Title

Teachers' Perceptions of Principal Effectiveness Based On Gender

Date of Award

2003

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

W. Lee Pierce

Advisor Department

Educational Studies and Research

Abstract

The purpose of the study was to predict the perceptions of male and female teachers regarding the effectiveness of their principal based on their gender and/or the gender of their principal. Five main areas of principal effectiveness investigated in this study included the following: ability to create a learning-oriented climate; provide personal and professional leadership to forward the school community; foster team building and morale; provide instructional leadership to promote student achievement; and utilize organizational management. The 66-item Principal Leadership Inventory was the instrument used in this study. A demographics questionnaire was included that had questions regarding teacher gender, principal gender, total years of certified teaching experience, total years spent with current principal, type of school, teacher educational level, number of years ago current principal obtained administrative certification, and teacher state of residence. This study was conducted during the 2003 summer semester at a southern university with 181 graduate students enrolled in education courses. The sample population participated in the study by completing and returning surveys. A total of 179 returned surveys were usable which resulted in a 98.9% response rate. Multiple linear regression analysis was used to test the five hypotheses. The findings revealed that four of the five hypotheses tested were statistically significant and were not rejected. There were statistically significant relationships in teachers' perceptions of male and female principals' effectiveness based on gender in the areas of ability to create a learning-oriented climate, provide personal and professional leadership to forward the school community, foster team building and morale, and utilize organizational management. There was not a statistically significant relationship in teachers' perceptions of male and female principals' effectiveness based on gender in the area of providing instructional leadership to promote student achievement. Therefore, according to the sample, the variance in teachers' perceptions of principals' effectiveness can be accounted for by the linear combination of teacher gender and principal gender in the areas of creating a learning-oriented climate, providing personal and professional leadership to forward the school community, fostering team building and morale, and utilizing organizational management, but not in the area of providing instructional leadership to promote student achievement.