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The Impact of Principal Leadership Style, Experience, and Tenure on School Climate in Times of Instructional Reform

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The Impact of Principal Leadership Style, Experience, and Tenure on School Climate in Times of Instructional Reform THE IMPACT OF PRINCIPAL LEADERSHIP STYLE, EXPERIENCE, AND TENURE ON SCHOOL CLIMATE IN TIMES OF INSTRUCTIONAL REFORM by Shannon Capshew B.A. (Fresno Pacific University) 1991 M.A. (Fresno Pacific University) 2002 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education Doctoral Program in Educational Leadership at Fresno State Kremen School of Education and Human Development California State University, Fresno 2015 ii Shannon Capshew May 2015 Educational Leadership THE IMPACT OF PRINCIPAL LEADERSHIP STYLE, EXPERIENCE, AND TENURE ON SCHOOL CLIMATE IN TIMES OF INSTRUCTIONAL REFORM Abstract This study found transformative Leadership is found to have an impact on positive school climate. Transformational leaders provide support, motivation, shared leadership, and behaviors that support a collective efficacy in the school. The sample included 170 elementary teachers working in 25 schools in the Central Valley. A quantitative analysis was conducted. Several analyses were conducted: A) Correlation, B) Canonical Correlation, C) Regression, and D) MANOVA. A Google Survey was used to gather data. Data also showed principals with less than four years tenure in their schools had low means, as compared to the experienced principal with four years tenure and the inexperienced principal. ii iii Copyright by Shannon Capshew 2015 iii iv California State University, Fresno Kremen School of Education and Human Development Doctoral Program in Educational Leadership This dissertation was presented by Shannon La Nell Capshew It was defended on May 6, 2015 and approved by: Susan Tracz Curriculum and Instruction Nancy Akhavan Educational Leadership Virginia Boris Central Valley Educational Leadership Institute iv v ACKNOWLEDGMENTS I have to give great credit to my husband for his support in this work. Working on this dissertation has taken so much from me, and he has always been available and ready to help. I also want to recognize my parents in this process. I had never planned to get my educational doctorate, growing up in a home with no college education. Their faith and support has been incredible. Their model for me, as a daughter and growing adult, has supported my values regarding moral character and ethics. I have great passion to promote and support the use of positive character and ethics in the work that I do. v vi TABLE OF CONTENTS Page LIST OF TABLES ................................................................................................... x CHAPTER 1: INTRODUCTION ............................................................................ 1 Background Information ..................................................................................... 1 School Climate .............................................................................................. 2 Trust ............................................................................................................... 2 Teacher Burnout ............................................................................................ 4 Principal Turnover ......................................................................................... 5 Definition of the Problem ................................................................................... 6 Purpose of the Study ........................................................................................... 8 Research Methodology ..................................................................................... 10 Research Questions ........................................................................................... 10 Significance of the Study .................................................................................. 11 Definition of Key Terms ................................................................................... 12 Summary ........................................................................................................... 13 CHAPTER 2: REVIEW OF THE LITERATURE ................................................ 15 Introduction ....................................................................................................... 15 School Reform .................................................................................................. 15 Elementary and Secondary Education Act .................................................. 15 A Nation at Risk .......................................................................................... 16 No Child Left Behind .................................................................................. 17 Preparing Administrative Leaders .................................................................... 20 Principal Implementation Efforts ................................................................ 21 vi vii Leadership in All Schools ........................................................................... 22 Leadership Theories .......................................................................................... 22 Distributed Leadership ................................................................................ 23 Transformative Leadership.......................................................................... 34 Transactional Leadership ............................................................................ 40 School Climate .................................................................................................. 42 Academic Climate ....................................................................................... 45 Role of Trust ................................................................................................ 48 School Climate Impact on Teacher Attrition .............................................. 52 Principal Turnover ............................................................................................ 56 Principal Attrition Rates .............................................................................. 56 Attrition Rates in High Poverty Schools ..................................................... 61 Conclusion ........................................................................................................ 66 CHAPTER 3: METHODOLOGY .......................................................................... 67 Introduction ....................................................................................................... 67 Purpose .............................................................................................................. 68 Research Questions ........................................................................................... 68 Research Design ................................................................................................ 69 Participants .................................................................................................. 69 Instrumentation ............................................................................................ 70 New Survey ................................................................................................. 88 Pilot ............................................................................................................. 89 Data Collection ............................................................................................ 90 Analysis ....................................................................................................... 90 Limitations ........................................................................................................ 92 vii viii Delimitations ..................................................................................................... 92 CHAPTER 4: RESULTS/OUTCOMES ................................................................ 93 Introduction ....................................................................................................... 93 Research Questions ........................................................................................... 93 Demographic Statistics ..................................................................................... 94 Teacher Descriptive Statistics ..................................................................... 94 Principal Descriptive Statistics .................................................................... 94 Subscale Reliability .......................................................................................... 95 Subscale Analysis ............................................................................................. 95 Correlational Results ......................................................................................... 97 Correlation Coefficients .............................................................................. 98 Canonical Correlation................................................................................ 101 Regression ....................................................................................................... 104 MANOVA Results .......................................................................................... 110 Principal Leadership .................................................................................. 110 School Climate .......................................................................................... 114 CHAPTER 5: DISCUSSION/SUMMARY/CONCLUSION .............................. 118 Introduction ....................................................................................................
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