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A Model for Improving Teacher Engagement Through Administrative Support
Title
A Model for Improving Teacher Engagement Through Administrative Support.
Creator
Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings
Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format
Document (PDF)
Principal Leader Actions and Their Influence on School Culture and School Performance
Title
Principal Leader Actions and Their Influence on School Culture and School Performance.
Creator
Featherstone, Ginger L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the...
Show moreThis quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the Strategic Leadership Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI). Multiple regression was conducted to determine the extent each independent variable predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed to determine if school culture mediated the relationship between behavioral agility and school performance and school culture and school performance. Significant correlations were found between and within the two instruments measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not correlated with clan or adhocracy. All subscales of the SLQ had positive significant correlations within the instrument. School size was significantly negatively correlated with clan and adhocracy culture types. School performance was found to be significantly correlated with hierarchy culture type and school level. The contribution this study makes is both theoretical and practical. Theoretically, this study offers insights into school level and its moderation of culture and school performances as well as the influence culture types have on school performance. Practically, the study could identify a new culture type valuable to principals for improving school performance.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004885, http://purl.flvc.org/fau/fd/FA00004885
Subject Headings
School principals., Educational leadership., Education--Research--Methodology., School management and organization., School improvement programs., Action research in education.
Format
Document (PDF)
The Relationship Between McGregor’s Leadership Theory and Happiness Among Higher Educational Leaders
Title
The Relationship Between McGregor’s Leadership Theory and Happiness Among Higher Educational Leaders.
Creator
Sullivan, Jeannette S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration...
Show moreThe purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration of two surveys and demographic questions to higher educational leaders at 28 state and community colleges in the State of Florida. These instruments measured levels of well-being through the PERMA-Profiler instrument and preferences for Theory X or Theory Y using the Theory X and Theory Y Managerial Assumptions Inventory. Multiple correlation and regression analyses were used to address the research questions. This study detected no relationship between well-being and happiness in this sample.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004831, http://purl.flvc.org/fau/fd/FA00004831
Subject Headings
Personnel management., Educational leadership., Quality of work life., Work--Psychological aspects., Happiness., Job satisfaction.
Format
Document (PDF)
Improving School Performance: Leader Autonomy and Entrepreneurial Orientation
Title
Improving School Performance: Leader Autonomy and Entrepreneurial Orientation.
Creator
Feit, Keith G., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study...
Show moreIn a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance. This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance. The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004589, http://purl.flvc.org/fau/fd/FA00004589
Subject Headings
Educational leadership., Educational innovations., Entrepreneurship., Education--Aims and objectives., Education and globalization., Academic achievement., School improvement programs.
Format
Document (PDF)
An Assessment of Leadership Practice in High Schools: Improving Graduation Rates
Title
An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator
Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004618
Subject Headings
School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format
Document (PDF)