Teachers' Perceptions of School Climate, Principal Leadership Style, and Teacher Behaviors on Students Academic Achievement in Select Georgia Schools
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Authors
Shouppe, Gary A.
Issue Date
2005-05
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
The purpose of this quantitative research study was to examine teacher
perceptions of principal leadership style and school climate and the relationship
between school climate and student academic performance. Teacher
demographic backgrounds and perceptions were also investigated. In response
to accountability issues mandated by federal and state legislation, Georgias new
Standards Based School Reform and Curriculum, educators are looking at
various aspects within schools to identify relationships between school variables
and student performance.
Approximately 370 teachers from ten public middle schools in a mid
western Georgia community were surveyed concerning their perceptions of
school climate, principal leadership behaviors, and teacher behaviors.
Differences in perceptions of school climate and factors affecting climate were
investigated according to teacher demographics. School climate, principal, and
teacher openness, as related to student academic achievement, was also
studied.
Statistical procedures included Pearsons product moment correlations,
repeated measures ANOVAs, and two sample t test. Correlations coefficients
found no statistically significant relationship between school climate and student
academic achievement. A statistically significant difference between teachers
perceptions of teacher/principal openness and years of teaching experience and
ethnicity was found. This study found no differences in perceptions related to
gender.