Abstracts of dissertations available on microfilm or as xerographic reproductions.

The purpose of this study was to determine if principal leadership styles and school-site conditions were associated with elementary teachers' stress levels. The study focused on the relationship between the independent variables of principal leadership styles and school-site conditions and the dependent variables of teacher stress levels. A survey composed of the Leader Behavior Description Questionnaire (LBDQ), Teacher Stress Inventory (TSI) and a demographic information sheet was administered to 585 teachers from 28 elementary schools. Tins study was conducted in the San Diego Unified School District during the 1998–1999 school year. The LBDQ measured two dimensions of leadership: Consideration and Initiating Structure. Additionally, these two dimensions were investigated in tandem: High-Consideration, High-Initiating Structure (HC-HIS); High-Consideration, Low-Initiating Structure (HC-LIS); Low-Consideration, High-Initiating Structure (LC-HIS); and Low-Consideration, Low-Initiating Structure (LC-LIS). The level of teacher stress was determined by scores on the TSI in terms of sources of stress Crime Management, Work-Related Stressors, Professional Distress, Student Discipline & Motivation, and Professional Investment) and manifestations, of occupational stress (Emotional, Fatigue, Cardiovascular, Gastronomic, and Behavioral Manifestations). The TSI rendered ten subscale scores (as listed above in parentheses) and one Total Stress Score. Furthermore, school-site conditions were defined in terms of organizational factors that were common to all schools participating in the study and that could possibly have a relationship with teacher stress levels. The data were analyzed using a cross-sectional, correlation study design. Descriptive statistics, correlation coefficients and stepwise multiple regression were calculated by using SPSS. Stepwise multiple regression revealed that Consideration (Relationship-Oriented Leadership) was a stronger predictor of teacher sum levels Initiating Structure (Task-Oriented Leadership). More specifically, Relationship-Oriented Leadership explained more of the variance in teacher stress levels from the sources of Professional Investment and Professional Distress, both of which treated the area of job satisfaction. Furthermore, several school-site conditions were strong predictors of teacher stress levels from the sources of Student Discipline & Motivation, Time Management and Work-Related Stressors. All together, this study sought to offer additional insight into principal leadership styles, school-site conditions, and the relationship of both to teacher stress levels in a large urban school district.

This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.

Examines the relationship between leadership styles of principals and teach tress as perceived by teachers in the St. John District, St. Thomas, United States Virgi Islands.