Dissertations

Date of Award

5-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Dr. Bruce Bryant

Abstract

The purpose of this dissertation was to examine the perceptions of stakeholders of principals who were participating in the Master Principal Institution to determine principals’ leadership effectiveness in regard to the ISLLC 2008 Standards. This study surveyed stakeholders of principals who were participating in the Master Principal Institute. A quantitative, causal-comparative strategy was used in this study. Hypotheses 1-5 were tested by 2 x 2 factorial between-groups designs. The independent variables were level of school (Elementary or Secondary) and Master Principal Program phase (Phase I and II) for each of the hypotheses. The dependent variables for the hypotheses were the six ISLLC standards, respectively, as measured by the LEADS survey.

The study used stakeholders of principals enrolled in Phase I and Phase II of the Master Principal Program facilitated by the Arkansas Leadership Academy. LEADS surveys were administered to stakeholders in schools of principals that were enrolled in the Master Principal Program. The surveys were administered within 72 schools in Arkansas. The data collected were from surveys given during 2015-2016 school year.

A 2 x 2 factorial ANOVA was used to analyze the data collected for each of the six hypotheses. In all six hypotheses, no significant interaction effect existed. The main effect for Master Principal Phase was not found to be significant for any of the six hypotheses involving principals’ leadership effectiveness. The main effect for School Level was found to be significant for Hypotheses 1 and 2. There was a noticeable difference in teachers’ perceptions of their principals’ leadership effectiveness in ISLLC Standards 3, 4, 5, and 6, but these differences were not statistically significant in this study. The results of this study coincide with research from similar studies showing that elementary teachers hold a higher perception of principal leadership effectiveness compared to secondary teachers.

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