Educators’ Perspectives Of Principal’s Motivational Behavior In High Performing High Schools In An Urban School District

Author

John Santos, Prairie View A&M University

Date of Award

12-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

Principal leadership style is a significant factor influencing student achievement. The problem this study addressed was limited qualitative research exploring the differences in perspectives of principals and teachers regarding the effectiveness of principals’ leadership styles on teachers’ instructional modalities and student achievement, especially in urban K-12 schools. The purpose of this study was to examine how the impact of principals’ leadership styles is experienced by principals and teachers serving in the same school.

Using rational emotive behavioral theory as a conceptual framework, the study further examined, from both principals’ and teachers’ perspectives, how a principal’s leadership impacted teachers’ instructional style and methods and student achievement. Six principals and 21 teachers from high-performing schools in Texas were administered a qualitative survey with open-ended questions about their principals’ leadership styles. Thematic analysis was used to analyze the data, and comparisons were made between principals’ intended leadership styles and practices and teachers’ interpretations of those

leadership practices. Teachers’ and principals’ responses for each school were compared to elucidating essential differences and similarities between their perspectives of school leadership. In general, teachers’ and principals’ thoughts on transformational leadership converged, except for one school. Discrepancies in leadership attributes and perspectives were related to communication, highlighting communication as an essential component of principals’ leadership.

The study findings showed that teachers could generally identify their principals’ transformational leadership practices as intended by the principals. Some participants highlighted ineffective leadership stemming from communication challenges. Recommendations for principals to enhance their leadership styles were provided, highlighting important mechanisms for enhancing communication with teachers.

Keywords: principals’ perspectives, principals’ motivation, principals’ behavior, teachers’ instructional practices, transformational leadership, communication, teachers’ effectiveness

Committee Chair/Advisor

Pamela Freeman

Committee Co-Chair:

Douglas Hermond

Committee Member

Patricia Hoffman-Miller

Committee Member

Isaac Carrier

Publisher

Prairie View A&M University

Rights

Date of Digitization

2/12/2024

Contributing Institution

John B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

Recommended Citation

Santos, J. (2023). Educators’ Perspectives Of Principal’s Motivational Behavior In High Performing High Schools In An Urban School District. Retrieved from https://digitalcommons.pvamu.edu/pvamu-dissertations/35