Portland State University. School of Education
William D. Greenfield
Date of Award
Doctor of Education (Ed.D.) in Educational Leadership: Administration
Educational Leadership and Policy
4, xi, 220 leaves 28 cm.
Leadership, Elementary school principals -- Attitudes, Elementary school principals -- Rating of
This study looked specifically at possible relationships which exist between three personal characteristics variables believed to be associated with effective leadership in effective leadership in elementary schools. The three variables were (1) Principal Vision, (2) Principal Interpersonal Orientation and, (3) Principal Personal Values. The relationship between selected teacher, principal and school demographic variables and teacherâ€™s perceptions of their principalâ€™s vision was also explored. This study addressed the following research questions related to principal vision. The questions were: What are teachersâ€™ perceptions of their principalâ€™s vision? What are the principalâ€™s predictions of the perceptions teachers have of the principalâ€™s vision. Do principals and teachers differ in their perception of the principalâ€™s vision? The next set of research questions addressed the relationship between principal vision as measured by the School Vision Inventory and the following demographic variables: Teacher gender, teacher age, the length of time that a teacher has worked with a principal, the length of teaching experience, the size of the school , the percentage of students on free and reduced lunch, the number of years of experience of the principal, the length of time that a principal has been in a school, and principal gender. The following research questions explored the principalâ€™s personal values as measured by the Profile of Life Values. The questions were: What are the principalâ€™s personal values? Is the gender of the principal related to his/her personal values? What is the relationship between principal personal values and teachersâ€™ perceptions of principal vision? The final three research questions explored the principalâ€™s Interpersonal Orientation as measured by the Mach V scale. The questions were: What are the principalsâ€™ interpersonal orientations? Is the interpersonal orientation of the principal related to teacher perceptions of their principalâ€™s vision? Is the interpersonal orientation of the principal related to his/her personal values? Data were collected from 51 principals and 841 teachers in elementary schools from 10 school districts in the Portland, Salem and Vancouver metropolitan areas. Teachers were asked to score their perceptions of their principalâ€™s vision on the School Vision Inventory, while the principal of each school was asked to predict how they felt their staff might respond on the same instrument. The principal was also asked to complete the Mach V interpersonal orientation scale and the Profile of Life Values. Data were analyzed by using one or more of the following statistical tests where appropriate: MANOVA; ANOVA; Chi-square; and Pearson Product Moment Correlation. The major conclusions drawn from this study were: The major conclusions drawn from this study are: (1) principals perceived their teachers to be less positive than they in fact were in their perceptions of the principalâ€™s ability to encourage others to make personal sacrifices to accomplish the principalâ€™s vision; (2) male teachers perceive that their principals include them more in the vision building process than do female teachers; (3) teachers younger than 26 were less positive in their perceptions of their principalâ€™s Internalization and tended to be less positive on other scales; (4) principalâ€™s communicate their vision more effectively with those teachers who are in their first year with their current principal than any other group for vision exchange, sacrifice and total vision; (5) school and principal demographics have little impact on teacher perceptions of principal vision; (6) principals value being sensitive to the needs of others more than any of the other personal values and they value artistic expressions and appreciation the least; (7) with the exception of the Artistic values, male and female principals are relatively similar in their personal values; (8) principal vision and personal values are moderately related; and (9) the relationship of interpersonal orientation of the principal to teacher perceptions of principal vision is not statistically significant.
Weston, Allan Leslie, "Vision, Interpersonal Orientation and Personal Values in Elementary School Principals" (1993). Dissertations and Theses. Paper 1177.