Relationship between teacher's self-perceived behavior and biographical data and their affect on teacher feedback of principal's leadership, 1986

Purpose The purposes of this investigation were as follows: (1) to examine the relationship between teacher�s self-perceived behavior and their assessment of principal's leadership ability, and (2) to examine teacher's biographical data and the affect it has on teacher's assessment of principal's leadership. Methods and Procedures Ten elementary schools were randomly selected from a large suburban school system in metropolitan Atlanta. Fifty teachers were also randomly selected and completed two instruments, the Tuckman Teacher Feedback Form and the Profile for Assessment of Leadership. A biographical data sheet was also completed by participants. The research hypotheses were tested by using chi- square at the .05 level of significance. Competencies included in the Profile for Assessment of Leadership were tested statistically by using chi-square, frequency distributions, and percentile analysis for each variable. The Tuckman Teacher Feedback Form was statistically tested by using Factor Analysis, VariMax Rotation. Results Results of the Profile for Assessment of Leadership indicated that white female teachers assessed principals higher than male teachers regardless of male's race. The majority of teachers indicated that principals, regardless of school location and other variables, were assessed high in supervision, organization, planning, and evaluation. Results of the Tuckman Teacher Feedback Form, which measured self-perceived behavior of teacher, indicated that white female teachers from the central area assessed their behavior higher than south area teachers. Conclusions The results do not indicate a relationship between teacher's self-perceived behavior and their assessment of principal's leadership. Some interesting findings were: 1.Elementary school principals tended to relate more positively to female teachers than with white male teachers. 2.The communication skills competency as a whole was revealed as a problem area for elementary school princi�pals in this study. 3.Planning, organizing, supervising, and evalua�tion were assessed the highest of the competencies assessed by teachers of principal's leadership.4.Teachers with a positive self-concept assessed the principal positively. 5.The self-perceived behavior of teachers was some�what higher for white teachers than for black teachers