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Relationships between Personality and Leader Behavior of Elementary School Principals

Description: The purpose of this study was to determine the relationships between certain personality traits and leadership actions of elementary school principals. To achieve this purpose it was necessary first to obtain a description of the leadership actions of elementary school principals. Second, it was necessary to obtain data concerning the personalities of these elementary school principals. Third, the significance of the relationships between personality and leadership actions was tested statistically. Fourth, the significant relationships between personality and leadership actions were expressed in the form of mathematical equations so that predictions concerning leader behavior could be made.
Date: August 1961
Creator: Fox, Augusta Meredith, 1930-
Partner: UNT Libraries

A Study of the Elementary School Principalship in Texas

Description: It was the purpose of this study to determine the present general status, thought, and practice of the elementary school principalship in Texas public school districts. More specifically, the problem was fourfold in nature: 1. To study the professional characteristics of the Texas elementary principal through an analysis of factors related to (1) his position, {2) his professional characteristics, and (3) his major responsibilities. 2. To evaluate certain aspects of the status, thought, and practice of the Texas elementary principal in light of what is considered most desirable in recent literature in the field to determine to what extent the Texas principal reflects the moat desirable characteristics. 3. To compare certain aspects of the present principalship with similar characteristics as found in previous studies of the Texas elementary principalship in order to determine trends. 4. To compare certain aspects of the Texas elementary principalship with the same aspects of the elementary principalship as described in a recent national study, in order to determine similarities and differences.
Date: August 1961
Creator: Youngblood, Chester Edward
Partner: UNT Libraries

Factors Contributing to the Transiency of Elementary-School Principals in the State of Texas

Description: It is the purpose of this study to discover factors contributing to the transiency of elementary-school principals by a study of (1) educational experiences of principals, (2) academic and professional qualifications of principals, (3) tenure of principals, and (4) motives for changes made by elementary-school principals.
Date: 1950
Creator: Jackson, William Everett
Partner: UNT Libraries

The Status of the Part-time Elementary School Principal in Texas

Description: It is proposed in this study (1) to make a brief survey of educational thought describing the functioning of elementary part-time principals in some selected administrative activities; (2) to analyze some pertinent features of the administrative organization and the part-time principal's schedule of work in the elementary schools selected for this study.
Date: 1951
Creator: Cloud, Robert L.
Partner: UNT Libraries

Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement

Description: Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to ...
Date: December 2003
Creator: Baker, Brenda
Partner: UNT Libraries

Perceptions of the Public School Elementary Principal's Role as Perceived by Elementary Public School Principals, Public School Board Members and Business Representatives

Description: This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.
Date: August 1987
Creator: Jennings, Gilbert P. (Gilbert Paul)
Partner: UNT Libraries

Evolution of the leadership behavior of a newly assigned principal and the organizational climate of the school

Description: The purposes of this study were to investigate the evolution of the school climate during the first year of a new principal's assignment to the school as perceived by the principal and the teachers; and to investigate the relationship between the school climate and the leadership behavior of the principal as perceived by the principal and the teachers. In addition, an investigation was made of the relationship between the teachers' perception of the principal's leadership behavior and the self-evaluated leadership behavior of the principal.
Date: December 1979
Creator: Echols, Robin W.
Partner: UNT Libraries

An Evaluation of the Training and Preparation of Elementary-School Principals in the Light of Certain Duties They Perform

Description: It is the purpose of this study to determine the value of the academic preparation and the in-service experience of the elementary-school principals as it pertains to three phases of the principals' duties--organization and administration, supervision, and community relationships.
Date: 1941
Creator: Bennett, Lowell Dean
Partner: UNT Libraries

Professional Development Needs of Elementary School Principals Implementing Site-Based Management in an Urban School System

Description: The problem of this study was to identify professional development needs of elementary school principals who are implementing site-based management. The purpose was to develop a prioritized list of developmental needs of principals participating in site-based management in the evaluation of teacher performance, instructional knowledge, behavioral life styles, and other needs as identified by a decentralized decision-making questionnaire. The population for this study was the sixty-one elementary school principals in a large urban school district. The principals were encouraged by the central administrative staff to assume the responsibility of site-based managers during the 1981-1982 school year. Three priority areas involving decision making at the school site evolved. These three areas were personnel, instruction, and budgeting. During the three succeeding years, additional areas of decision making have been added, such as building-level staff development, implementation of flexible student schedules, and provisions for specialized summer programs. Findings of the study showed that there was normality in the assessment of teaching skills by principals, that a significant correlation existed between principals' knowledge of instruction and principals' teacher evaluation scores and that a significant correlation existed between principals' teacher evaluation scores, female principals being more consistent. The findings showed that no correlation existed between evaluation scores and training and age, that there was normality of principals' scores in instructional knowledge, and that there was not a relationship between knowledge of instruction and experience or training. It is recommended that staff development be provided to principals on the philosophy of site-based management and on the role of the principal and that this staff development be given for one to two years prior to implementing site-based management. It is recommended that specific training be provided principals in improving their instructional knowledge, understanding of the authority, and an understanding of the responsibilities that accompany site-based management.
Date: August 1985
Creator: Shipp, J. D.
Partner: UNT Libraries

A Study of the Demographic Status, Actual Role and Ideal Role of the Elementary School Assistant Principal in Texas

Description: This study analyzes the status and job functions of the 546 elementary school assistant principals in Texas during the 1985-1986 school year. It is concerned with the status of the position and the degree of responsibility assigned to the assistant principal for forty-eight specific job functions in the actual and ideal practice. A sample of 125 assistant principals, 125 supervising principals and a population of 135 superintendents whose districts employ assistant principals were included in the study. All three groups completed the role survey instrument. The results were analyzed by using the one-sample chi-square test to determine whether significant differences existed among the perceptions of the superintendents, principals, and assistant principals at the .01 level. The return rate was 60.8 percent for the assistant principals and principals and 84.6 percent for the superintendents.
Date: August 1986
Creator: Anthony, Dean Wade
Partner: UNT Libraries

A Study of Procedures and Methods Elementary School Principals in Texas Utilized to Implement the State-Supported Kindergarten Program

Description: The problem with which this investigation is concerned is that of determining the procedures and methods elementary school principals in Texas utilized to implement the state-supported kindergarten program. A questionnaire was developed and content validity established by five authorities in the field of early childhood education. The questionnaire was forwarded to 100 randomly selected elementary school principals in Texas, and 94 percent returned the completed form. This study has a twofold purpose. The first is to describe the most frequently used procedures to implement the state-supported kindergarten program. The second is to identify those procedures used that are not educationally beneficial to young children to assist in statewide planning.
Date: December 1973
Creator: French, Glen Albert
Partner: UNT Libraries

A Qualitative Study of Nine Elementary Principals Providing Inclusion for the Differently Abled

Description: This is a qualitative description of the decision making processes that nine elementary principals use in determining campus level services for the differently abled and of how their administrative styles and values impact those decisions. Both the literature on leadership and on special education inclusion are reviewed. This review creates the framework in which the research questions are examined and structures the reporting of the findings. The defining attributes of leadership styles in conjunction with the defining attributes of inclusion are the heart of this study. Audiotaped interviews with each principal provide the data related to questions of leadership style, decision making, philosophy and autonomy. Separate site visits in which teachers from both regular and special education are queried as to the actual practices on their respective campuses and to their reactions to program changes involving the differently abled students. The combination of data gathered from the principal interviews, from the site visitations and the use of triangulation of data provide the basis for the findings.
Date: December 1994
Creator: Hastings, Cloyd L. (Cloyd Lee)
Partner: UNT Libraries

The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators

Description: The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self) assessed the leadership style and adaptability of the administrators. The four identified styles were Telling/Directing, Selling/Coaching, Participating/Supporting, and Delegating. The MBTI measured 16 combinations of 4 personality types which included Extrovert or Introvert, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving. The sample was 200 Texas elementary administrators: 100 with early childhood certification and 100 without early childhood certification. A chi-square test of independence was utilized. Findings included: (a) A majority of Texas elementary administrators in both groups had a Selling/Coaching or Participating/Supporting leadership style; (b) Leadership adaptability scores of both groups were equivalent; (c) Most Texas elementary administrators had Introvert/Sensing/Thinking/Judging and Extrovert/Sensing/Thinking/Judging personality types; (d) Administrators with early childhood certification had a higher percentage of Intuitive personality types, while administrators without early childhood certification had a predominance of Sensing types; (e) A large percentage of administrators which had Participating/Supporting leadership styles had Feeling personality types; (f) No significant relationship between leadership styles and personality types was found in either group; and (g) No significant relationship between leadership adaptability and personality types was found in either group. Recommendations included: (a) further study to investigate the role of gender in leadership style and personality type; (b) further study to determine if elementary administrators have higher adaptability scores than secondary administrators; (c) further study to determine if elementary administrators have different leadership styles than secondary administrators; (d) further study to determine if elementary administrators have different personality types than secondary administrators; (e) further study to determine if leadership adaptability scores accurately portray an administrator's effectiveness; and (f) provide opportunities for future and practicing administrators to assess their leadership style, leadership adaptability, and personality type.
Date: May 1996
Creator: Penny, Andra Jones
Partner: UNT Libraries

Relationship Between Self-Reported Stress Levels and Job Satisfaction Among Elementary and Secondary School Principals

Description: The problem with which this investigation is concerned is that of determining the nature of the differences and relationships between self-reported levels of stress and job satisfaction of elementary and secondary school principals in a selected school support region. This research effort employed a co-relational design. A random sample of 100 elementary and 100 secondary school principals were selected to participate in the study, for which the response rate was 93 per cent. The principals were mailed the Morse Index of Employee Satisfaction and the Spielberger State-Trait Anxiety Inventory, Part A, and asked to assess their own job satisfaction and stress levels.
Date: August 1983
Creator: Adams, James R. (James Russell)
Partner: UNT Libraries

Texas Elementary Educators' Professional Reading Practices

Description: The purposes of this study were (1) to survey the amount of time spent by elementary educators in reading professional literature; (2) to survey elementary educators' purposes for reading professional literature; (3) to survey the availability of professional literature to elementary educators; (4) to survey the circumstances which encourage or discourage the reading of professional literature by elementary educators; (5) to survey the types of sources of professional literature used by elementary educators; (6) to compare the amount of time spent by elementary teachers, elementary administrators, and elementary teach educators in reading professional literature; (7) to compare elementary teachers', elementary administrators', and elementary teach educators' purposes for reading professional literature; (8) to compare the availability of professional literature to elementary teachers, elementary administrators, and elementary teacher educators; (9) to compare the circumstances which encourage or discourage professional reading among elementary teachers, elementary administrators, and elementary teacher educators; and (10) to compare the types of sources of professional literature used by elementary teachers, elementary administrators, and elementary teacher educators.
Date: August 1980
Creator: Jones, Carl B. (Carl Bruce)
Partner: UNT Libraries

A study of computer technology use and technology leadership of Texas elementary public school principals.

Description: The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on ...
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Date: May 2006
Creator: Weber, Mark J.
Partner: UNT Libraries

A Study of Organizational Climate and Principal Leadership Behavior in New Elementary Schools

Description: The purposes of this study were to determine, based on the perceptions of teachers and principals, during the first year of operation in new elementary schools: (1) the extent of change in organizational climate, (2) the extent of change in principal leadership behavior, (3) the difference between teachers' and principals' perceptions of climate and principal leadership behavior, and (4) the relationship between the openness factor of climate and the principal leadership behavior factors of consideration and structure. The major findings of the study included: 1) Both teachers' and principals' perceptions of the organizational climate in the school changed during the course of the school year. 2) Both teachers' and principals' perceptions of principal leadership behavior changed during the course of the school year. 3) The differences in teachers' and principals' perceptions of climate and principal leadership behavior as measured by the openness score of the OCDQ and the two dimension scores of the SBD were not statistically significant. 4) For the scores for the total group of subjects, the calculated correlation coefficients for the relationship between openness and consideration were all positive.
Date: May 1980
Creator: Monk, Betty Jo
Partner: UNT Libraries

Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools

Description: This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.
Date: December 2015
Creator: Hendrix, Royond P.
Partner: UNT Libraries

Attitudes Toward the Contemporary Role of the Library Media Specialist in the Overall Elementary School Program in North Central Texas

Description: The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.
Date: December 1989
Creator: Roach, Catharyn
Partner: UNT Libraries

The Role of the Elementary School Counselor in Texas as Perceived by Elementary Principals and Elementary School Counselors

Description: The problem of this study was to answer the question, of whether or not there is congruence between Texas elementary school counselors' and elementary principals' perceptions of the role of Texas elementary school counselors. Research questions were formulated to carry out the purpose of this study. A review of related literature revealed that only two studies of the role of the elementary school counselor had been conducted in Texas. Both studies polled only elementary school counselors; therefore, Texas elementary principals' perception of the role of the elementary counselor was unknown. Christian's Elementary Counselor Inventory (ECI) was the instrument used in this study. The ECI contains 60 items describing tasks likely to be part of the counselor's role. Respondents were asked to consider each task twice; once according to the ideal role (should this be part of the counselor's role?), and once according to the actual role (is the elementary school counselor actually performing this function?).
Date: May 1981
Creator: Sommerville, Reba M.
Partner: UNT Libraries