The superintendent’s dissertation, next to the one written four years earlier.

The first chapter of this dissertation describes the background of the study, details the statement of the problem, discusses the professional significance of the study

The first chapter of this dissertation describes the background of the study, details the statement of the problem, discusses the professional significance of the study

the principal preparation program in order to raise teacher morale and, thus, student achievement. With the demands on this growing school system to hire and retain teachers, this sort of principal preparation program improvement could prove very beneficial. Overview Methodology To address the problem of the study and attempt to answer the research questions

the principal preparation program in order to raise the morale level for teachersSWith the demands on this growing school system to hire and retain teachers, this sort of principal — preparation program improvement could be very beneficial. Overview Methodology To address the problem of the study and attempt to answer the research questions

an in-depth look into this challenging level of education. Much of the present research focuses on elementary education, high school education, or a combination of levels of education

an in-depth look into this challenging level of education Much of the present research focuses on elementary education, high school education, or a combination of levels of education

Addition to its overall significance and relevance for the field, this research is important to the school system in which the study was ya performed.

o In addition to the significance for the field, the study is important to the school system where the study was performed.

turns to a detailed discussion of the methodology used in the study. Chapter Four presents the results of the research as they relate to the

turns to a detailed discussion of the methodology used in this study. The fourth chapter presents the results of the research as they relate to the

Then, Chapter Three turns to a detailed discussion of the methodology used in the study.

The third chapter then turns to a detailed discussion of the methodology used in this study.

Continuing research on effective schools has verified the common-sense observation that schools are rarely effective, in any sense of the word. unless the principal is a ‘good leader’” (p. 3

Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a “good” leader” (p. 3

century, “The role of the principal was that of manager who was expected to uphold district mandates, manage personnel, manage the budget, and handle other operational issues

century, the role of the principal was that of manager where the principal was expected to uphold district mandates, manage personnel, manage the budget, and handle other operational issues

19 Situational Leadership Lippitt (1969) asserted, ‘Leadership must be flexible in style to meet the need of a particular situation” (p.

Situational Leadership Lippitt (1969) stated, “Leadership must be flexible in style to meet the need of a particular situation...” (p.

Goal Theory, Hersey and Blanchard’s Situational Leadership, and Leader-Member Exchange Theory

Goal Theory, Hersey and Blanchard’s Situational Leadership, and Leader-Member Exchange Theory

involved in decision-making“The overriding element of successful leadership is to involve people in the process of leading” (Horan, 1999, p. 21)-Most

involved in decision-making-“The overriding element of successful leadership is to involve people in the process of leading” (Horan, 1999, p. 21). Most

y Leader-Member Exchange Theory is one that focuses primarily on the relationship developed between the leader and follower.

The Leader-Member Exchange Theory focuses solely on the relationship the leader and follower develop.

In order to do so, the leader must become an expert on the organization and its people so that he/she may determine the best course of action to lead the organization toward improvement.

The leader must study the organization and its people to determine the best course of improvement to lead the organization to become more.

Model the Way (interactive), Inspire Shared Vision (visionary), Challenge the Process (creative), Enable Others Act (empowering), and Encourage the Heart (passionate

Model the Way (interactive), Inspire Shared Vision (visionary), Challenge the Process (creative), Enable Others Act (empowering), and Encourage the Heart (passionate

Bentley and Rempel (1980), the authors of the Purdue Teacher Opinionaire, offer the following definition: “Morale refers to the professional interest and enthusiasm that a person displays toward the achievement of individual and group goals in a given job situation” (p.

Principal Leadership and Teacher Morale 14 Teacher Morale Teacher morale has been defined Bentley and Rempel (1980) as “the professional interest and enthusiasm that a person displays toward the achievement of individual and group goals in a given job situation” (p.

For instance, Wentworth (1990) stated, “Low staff morale results from professional lives that have little meaning; from frustration and the inability to change what is happening”

“Pow staff morale results from professional lives that have little meaning; from frustration and the inability to change what is happening” (Wentworth, 1990, p.

into decision-making that directly affects curriculum, instruction, and school climate; Recognition and appreciation of teacher and student achievement; A school climate that reflects a feeling of unity, pride, cooperation, acceptance of differences, and security; Good communication; Opportunities for meaningful professional growth; Clear, shared goals; Strong, supportive leadership; Quality time for collegial interaction: planning, educational dialog, decision making, problem solving; Well-maintained physical environment; Good human relations, both within school and between school and community; Encouragement and reward for risk taking, innovation, and good teaching; Attention to professional needs such as salary, benefits, etc

into decision-making that directly affects curriculum, instruction, and school climate. Recognition and appreciation of teacher and student achievement. A school climate that reflects a feeling of unity, pride, cooperation, acceptance of differences, and security. Good communication. Opportunities for meaningful professional growth. Clear, shared goals. Strong, supportive leadership. Quality time for collegial interaction: planning, educational dialog, decision- making, problem solving. Well-maintained physical environment. Good human relations, both within school and between school and community. Encouragement and reward for risk taking, innovation, and good teaching. Attention to professional needs such as salary, benefits, etc

the profession: low pay, poor professional status, negative interactions with students, and poor relationships with administrators. Liu and Meyer (2005) list student discipline as the number one factor Jeading to a low teacher morale and salary as the second factor. Wentworth (1990) listed the following as the

the profession: low pay, poor professional status, interactions with students, and relationship with administratorS7Liu and Meyer (2005) list student discipline as the number one factor leading to a low teacher morale and salary as the number two factor.; ‘J Wentworth (1990) listed the following as the

teachers’ needs to continue their education or professional development. When all these areas are in operation, high teacher morale is present. Tye and O’Brien (2002) surveyed several teachers who had

teachers’ needs to continue their education or professional development. Tye and O’Brien (2002) surveyed several teachers who had

Wentworth (1990) listed the following as the most influential factors affecting teacher morale: Input into decision-making that directly affects curriculum, instruction, and school climate;

J Wentworth (1990) listed the following as the essential factors that determine teacher morale: e nput into decision-making that directly affects curriculum, instruction, and school climate.

e Attention to personal needs such as stress management, good health, and social interaction. Achievement In addition to the research on teacher morale and the factors that influence

e Attention to personal needs such as stress management, good health, and social interaction. Achievement An addition to the research on teacher morale and the factors that influence

Kelley, Thornton, & Daugherty, 2005; Butt, Lance. Fielding, Gunter. Rayner, & Thomas, 2005: Rhodes, Nevill, & Allan, 2004; Evans, 1997

Kelley, Thornton, & Daugherty, 2005; Butt, Lance, Fielding, Gunter, Rayner, & Thomas, 2005: Rhodes. Nevill. & Allan, 2004: Evans, 1997

influence teacher efficacy: “modeling behavior. inspiring group purpose. recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting Sense of community

influence teacher efficacy: modeling behavior. inspiring group purpose, recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a sense of community

recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting Sense of community” (Hipp).

inspiring group purpose, recognizing teacher efforts and accomplishments, providing personal and professional support, managing student behavior, and promoting a sense of community.

In other words, schools with shared visions and decision- making responsibilities were discovered to have higher teacher morale than schools which allowed less teacher input into decision-making.

That 1s, schools with shared decision-making were found to have higher teacher morale than schools allowing less input into decision-making.

In contrast to some of the other findings, Evans and Johnson (1990) surveyed middle and high school teachers and found inconsistent results.

on Evans and Johnson (1990) surveyed middle and high school teachers and found conflicting results.

Evans and Johnson (1990) surveyed middle and high school teachers and found

Evans and Johnson (1990) surveyed middle and high school teachers and found

study, they developed the following list of administrative behaviors, roles, and practices that ensure and sustain high teacher morale: Be open and have good morale yourself; Communicate at many levels; Involve others in setting objectives, planning, and decision-making; Set planning priorities; Your job is to get things done, not to do them yourself; Know the values and needs of your community, your students, and your staff; Hold high expectations for staff, but recognize your responsibility

study, they developed the following list of administrative practices that maintain positive teacher morale: Be open and have good morale yourself. Communicate at many levels. Involve others in setting objectives, planning, and decision-making. Set planning priorities. Your job is to get things done, not to do them yourself. Know the values and needs of your community, your students, and your staff. Hold high expectations for staff, but recognize your responsibility

e Do your best to obtain competitive salary levels so you can obtain the very best staff. (pg. 12) Bhella (1982) conducted a study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire. The results concluded that a significant relationship exists between teacher/principal rapport and the principal’s

e Do your best to obtain competitive salary levels so you can obtain the very best staff. Bhella (1982) performed a study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire. The study found a significant relationship between teacher/principal rapport and the principal’s

e Give recognition to those who are helping to advance the objectives of the school; Have written policy developed for procedures and regulations; Exercise your authority; Provide resources needed to achieve the school’s objectives

e Give recognition to those who are helping to advance the objectives of the school. Have written policy developed for procedures and regulations. Exercise your authority. Provide resources needed to achieve the school’s objectives

12) Bhella (1982) conducted a study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire.

Bhella (1982) performed a study that correlated the Perdue Teacher Opinionaire and The Principal Leadership Style Questionnaire.

that the principal’s leadership was self-reported rather than teacher-reported. The last study investigated the relationship between principal leadership. teacher morale, and student achievement (Houchard, 2005). The instruments utilized were the Perdue Teacher Opinionaire, the Leadership Practices Inventory. and the North Carolina End

that the principal’s leadership was self-reported rather than teacher-reported. The tinal study included in this review examined the relationship between principal leadership, teacher morale, and student achievement (Houchard, 2005). The instruments used in the study were the Perdue Teacher Opinionaire, the Leadership Practices Inventory. and the North Carolina End

a significant correlation was found to exist between the morale aspect Satisfaction with Teaching with the leadership aspect Inspiring Shared Vision and Enabling Others Act.

Principal Leadership and Teacher Morale 21 aspect Satisfaction with Teaching and the leadership aspect Inspiring Shared Vision and Enabling Others Act.

40 high school principals and 411 high school teachers. The results of the study demonstrated a low-positive correlation between the principal’s leadership style and

40 high school principals and 411 high school teachers. The results of the study indicate a low positive correlation between the principal’s leadership style and

between the morale factor Teacher Load and 44 the leadership factor Inspiring Shared Vision and Enabling Others Act

between the morale factor Teacher Load and the leadership factor Inspiring Shared Vision and Enabling Others Act

between the morale factor Rapport with Teachers and the leadership aspect Enabling Others Act and Encouraging the Heart

between the morale factor Rapport with Teachers and the leadership aspect Enabling Others Act and Encouraging the Heart

Rapport with the Principal had a significant correlation to the leadership categorv Enabling Others Act and Encouraging the Heart.

a significant correlation was shown between the morale factor Rapport with Teachers and the leadership aspect Enabling Others Act and Encouraging the Heart.

the leadership aspect Inspiring Shared Vision and Enabling Others Act

the leadership aspect Inspiring Shared Vision and Enabling Others Act

on the number of administrators who responded to the Leadership Practices Inventory

on the number of administrators who responded to the Leadership Practices Inventory

the leadership aspect Enabling Others Act and Encouraging the Heart

the leadership aspect Enabling Others Act and Encouraging the Heart

and the leadership aspect Inspiring Shared Vision and Enabling Others Act. This review of the

and the leadership aspect Inspiring Shared Vision and Enabling Others Act. This review of the

and the leadership aspect Inspiring Shared Vision and Enabling Others Act

and the leadership aspect Inspiring Shared Vision and Enabling Others Act

44 the leadership factor Inspiring Shared Vision and Enabling Others Act.

Next, there was a significant correlation between the morale factor Teacher Load and the leadership factor Inspiring Shared Vision and Enabling Others Act.

of the context of the study. the participants. the instruments, and the methods used in gathering the data. The chapter concludes with an explanation of the

of the context of the study, the participants, the instruments, and the methods used in gathering the data. The chapter concludes with an explanation of the

Subjects The population of the proposed study included all middle school teachers at the three identified middle school campuses in this school system. The faculties of these three schools contained a combined 89 teachers. the sample proposed for this study consisted of all respondents from these

Subjects The population of the proposed study was all middle school teachers in this school system. The faculties of these seven schools contained a combined 471 teachers. “The sample for the proposed study consisted of all respondents from these

It is also important to point out that this instrument was carefully analyzed to ensure that its age would not hinder its validity. Thus, the language used within this survey was made 49 consistent with current educational language so that responses were not hindered by the age of the instrument. The

It is also important to point out that this instrument was carefully analyzed to ensure its age would not hinder its validity. The language used in this survey was consistent with current educational language so that responses were not hindered by the age of the instrument. The

The version of the survey used for this study was the 2009 survey data completed by the teachers regarding their principal’s trust and leadership satisfaction. The MDed Survey had content validity in that the questions were closely aligned with the leadership characteristics they were designed to measure

The version of the survey used for this study was the observer form completed by the teachers regarding their principal’s behavior. The inventory had content validity in that the questions were closely related to the leadership characteristics they were designed to measure

the superintendent’s signature was obtained, the principals were contacted for faculty lists and to discuss the process for distributing the surveys. A copy of the permission to perform research form

the superintendent’s signature was obtained, the principals were contacted for faculty lists and to discuss the process for distributing the surveys. See Appendix D for a sample of the permission to perform research form

permission to perform the study was first obtained from the three middle school principals. The Assistant Superintendent for Middle Schools was then supplied with information in order to

Permission to perform the study was first obtained from each of the principals. The associate superintendent was then supplied with information in order to

49 consistent with current educational language so that responses were not hindered by the age of the instrument.

The language used in this survey was consistent with current educational language so that responses were not hindered by the age of the instrument.

Permission to use this survey was obtained in writing from the authors (see Appendix

Permission to use this survey was obtained in writing from the authors (see Appendix

Permission to use this survey was obtained in writing from the authors (see Appendix C).

Permission to use this survey was obtained in writing from the authors (see Appendix B).

A copy of the permission to perform research form is found Appendix E.

See Appendix D for a sample of the permission to perform research form.

The surveys Were addressed to each individual teacher in a sealed envelopée: A - return envelope was also supplied to protect the anonymity of the respondents. Each wv school was coded using letters. -C. This coding was used to identify the specific school during the data collection only. This coding had no relation to the numbering of the schools used when reporting results

The surveys were addressed to each individual teacher in a sealed envelops. A return envelope was also supplied to protect the anonymity of the respondent$-Each school was coded using letters - - G. This coding was used to identify the specific school during the data collection only. As explained earlier, this coding had no relation to the numbering of the schools used when reporting results

return rate was at or above 60%. It was also stated that the surveys would be collected in approximately two weeks. o Fach teacher received a survey with a cover letter explaining the purpose of the survey and a stated request for his or her participation. The cover letter also contained a

return rate was at or above 60%. It was also stated that the surveys would be collected in approximately two weeks. Each teacher received a survey with a cover letter explaining the purpose of the research and requesting his or her participation. The cover letter also contained a

describing the purpose of the research prior to receiving the surveys. The email requested their participation and offered an incentive for participation. The principals explained that their faculty would receive a

describing the purpose of the research prior to receiving the surveys: The email requested their participation and offered an incentive for participation. It was explained that their faculty would receive a

and that all research records would be kept securesAdditionally. the cover letter contained an explanation stressing that their participation was voluntary and would in no way

and that all research records would be kept secure. Additionally, the cover letter contained an explanation that their participation was voluntary and would in no way

schools along with a box for the return of 51 the surveys. The surveys were then placed in the teachers” boxes in each school’s mailroom

schools along with a box for the return of the surveys. The surveys were placed in the teachers’ boxes in each school’s mailroom

o Fach teacher received a survey with a cover letter explaining the purpose of the survey and a stated request for his or her participation.

Each teacher received a survey with a cover letter explaining the purpose of the research and requesting his or her participation.

the teachers of the surveys and the incentive, stating again the procedure for returning the surveys and to offer to send an additional survey to any individual who may have misplaced the original one. Approximately 17 additional surveys were sent to teachers Who requested one. The second additional email was sent

the teachers of the surveys and the incentive, stated the procedure for returning the surveys. and offered to send an additional survey to any individual who may have misplaced the original one. Approximately 10 additional surveys were sent to teachers who requested one. The second additional email was sent

created a one-page summary sheet to track the campus surveys. Each survey was then given a unique identification code to 52 pair it with the tracking sheet and home campus to allow easy matching in the event of a discrepancy. The

created a one-page summary sheet to score each respondent’s survey. Each survey was then given a unique identification code to pair it with a scoring sheet to allow easy matching in the event of a discrepancy. The

that the collection of all surveys Would occur within the last week May. 2009>The email also thanked teachers for their responses and informed them that they would be notified if their faculty had earned a

that the collection of all surveys would occur November 16, 2007. It thanked the teachers for their responses and informed them that they would be notified if their faculty had earned a

Summary Methodology This chapter described and explained the methods used in this study. It stated the type of research and described the context for the research. A description of the 53 participants of the study was given along with a description of the survey. The procedures were fully discussed then the data analysis explained

Summary Methodology This chapter described and explained the methods used in this study. It stated the type of research and described the context for the research. A description of the participants of the study was given along with a description of both surveys. The procedures were fully discussed then the data analysis explained

Summary Methodology This chapter described and explained the methods used in this study.

Summary Methodology This chapter described and explained the methods used in this study.