Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff.
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Date
2008-03-22
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Abstract
Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program.
The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p < .05. Results from the study indicate that there is a relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals and teachers' perception of the importance of a collegial, cohesive professional climate.
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peer cohesion, educational leadership
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Degree
PhD
Discipline
Educational Research and Policy Analysis
