Leadership Styles of Elementary School Principals and Student Achievement in a Curriculum-Driven Education System

Autor/in	Anderson, Ryan
Titel	Leadership Styles of Elementary School Principals and Student Achievement in a Curriculum-Driven Education System
Quelle	(2021), (130 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of the Cumberlands
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2097-8007-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Leadership Styles; Elementary Schools; Principals; Academic Achievement; Correlation; Individual Characteristics; Gender Differences; Age Differences; Experience; Grade 6; Transformational Leadership; Canada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Führungsstil; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Schulleistung; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Erfahrung; School year 06; 6. Schuljahr; Schuljahr 06; Kanada
Abstract	This study examined the relationship between the leadership styles of elementary school principals and their students' achievement in Alberta, Canada's curriculum-driven provincial education system. The study also explored the relationship between principal leadership styles and the demographic characteristics of the participant group. A total of 31 elementary school principals from 11 public school divisions were included in the study. Multiple regressions analyzed participant responses on the Multifactor Leadership Questionnaire (MLQ) and school-based student achievement scores from the Alberta Grade 6 English Language Arts Provincial Achievement Test. Findings suggest no statistical relationship between principal leadership styles and student achievement; however, the relationship between transformational leadership and student achievement approached statistical significance. Additionally, findings suggest no statistical relationship between principal leadership styles and the demographic characteristics of gender, age, years as a teacher, and years as a principal. The relationship between gender and passive avoidant leadership also approached statistical significance. The study found a correlation among demographic characteristics of the participant group, especially as it relates to age, years as a teacher, and years as a principal. Measures of central tendency identified a correlational relationship in the consistency of principal leadership styles among participants. Recommendations for further research include studies that would include teacher perceptions of principal leadership through incorporating the MLQ multi-rater survey tool and further research on demographic characteristics and leadership dynamics of elementary school principals in Alberta, Canada. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01