Principal and teacher beliefs about leadership implications for student performance

The goal of this study was to examine whether the leadership style of principals affects teacher and student performance. The study includes an elementary, middle, and high school principal along with two teachers from each school who worked at schools that were in good standing from 2007-2011. Each school made adequate yearly progress (AYP) each year according to the No Child Left Behind Status History Report. This study examined one over arching research question: What do principals and teachers say about school and schooling? Data for this study was gathered through principal interviews, teacher interviews, and the results of an online Inventory of Leadership Styles (ILS) self-report and direct-report survey. The findings and actions by the principals in this study revealed that principals’ leadership styles have an indirect effect on teacher and student performance. The leaders in this study set clear goals and directions built around high academic expectations. They worked to build faculty morale by empowering and motivating teachers. The professional development in their schools included professional learning communities in which teachers were provided time for collaboration. Instruction in each school is student centered and data driven. Teachers’ motivated students while consistently keeping them engaged. Principals in each school took extra measures to engage parents and build community relationships. Principal participants utilized a combination of leadership styles. The results of this study suggested the need for a closer examination of professional learning communities and the strategies discussed within that improve student performance. This dissertation is approved for recommendation to the Graduate Council Dissertation Director: ________________________________________ Dr. Carleton Holt Dissertation Committee: ________________________________________ Dr. Charlene Johnson _______________________________________ Dr. Felicia Lincoln DISSERTATION DUPLICATION RELEASE I hereby authorize the University of Arkansas Libraries to duplicate this dissertation when needed for research for research and/or scholarship. Agreed ___________________________________________ Refused __________________________________________ ACKNOWLEDGEMENTS Special thanks are due to the staff of the University of Arkansas Graduate School for all of their help with dissertations. Also, special thanks go out to the faculty and staff at the University of Arkansas for their commitment to the University and to the students. I want to thank Dr. Carleton Holt for being the chair of my committee. Dr. Holt has been with me every step of the way since I began this program with the University of Arkansas. He has visited me on my school campus and provided his expertise and advice by way of telephone calls and emails. Dr. Holt has truly been an asset to me as I have worked to complete this degree program. He took his time to assist me every time I expressed the need. I recall him taking time to give me a phone call, even when I did not request it. He is dedicated to the University of Arkansas and to the students who attend. I thank God for Dr. Holt’s help. I am grateful Dr. Felicia Lincoln agreed to serve on my committee as the methodologist. She worked diligently with me, providing feedback as I worked to formulate the procedures, methods, and steps I would take to complete my study. Dr. Charlene Johnson has been very helpful to me. She spent countless hours helping and guiding my thoughts as I fine-tuned my topic and the direction I desired to take in researching my topic. She gave me her office telephone number as well as her home telephone number. She expressed her excitement and willingness to help as I worked to complete this study. DEDICATION I give thanks first and foremost to God. He empowered and equipped me to overcome this milestone in my life. I dedicate this dissertation to my husband Steven: my two daughters Jade and Amiyah: and my parents Mr. and Mrs. Jerry W. Taylor. Steven—you are my soul mate, my better half, and the one God created to love me. I couldn’t have done this without you--I love you always. Daddy and Mama--you raised me to be determined. You’ve always supported my every endeavor. I am a part of both of you. I am so grateful to God for giving me two very special people as parents. You’ve made my life more blessed than words can say. Since I was a child, I’ve always desired to make you proud. It gives me so much joy to know this makes you proud to call me your daughter. For every sacrifice and all of your love--I am so thankful. I love you both. Special thanks to the rest of my immediate family for always supporting my dreams and me: Cedric & Lutricia (Cedric, Teriona, and Cierra), Antwon & Stephanie (Snowflake), Mr. and Mrs. Willie F. Jackson, jr. (Willie III, Steven, and Jeremy), and Tosha (my friend/sister). Thanks to all of my family and friends for believing in me. I desire to be a better person because of all of you. Thank you all so much for supporting and encouraging me. Special thanks to Dr. Chris Gelenter for always reminding me to stay on course and not to carry the stigma “All But Dissertation. ” I never forgot your words. I am very grateful to my two nieces, Teriona and Cierra, for watching Amiyah and giving me time to work. I am also thankful for Dr. Carl Stephen for being the first to finish in our cohort and for encouraging the rest of us to stick with it and not to give up on this journey.Thank You. TABLE OF CONTENTS CHAPTER ONE: Introduction.1 Background of the Problem.1 Statement of the Problem.2 Purpose of the Study.3 Significance of the Study.4 Research Question.6 Research Setting.6 Conceptual Framework.8 Limitations of the Study.14 Definition of Terms.15 Conclusion.17 CHAPTER TWO: Review of the Literature.18 Research Question.21 School Climate.21 Leadership Styles.24 Situational Leadership Theory.26 Judgment and Wisdom.28 Visionary Leadership Style.35 Coaching Leadership Style.35 Affiliative Leadership Style.36 Democratic Leadership Style.36 Pacesetting Leadership Style.37 Commanding Leadership Style.37 Domains of Emotional Intelligence.38 Teacher Motivation and Empowerment.39 Collaboration.41 Conclusion.44 CHAPTER THREE: Methodology.47 Research Question.47 Research Design.47 The Researcher’s Role.48 Background.50 Data Sources.52 Participants.53 Data Analysis.58 Triangulation.58 Validity and Reliability of the ILS.59 Ethical Considerations.66 Pilot Study Results.66 CHAPTER FOUR: Results.68 Research Question.68 Data