An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.

Clark, Ian
2009-04
Thumbnail Image

View/Download File

Clark_umn_0130E_10289.pdf (496.86 KB)

Persistent link to this item

http://purl.umn.edu/50780
Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.

Authors

Published Date

2009-04

Publisher

Type

Thesis or Dissertation

Abstract

The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.

Keywords

Description

University of Minnesota Ed.D. dissertation. April 2009. Major: Educational Policy and Administration. Advisors: Dr. Deanne Magnusson and Dr. Gerry Fry. 1 computer file (PDF); vii, 154 pages, appendices A-U.

Related to

Replaces

License

Collections

Dissertations

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Suggested citation

Clark, Ian. (2009). An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/50780.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.