A Study of the Relationship Between Principals’ Leadership Behaviors and the School Culture as Perceived by Teachers

OBJECTIVE
The purpose of this study was to examine the relationship between the principals’ leadership behaviors and the existence of a collaborative school culture.

METHODOLOGY
The population (N=513) consisted of all teachers from Madison (MS) public schools (N=11), whose principals were employed at least two years. A random sample included 80 teachers, of which 68 returned completed surveys (85% response rate), representing six elementary, three middle, and two high schools. Respondents completed the LPI-Observer and the Instructional Climate Inventory (Braskamp & Maehr, 1988).

KEY FINDINGS
There were statistically significant relationships between all five leadership practices and school culture as perceived by teachers. The same was true when the five practices were combined as one overall assessment of leadership. There were no statistically significant differences in leadership practices by principals based upon school level (elementary, middle or high school).