Influence of School Principals on Teachers' Perceptions of School Culture

Influence of School Principals on Teachers’ Perceptions of School Culture by Evelyn Maxine Britton MEd, University of West Georgia, 1996 BS, University of South Carolina, 1975 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K-12 Educational Leadership Walden University April 2017 Abstract Teachers’ perceptions of leadership are often based on the leaders’ behavior, and what leaders model daily. The problem in this case study was that teachers’ perceptions of school leadership were not well enough understood to leverage as a tool for school improvement. The purpose of this study was to explore how teachers’ perceptions of school principal’s leadership style, and behavior affect school culture. The conceptual framework was based on literature of 3 key dynamics: leadership styles, and approaches, school culture, and influences of leadership on teachers’ perceptions of school culture. The primary research question explored how teachers’ perceptions of school leadership style, and behavior influenced the culture, and work of the school. Purposeful sampling was used to recruit 15 elementary, middle, and high school teachers from across the United States who taught during the 2014-2015 school year. Data were collected using email interviews, and surveys. Data were coded using computer assisted data analysis and analyzed for themes using an inductive process. Emergent themes for school culture were identified as collaboration, teacher support, and professionalism. Leadership themes included equity and fairness, communication, and trustworthiness. Results suggest that teachers’ perceptions of school principals influenced school culture and affected teacher’s work. As a result, training is recommended for school leaders in the areas of ethics, professionalism, and school culture. Implications for social change are that leadership staff may become more knowledgeable and influence the teachers’ perceptions of school leadership, thereby promoting school culture, resulting in improved student achievement, profiting both the community, and society.Teachers’ perceptions of leadership are often based on the leaders’ behavior, and what leaders model daily. The problem in this case study was that teachers’ perceptions of school leadership were not well enough understood to leverage as a tool for school improvement. The purpose of this study was to explore how teachers’ perceptions of school principal’s leadership style, and behavior affect school culture. The conceptual framework was based on literature of 3 key dynamics: leadership styles, and approaches, school culture, and influences of leadership on teachers’ perceptions of school culture. The primary research question explored how teachers’ perceptions of school leadership style, and behavior influenced the culture, and work of the school. Purposeful sampling was used to recruit 15 elementary, middle, and high school teachers from across the United States who taught during the 2014-2015 school year. Data were collected using email interviews, and surveys. Data were coded using computer assisted data analysis and analyzed for themes using an inductive process. Emergent themes for school culture were identified as collaboration, teacher support, and professionalism. Leadership themes included equity and fairness, communication, and trustworthiness. Results suggest that teachers’ perceptions of school principals influenced school culture and affected teacher’s work. As a result, training is recommended for school leaders in the areas of ethics, professionalism, and school culture. Implications for social change are that leadership staff may become more knowledgeable and influence the teachers’ perceptions of school leadership, thereby promoting school culture, resulting in improved student achievement, profiting both the community, and society. Influence of School Principals on Teachers’ Perceptions of School Culture by Evelyn Maxine Britton MEd, University of West Georgia, 1996 BS, University of South Carolina, 1975 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K-12 Educational Leadership Walden University April 2017 Dedication This work is dedicated to those I love the most: God, my parents, Mr. and Mrs. Cleveland and Evelyn Britton, and my sister and brother, Barbara and Cleveland Britton, Jr. Thank you for your encouragement, your never-wavering support, and most of all your love. Acknowledgments I would like to thank and acknowledge Dr. Kathleen Lynch for her guidance and expertise. I am greatly appreciative to you for all your support. Acknowledgment is given to Dr. Felicia Blacher-Wilson for her expertise and Dr. Jennifer Smolka for her insight and guidance in new directions. I must also recognize and acknowledge those special friends who supported me during my entire journey: Mrs. D. Moore, Mrs. K. Wright, Mrs. M. Dorsey, Ms. V. Hambrick, and Mrs. C. Crowder. Thank you all for continual encouragement and support. Finally, I recognize the impact upon me from my first school leader, principal, Dr. Barbara NaylorHill. She was among the first in educational leadership who inspired me, when I was a new teacher, to reach higher to obtain new insights and goals.