Program
Education Doctorate
Year Approved
2015
First Advisor
Lindstrom, Michael
Abstract
The purpose of this study was to explore the relationship between the outcome of principal leadership and school climate in persistently lowest-achieving (PLA) middle schools in Iowa as perceived by teachers. Additionally, it attempted to answer whether or not school climate in PLA middle schools in Iowa is viewed the same by all staff or if there are differences based on years of teacher experience, gender and content area taught. The outcome of principal leadership (effectiveness, extra effort, and satisfaction with leadership) was assessed using the Multifactor Leadership Questionnaire. The Organizational Climate Description Questionnaire was used to measure the predicators of school climate (supportive behavior, engaged behavior, intimate behavior, directive behavior, and frustrated behavior). There were no significant differences found based on based on teachers’ years of teacher experience, gender and content area taught. There was a statistically significant positive relationship between two of the areas of positive school climate (supportive behavior, engaged behavior) and all three areas of the outcome of principal leadership. There was also a statistically significant positive relationship between school climate (intimate behavior) and extra effort which is associated with the outcome of principal leadership. Additionally, there was a statistically significant negative relationship between negative school climate (frustrated behavior) and the outcome of principal leadership. The results of the study are difficult to generalize due to a limited number of schools that were willing to participate in the study.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Nelson, K. L. (2015). Teacher Perception of Principal Leadership and School Climate in Persistently Lowest-Achieving Schools [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/460
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