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The threefold purpose of this research study was: (a) to measure and compare the leadership styles of elementary school administrators in adequate performance schools in North Carolina with those in exemplary schools in North Carolina; (b) to measure and compare the personality types of elementary school elementary school administrators in adequate performance schools in North Carolina with those in exemplary schools in North Carolina; (c) to explore possible relationships among the four leadership styles and adaptability scores identified by the Leadership Effectiveness and Adaptability Description Instrument, the 16 groups of personality types as identified by the Myers-Briggs Type, Form M, and specified administrator demographic variables of elementary school administrator in North Carolina. Data on the leadership styles and personality types were obtained from a research sample of 130 elementary school administrators within the Central and Southeast Regions of North Carolina. Administrators were randomly selected based on individual school performances on the North Carolina End-of-Grade Test. Participants in this study were asked to answer the 93 items on the Myers-Briggs Personality Type Indicator, Form M (MBTI); respond to 12 situations compiled on the Leadership Effectiveness and Adaptability Descriptions Instrument (LEAD-Self); and complete a Biographical Data Sheet for Principals. The data were analyzed using descriptive and inferential statistics. The descriptive statistics provided a profile of the principals and their schools. Inferential statistical procedures were used to test the five research questions and three hypotheses. The administrators from the two school categories did not differ significantly on three of the four styles of leadership. A significant relationship was identified between the administrators from adequate performance and exemplary schools on Participating Leadership Style (S3). A statistical relationship between personality types and school categories was not identified; however, the introverted, sensing, thinking, and judging (INTJ) personality type was identified by more administrators. Two reliable and interpretable components were identified among the 12 variables examined through factor analysis.
Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers’ leadership styles and students’ academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.
The purpose of this correlational study was to determine the correlation between perceived leadership style and academic achievement in Title I Virginia elementary schools as measured by Adequate Yearly Progress (AYP) status. The results of this study could provide education institutions and school districts with insight regarding education for school administration that would enhance characteristics that may increase academic achievement. The researcher examined the correlation between principals’ perceived leadership styles and the AYP status of Title I elementary schools in Virginia through the use of the Multifactor Leadership Questionnaire and Virginia Report Cards, through a point-biserial correlation analysis. This study involved principals in Title I Virginia elementary schools and their teachers, henceforth referred to as raters. It was determined that there was not a significant correlation between perceived transformational or transactional leadership characteristics and academic achievement; however, there was a significant correlation between perceived laissez-faire leadership characteristics and academic achievement. It was also determined that there was a significant positive correlation between perceived transformational and transactional leadership characteristics and extra effort, productivity, and satisfaction. There was a significant negative correlation between perceived laissez-faire leadership characteristics and extra effort, productivity, and satisfaction. Further research could include the length of a principal’s tenure in correlation to AYP status, as well as the demographics of the schools in correlation to AYP status.