Faculty Perception of Principal Transformational Leadership Behaviors and Character Development Efforts in Middle Schools
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Authors
Devine, Tony Thomas
Issue Date
2005-12-20
Type
Thesis
Language
en_US
Keywords
Education , Middle school , Educational leadership
Alternative Title
Abstract
The purpose of this dissertation research was to examine the relationship between principal leadership and character development efforts in middle schools. A review of related literature found many studies that explored school leadership, or character education; however, few if any examined the relationship between principal leadership and character education. The sample was comprised of 222 faculty and 11 principals from 11 middle schools. The Leadership Practices Inventor-Observer [LPI-O] was used to collect principal leadership data, as perceived by faculty. The Global Portraits of Social and Moral Health [GP] was used to measure character development efforts in schools as perceived by faculty. Modest positive relationships were found between most principal leadership behaviors and faculty perception of character education efforts. Mostly small non-significant negative correlations were found between most leadership behaviors and direct instruction of character education. Statistically significant relationships were found between visionary leadership and most character development efforts scales. In particular, a moderate correlation was found between leader behaviors that inspire vision and the GP sub scale of personal and collective responsibility. Furthermore, as compared to principals with low levels of leadership, principals with moderate levels of leadership had significantly higher scores on faculty perception of social capital, personal and collective responsibility, and educators involving parents. Leadership scores were positively and significantly related to GP subscale scores for faculty's experience of caring community, and parent involvement. The correlations in all of the areas of statistical significance were weak in terms of practical significance, indicating the need for further research. This study suggests that principals exhibiting transformational leadership behaviors may have an impact upon faculty perception of experience of caring community, and parental involvement relevant to comprehensive character education. The findings indicated that these are areas for consideration and research to further explain these relationships. Whereas transformational leadership seeks to cultivate character, relationships, community and change from the perspective of leadership behaviors, character education seeks to nurture the same outcomes in students, staff, faculty, and community members. The research points to transformational leadership as a model worth considering for those who initiate and/or develop existing character development efforts in schools.
Description
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Citation
T. Devine, "Faculty Perception of Principal Transformational Leadership Behaviors and Character Development Efforts in Middle Schools", Ph.D. dissertation, School of Education, Univ. of Bridgeport, Bridgeport, CT, 2005.