Doctor of Education (Ed.D.)
Purpose. The purpose of this study was to identify the degree of principal leadership style adaptability and teacher use of effective teaching skills in schools where a staff development program in effective teaching skills has been institutionalized.;The null hypothesis to be tested was: In a school division where a staff development program in effective teaching skills has become institutionalized, teacher use of effective teaching skills will not be significantly different in schools with significantly different degrees of principal leadership style adaptability.;Method. The population of the study included elementary principals and teachers in a large urban school division in Virginia. This school division was selected because the staff development program in effective teaching skills was ten years old and met the requirements for institutionalization. The principals had been assigned to their schools for a year or more and teachers had been trained in the division-wide staff development program in effective teaching skills.;Teachers at three schools completed Hersey and Blanchard's Leader Effectiveness and Adaptability Description which measured the principal's leadership style adaptability. The adaptability scores were analyzed using t-tests. Teachers who had completed teacher effectiveness training were observed and rated using the Instructional Skills Observation Instrument by Wolfe, which measured use of effective teaching skills. These scores were analyzed by using one-way analysis of variance.;Findings and Conclusions. The t-test revealed a significant difference in principal leadership style adaptability in School A and B and School A and C. Analysis of data collected by observers by using analysis of variance showed a significant difference between School A and B and School A and C in use of effective teaching skills. This led to the rejection of the null hypothesis.;The null hypothesis was rejected at high levels of confidence. It was concluded that the leadership style adaptability of school principals has an effect on whether a teacher uses effective teaching skills learned through a staff development program. This study suggests that when undertaking a staff development program principal leadership style adaptability may be considered an important contributing factor.
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Shannon, Dorothea Mabe, "A study of principal leadership style adaptability and teacher use of effective teaching skills" (1987). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618327.