fulfilling that primary leadership role. Research studies have identified a positive school climate as being associated with increased job satisfaction, student safety, and overall student academic achievement. This study utilized a representative sample of 260 certified school staff members from a large unit school district. The sample completed an electronic survey consisting of 64–statements regarding the staff member’s perception of the principal and the climate of the school. Correlational and multiple regression analyses were performed. The study revealed a strong positive, statistically significant correlation between Servant Leadership and school climate. Various components of Servant Leadership were analyzed for their impact on the eight categories of school climate. This additional analysis yielded unexpected results and identified characteristics of Servant Leadership that contributed negatively to certain aspects of school climate. This study concludes with the implications for practitioners, specifically school principals, as well as those who hire, evaluate, and provide professional development for school principals. Conclusions are summarized with added insights for further areas of investigation in this subject matter.
Click the link below to download this study.
Title: Principal Consultant, What If Schools, LLC
Research Topic: The Influence of the Principal as Servant Leader on School Climate as Perceived by Teachers in a Large Midwestern School District
Institution: Aurora University
Committee Chair: Dr. Joan Fee
Abstract: This study is a quantitative investigation into the impact of principal leadership on school climate. Specifically, the role Greenleaf’s Servant Leadership characteristics play on school climate, as characterized by the Charles F. Kettering, School Climate Profile. Numerous researchers have found that leadership plays an important role in many aspects of the school with the principal fulfilling that primary leadership role. Research studies have identified a positive school climate as being associated with increased job satisfaction, student safety, and overall student academic achievement. This study utilized a representative sample of 260 certified school staff members from a large unit school district. The sample completed an electronic survey consisting of 64–statements regarding the staff member’s perception of the principal and the climate of the school. Correlational and multiple regression analyses were performed. The study revealed a strong positive, statistically significant correlation between Servant Leadership and school climate. Various components of Servant Leadership were analyzed for their impact on the eight categories of school climate. This additional analysis yielded unexpected results and identified characteristics of Servant Leadership that contributed negatively to certain aspects of school climate. This study concludes with the implications for practitioners, specifically school principals, as well as those who hire, evaluate, and provide professional development for school principals. Conclusions are summarized with added insights for further areas of investigation in this subject matter.
Click the link below to download this study.
| the_influence_of_servant_leadership_on_school_climate.pdf |