Teachers' and administrators' perceptions of leader behavior

Donna Hogue Carroll


The purpose of this study was to examine the relationship between perceptions among principals and faculties of the leader behavior demonstrated in schools located in Central Mississippi with an Excellent Accreditation Level (Level 5) from the Mississippi Department of Education. Additionally, this study sought to determine if the difference in perception was related to the independent variables of grade level of school, number of faculty members, type of school district, gender of administrator, number of years of experience as an administrator, years of experience of faculty member, and gender of faculty members. The sample for this study included eight schools from three school districts in Central Mississippi. Two of the schools were elementary schools, three were middle/junior high schools, and three were high schools. The Leader Behavior Description Questionnaire was administered to 324 at each respective faculty members and eight principals during faculty meetings school. The study was conducted during 1999. The statistical technique of multivariate analysis of variance (MANOVA) was used to test the eight hypotheses of this study. The findings showed that the overall perceptions of the faculty members and administrators did not differ on administrators' leadership as measured by the Consideration and Initiating Structure dimensions of the Leader Behavior Description Questionnaire. The results of the study did indicate that the faculty in the low faculty size group perceived that the leadership of the administrator was higher than the administrator. Consequently, the administrators in the high faculty size group perceived that their leadership was higher than did the faculty group. Faculty members with the highest amount of experience perceived that the administrators had strong leadership as compared to faculty members with lower experience. Administrators with the least amount of experience were perceived as having higher leadership than administrators with a higher amount of experience. No differences were found on the independent variables of gender of administrator, gender of faculty member, and type of school district.