Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District

摘要

The primary purposes of this study were to discover any connections betweenleadership effectiveness and collective efficacy from campuses in the Katy IndependentSchool District. It also was designed to discover other possible connections betweenteacher demographic variables and collective efficacy. The research study for leadershipwas based on the leadership work of Kouzes and Posner and the survey they created, theLeadership Practices Inventory (LPI). The collective efficacy piece was based on thework of Roger Goddard and his work on the collective efficacy survey for schoolpersonnel.Leadership effectiveness had a low positive correlation on collective efficacy.All five practices also had a low positive correlation on collective efficacy. Thesepractices are: Model the Way, Inspire a Shared Vision, Challenge the Process,Encourage Others to Act, and Encourage the Heart. The Challenge the Process practicehad the highest correlation on collective efficacy.Each of the practices had breaks at the 30th and 70th percentile groups based onKouzes and Posner??????s norming group of approximately 18,000 participants. Schoolsscoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges.Schools scoring in the below the 30th percentile group in the Encourage Others to Actpractice were statistically significantly different than those scoring in the middle orupper groups as well. There were no other practices showing significant differences intheir respective groups.Most length of employment variables showed a low correlation on leadershipeffectiveness and collective efficacy. Length of employment in Katy ISD had amoderate negative correlation on leadership effectiveness.The researchers categorize schools as schools with high or low collectiveefficacy based on the teacher comments. High collective efficacy schools commentedthat they worked as teams and had administrative support. Lower collective efficacyschools mentioned administrative constraints, home life issues, lower administrativesupport, and lower discipline.The schools were categorized as positive leadership mentioned administrativesupport, encouragement, and principals who listened. In more negative leadershipschools, teachers commented about communication problems and minimal rewards.