dc.contributor.author	Shouppe, Gary A.	en_US
dc.coverage.spatial	United States, Mid-western Georgia	en_US
dc.coverage.temporal	2002-2005 CE	en_US
dc.date.accessioned	2010-09-23T14:20:55Z	en_US
dc.date.accessioned	2011-03-02T17:29:03Z
dc.date.available	2010-09-23T14:20:55Z	en_US
dc.date.available	2011-03-02T17:29:03Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/455	en_US
dc.description.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.	en_US
dc.description.tableofcontents	iii I. INTRODUCTION ............................................................... 1 Statement of the Problem ................................................... 5 Theoretical Context of the Study ............................................. 6 Purpose of the Study ............................................................ 9 Research Questions ............................................................. 9 Hypotheses ........................................................................ 10 Definition of Terms ............................................................... 11 Procedures ......................................................................... 13 Significance of the Study ....................................................... 14 Delimitations of the Study ...................................................... 17 Limitations of the Study ......................................................... 18 Organization of the Study ...................................................... 19 II. REVIEW OF RELATED LITERATURE ..................................... 20 Historical Development of the American School Principal ............ 21 Historical Development of Leadership Theory ........................... 24 The Principal as Instructional Leader ...................................... 38 School Climate and Student Achievement ............................... 43 Quality School Climates ....................................................... 54 The Organizational Climate Description Questionnaire Revised Middle Level (OCDQ RM) ......................................... 56 Summary .......................................................................... 62 III. METHODOLOGY ............................................................... 66 Participants ...................................................................... 67 iv Ethical Considerations ......................................................... 69 Instrument ......................................................................... 69 Design of the Study ............................................................. 72 Procedures ........................................................................ 72 Data Analysis ..................................................................... 74 Summary ........................................................................... 76 IV. FINDINGS AND DATA ANALYSIS .......................................... 78 Instrumentation ................................................................... 79 Data Collection Procedures ................................................... 83 Sample .............................................................................. 84 Data Analysis and Results ..................................................... 84 Summary ........................................................................... 92 V. OVERVIEW, SUMMARY, LIMITATIONS, DISCUSSION, IMPLICATIONS FOR FUTURE PRACTICE AND RECOMMENDATIONS FOR FUTURE RESEARCH ................... 94 Overview of the Study .......................................................... 94 Summary of Findings ........................................................... 96 Limitations of the Study ........................................................ 98 Discussion ......................................................................... 99 Implications for Future Practice .............................................. 102 Recommendations for Future Research ................................... 103 REFERENCES ............................................................................. 105 Appendix A: Institutional Review Board Approval Form ......................... 133 Appendix B: Written Approval From the District to Conduct Research ....................................................... 135 Appendix C: Copy of Survey Instrument ............................................. 137 Appendix D: Approval to Use the OCDQ RM ...................................... 141	en_US
dc.language.iso	en_US	en_US
dc.title	Teachers' Perceptions of School Climate, Principal Leadership Style, and Teacher Behaviors on Students Academic Achievement in Select Georgia Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Educational Leadership	en_US
dc.description.advisor	Livingston, Martha J.	en_US
dc.description.committee	Bass, Randall V.	en_US
dc.description.committee	Ballard, Chester C.	en_US
dc.description.committee	Pate, James L.	en_US
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US