A study of the impact of leadership on secondary school climate
This study examined the relationship of principal's leadership style(s) and positive school climate in secondary schools. Research studies strongly support the fact that the leadership of the school principal impacts directly on the climate of the school and, in turn, on student achievement. The purpose of the study is to identify the leadership styles of secondary school principals in Central Texas and surrounding areas to determine if a specific leadership style promotes a positive school climate. The Organizational Climate Description Questionnaire (OCDQ-RS) and the Leader Behavior Description Questionnaire (LBDQ) were administered to teachers and principals as well as demographic data were collected. The research questions explored teacher's perceptions of the principal leadership style and school climate. Analysis determined if there is a relationship between principals' view of their leadership as compared to teachers'; major themes of leadership style among the principals; and key themes of teachers' behavior. Descriptive statistics summarized the data characteristics of the dependent variable (school climate) and the independent variable (principal leadership style). Inferential statistics was utilized to test for statistical significance. The results of the analysis of the study indicate principals and teachers have similar perceptions of their leadership style. This study also found that having a positive leadership style will not only lead to a more positive school climate, but it may also lead to more positive teacher behaviors.
0533: Secondary education