Education Doctorate

Number of Pages


Year Approved


First Advisor

Paulson, Craig

Second Reader

Marta A Shaw

Third Reader

David K Wilcox


The purpose of this quantitative study was to explore the degree of congruence between principals’ self-perception of learning-centered leadership behaviors and teachers’ perceptions of learning-centered leadership behaviors of their principals in international Christian schools accredited with the Association of Christian Schools International (ACSI) located in countries outside of North America. If a difference does exist between teachers’ and principals’ perceptions, will teachers’ organizational commitment be impacted? The perspectives of leadership behaviors were determined using the Vanderbilt Assessment of Leadership in Education (VAL-ED) (Goldring, Porter, Murphy, Elliot, & Cravens, 2009). Both principals and their teachers completed the survey online. Teachers also completed the TCM Employee Commitment Survey, based on Allen and Meyer’s research (1990) to determine their degree of organizational commitment. The population for this study was limited to principals and teachers who currently work at an International Christian School. Results demonstrated a statistically significant difference exists between the perspectives of principals and their teachers regarding the principal’s learning-centered leadership behaviors. Principals and teachers differed on their perspectives of the principal’s core components of leadership; high standards for student learning and performance accountability, and key processes; planning, supporting, advocating, communicating, and monitoring. Results did not indicate a correlation between the differences of perspective and teachers’ organizational commitment. Although the sample size was small and results are limited in their generalizability, school leaders of international Christian schools will find the conclusions relevant to their context.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation