Comparative analysis of teachers\u27 perceptions of the principals\u27 charismatic leadership, managerial behavior and school climate in traditional and charter elementary schools in North Carolina

In North Carolina 117 public school systems operate 2,251 K-12 traditional schools (North Carolina Public School Statistical Profile, 2003). The hue and cry for school reform is who should run the school, what should be taught and how it should be taught? Charter schools, one of the fastest growing and controversial education reform movements, have become a widespread response to the public demands for better schooling and more school choice (Tuttle, 1996). The North Carolina General Assembly legislated charter schools operate from six premises: (1) Improve student learning. (2) Increase learning opportunities for all students. (3) Encourage the use of different and innovative teaching methods. (4) Create new professional opportunities for teachers. (5) Provide parents and students with expanded choices within the public school system. (6) Hold the schools established under this Part accountable for meeting measurable student achievement results. The purpose of this study was to examine the relationship among teachers\u27 perceptions of principals\u27 charismatic leadership, managerial behavior and school climate in traditional and charter elementary schools in North Carolina. Traditional and charter elementary school principals have considerable influence on the organizational climate of their school. Urban (1999) stated, “unless students experience a positive and supportive climate, some may never achieve the most minimum standards or realize their full potential” (pp. 69-70). According to Peterson and Deal (1998), effective principal leadership can prevent a school from becoming toxic and unproductive. Data was gathered from 180 teachers with at least one year experience from the various traditional and charter elementary schools from across the state. Three instruments were used to survey the population in this study. Data was analyzed using the Statistical Package for the Social Science (SPSS). A t-test was performed to determine if statistically significant differences exist between teachers in traditional and charter schools. Of 20 dependent variables there was a statistically significant difference in environmental sensitivity and instructional management. An independent sample t -test could not be computed for student academic orientation because the standard deviations of both groups were zero. Findings will be used to add to the body of knowledge in the areas of leadership