The relationships among teacher perceptions of principal leadership, teacher efficacy and school health in a school improvement program.

다국어 초록 (Multilingual Abstract)

This study considers the relationships among teacher perceptions of principal leadership, teacher efficacy and school health in schools at the end of a five year school improvement program. The improvement program required the approval and involvement of 80% of the staff, specific objectives for improvement, and a model to implement the improvement program at the local building level. Further, each project was provided with financial assistance during the five years of the program by the state of Ohio. Schools participating in the study were required to have the same principal during the five years of the program. Further, the data considered in the study were gathered from teachers who were in the school during the five years of the improvement program.
The data were gathered using survey instruments for school health and teacher efficacy. The teachers completing the survey instruments were from elementary, middle, and high schools. Teacher perceptions of the dimensions of principal leadership were included in the school health instrument. Two types of teaching efficacy were included in the efficacy instrument.
Teacher perceptions of principal leadership were found to be correlated significantly with general teaching efficacy, but not personal teaching efficacy in the elementary schools. In the middle schools, teacher perceptions of principal leadership were found to be correlated with both types of teaching efficacy. Teacher perceptions of principal leadership in the high schools were found to be correlated significantly with personal teaching efficacy, but not general teaching efficacy. Teacher perceptions of school health were found to be correlated significantly with both types of teaching efficacy in the elementary, middle, and high schools.