Date of Award

2025

Type

Thesis

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership

Department

Teacher Education

First Advisor

Dr. Paul Acharya

Second Advisor

Dr. Jennifer Lovelace

Third Advisor

Dr. Porsha Denson

Abstract

The purpose of this mixed methods study was to investigate the relationship between the self prescribed leadership styles of principals with the teacher perceptions of those leadership styles and how that difference may impact school climate ratings and College and Career Readiness Performance Index (CCRPI) single scores in Georgia urban K-12 schools. The quantitative method was used to examine quantitative differences related to these two components of Georgia’s state accountability model. The qualitative method was used to explore teachers’ perceptions of the influence of leadership style on climate star ratings and CCRPI single scores. Quantitative data was collected through the Multifactor Leadership Questionnaire from principals and teachers. The quantitative phase of this study revealed significant and unexpected patterns in leadership perceptions across high and low-performing schools. While principals in high-performing schools consistently rated themselves higher on transformational leadership dimensions (M = 3.63, SD = 0.26) compared to those in low-performing schools (M = 3.17, SD = 0.63), these differences were not statistically significant. Surprisingly, teachers in low performing schools provided significantly higher ratings of their principals across all transformational leadership dimensions, including Idealized Influence (t(120) = -2.04, p = .043), Inspirational Motivation (t(120) = -2.63, p = .010), and Intellectual Stimulation (t(120) = -2.77, p = .007). Teachers' ratings of transactional leadership components also showed significant differences, with Contingent Reward ratings being significantly higher in low-performing schools (M = 2.96, SD = 0.91) compared to high-performing schools (M = 2.51, SD = 0.95; t(120) = -2.66, p = .009). Leadership outcome measures revealed the most pronounced differences, with teachers in high-performing schools rating satisfaction significantly lower (M = 2.49, SD = 1.13) than those in low-performing schools (M = 3.09, SD = 0.90; t(120) = -3.23, p =002). These counterintuitive findings suggest a notable disconnect between leaders' selfperceptions and teachers' experiences of leadership, particularly in high-performing schools. Qualitative data on teachers’ perceptions of the influence of leadership style on climate star ratings and CCRPI single scores were collected through a semi-structured interview protocol. The qualitative phase of this study revealed five key themes that provided deeper context for understanding the quantitative findings. Teachers described effective principal leadership through Communication Patterns that Shape Leadership Effectiveness, where successful principals created multiple formal and informal communication channels, ensuring alignment across leadership teams. Decision-Making Authority Requires Careful Balance emerged as a critical theme, with effective principals establishing clear expectations while allowing teacher autonomy within structured frameworks. Professional Growth Demands Individualized Attention highlighted how successful leaders developed comprehensive support systems tailored to individual teacher needs, including mentorship programs and personalized development pathways. Recognition and Motivation Systems Drive Teacher Engagement demonstrated that effective principals combined public acknowledgment with personal appreciation, recognizing that professional trust served as a powerful form of recognition. Finally, Response to Challenges Requires Strategic Support revealed that successful leaders implemented preventive support systems while maintaining positive relationships during interventions. These themes illustrated that leadership in high-performing schools involved sophisticated, systematic approaches rather than the overtly transformational behaviors measured by traditional leadership scales, explaining the unexpected quantitative findings where teachers in high-performing schools rated their principals lower on conventional leadership measures. The results of this convergent mixed methods study may shed light on what leadership styles are most effective for influencing Georgia urban schools towards improving the school climate ratings and CCRPI single scores.

Download

Share

COinS