The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate

Autor/inn/en	Ross, Dorrell J.; Cozzens, Jeffry A.
Titel	The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate
Quelle	In: Journal of Education and Training Studies, 4 (2016) 9, S.162-176 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Principals; Educational Environment; Teacher Attitudes; Transformational Leadership; Educational Change; Instructional Leadership; Leadership Styles; Leadership Effectiveness; Multiple Regression Analysis; Academic Achievement; Correlation; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs; Secondary School Teachers; Elementary School Teachers; Private Schools; Competence; Diversity (Faculty); Statistical Analysis; Likert Scales; Tennessee + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Führungseffizienz; Schulleistung; Korrelation; Bildungsrecht; Schulgesetz; Bundesrecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Kompetenz; Statistische Analyse; Likert-Skala
Abstract	The purpose of this quantitative study was to investigate teachers' perceptions of principals' leadership behaviors influencing the schools' climate according to Green's (2010) ideologies of the 13 core competencies within the four dimensions of principal leadership. Data from the "Leadership Behavior Inventory" (Green, 2014) suggest 314 teachers perceive that 13 core competencies positively influence school climate through effective leadership. Teachers' perceptions of principals exhibiting the 13 core competencies suggested that professionalism ranked as the most prevalent behavior among principals. A multiple regression analysis determined public teachers perceived that diversity, one of the 13 core competencies that involve principals respecting the ideas of others and eliminating biases, had the greatest impact on school climate. An independent sample t-test revealed that 11 of the 13 core competencies were statistically significant among private and public teachers' perceptions, but a Bonferroni adjustment determined that only five core competencies were significant. Further analyses revealed that there was no statistically significant evidence to support teachers' perceptions of school climate differing between private and public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01