Teachers' perceptions of the principals' leadership style and the level of implementation of character education programs as related to student academic improvement and discipline, 2002

This study examined the relationship between the teachers� perceptions of the principals� leadership style in character education and the level of implementation of character education programs as related to student academic improvement and discipline. The following independent variables were: teachers� perceptions of principals� leadership style in character education, level of implementation of character education, student character development, character development in students with discipline problems, character climate, student and teacher demographics. The dependent variables were student academic and student discipline improvement. A quantitative study using a survey instrument was conducted using 25 schools. All school varied according to their socioeconomic status. The 25 schools were not randomly selected but represented the schools approved by local principals to participate in the study. Ninety percent of the third, fourth, and fifth grade teachers in each school responded to a character climate questionnaire. The results of the study indicated a strong interrelated relationship based on a factor analysis among the following variables: student character development, principals� leadership style in character education, level of implementation of character education programs, character climate, character development of students with discipline problems, student academic improvement, and student discipline improvement. The regression analysis revealed a significant positive Beta coefficient (.666) that was significant at the .05 level for the dependent variable student discipline improvement with respect to student academic improvement. Also, the dependent variable, student academic and discipline improvement, had a positive Beta coefficient (.575) that was significant at the .05 level. Student academic improvement and level of implementation of character education programs had a positive Beta coefficient (.208) that was significant at the .05 level. Based on the results, it was recommended that principals support the implementation of the character education program and provide systematic and comprehensive evaluation of the character education program. Grade level chairpersons and the character education committee should provide assistance to teachers with developing innovative strategies and techniques for teaching character education lessons as an integral part of curriculum and instruction