An Investigation of the Relationships among Leadership Effectiveness, Types of Organizational Culture, and Programmatic Focus in Tennessee Alternative Schools

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Autor/in	Ray, Joris M.
Titel	An Investigation of the Relationships among Leadership Effectiveness, Types of Organizational Culture, and Programmatic Focus in Tennessee Alternative Schools
Quelle	(2010), (136 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-5867-9
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Program Effectiveness; Statistical Analysis; School Culture; Principals; Leadership Effectiveness; Teachers; Correlation; Questionnaires; School Surveys; African Americans; Predictor Variables; School Personnel; Human Relations; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; Statistische Analyse; Schulkultur; Schulleben; Principal; Schulleiter; Führungseffizienz; Lehrer; Lehrerin; Lehrende; Korrelation; Fragebogen; Afroamerikaner; Prädiktor; Schulpersonal; Zwischenmenschliche Beziehung
Abstract	The primary purpose of this study was to conduct an investigation to determine the relationship among leadership effectiveness, types of organizational culture and school focus (academically or behaviorally) as perceived by staff in Tennessee alternative schools. In this quantitative study, the Tennessee Alternative School Questionnaire was used to gather data about participant demographics, leadership and cultural perceptions, school focus and the satisfaction level of staff in Tennessee alternative schools. The survey instrument was distributed to 850 principals, teachers and educational support staff with 388 (45.6%) responding. Descriptive statistics, Analysis of Variance (ANOVA), Multiple Regression, and Multiple Analysis of Variance (MANOVA) were used to examine demographic data which included gender, ethnicity, educational level, professional status and experience. The study yielded several significant findings. First, as the educational levels increased, the staff's rating of their leaders' effectiveness increased as well. Additionally, African Americans rated their leaders' effectiveness higher than other ethnicities. Consequently, ethnicity was the only significant variable related to school focus. African Americans also rated their school more academically focused than other ethnicities. Third, professional status and experience were variables that were significant to the four organizational cultural types examined: Human Relations, Open Systems, Internal Processes, and Rational Goals. Principals and Assistant Principals observed more examples of Human Relations culture at their school than any other staff members. Staff members with more years of experience observed more Human Relations culture present at their schools. In contrast, staff with less experience observed more Rational Goal culture. Last, the higher the levels of Human Relations and Open Systems culture, the higher the satisfaction level of staff The lower the Internal Processes and Rational Goals culture, the higher the satisfaction level of the staff. Staff satisfaction levels increased with the effectiveness of the leaders and a focus on school academics. Therefore, leadership effectiveness and alternative schools focus on academics are the best indicators of staff satisfaction not school culture. This study is useful to legislators, policy makers, and educators who design and implement alternative education programs and services because it provides descriptive and quantitative data on alternative education. Additionally, the findings will provide legislators and policy makers with a greater understanding of alternative schools in Tennessee, which will allow them to achieve legislation needed to enhance academic effectiveness. [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	2017/4/10