NDLI: Examining the Impact of Leadership Style and School Climate on Student Achievement.

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Examining the Impact of Leadership Style and School Climate on Student Achievement.

Content Provider	Semantic Scholar
Author	Robinson, Tina
Copyright Year	2010
Abstract	EXAMINING THE IMPACT OF LEADERSHIP STYLE AND SCHOOL CLIMATE ON STUDENT ACHIEVEMENT Tina Robinson Old Dominion University, 2010 Director: William A. Owings The purpose of this quantitative study was to investigate whether or not leadership style and school climate are significant predictors of student achievement. The target population consisted of elementary and high school teachers from Virginia public schools who had taught under the leadership of their respective current principals for at least 4 years. Nine school divisions were randomly selected from each of the following regions—rural, suburban, and urban—within the Commonwealth of Virginia. Data were collected using two surveys. Bass's (1985) Multifactor Leadership Questionnaire (Form 5X) was used to assess principals' leadership style—transactional, transformational, or laissez-faire—as perceived by teachers. The Organizational Climate Description Questionnaire (OCDQ), which was originally developed by Halpin and Croft (1963), was used to assess school climate. The OCDQ-RE was administered to elementary school participants; the OCDQ-RS was administered to high school participants. Both versions of the OCDQ identify overall school climate type: open, engaged, disengaged, or closed climate. All participants were also asked to complete a demographics questionnaire. Student achievement was measured using 3-year average scores on the Virginia Standards of Learning tests in reading and math for grades 3 and 11.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1164&context=efl_etds
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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