The purpose of this study was to examine the differences of the teachers' perceptions and principals' perceptions of the principals' leadership practices in public schools of a small rural county in western North Carolina. The participants in this study included 207 certified teachers and 11 building-level principals. The researcher used the survey method of data collection in which the teacher participation was 70% and the principal participation was 92%. -- The instruments used to collect data included a demographic survey and the Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003a). The demographic survey was used to obtain teacher demographic characteristics. The LPI was used to record the teachers' perceptions and the principals' perceptions of the principals' leadership practices within the school setting. -- Data were analyzed using descriptive and inferential procedures. At the elementary level, teachers evaluated their principals lower in all five leadership practices than their principals evaluated themselves. At the high school level, the principals evaluated their leadership practices lower than their teachers in all five leadership practices. For the five leadership practices, the principals of elementary, K-8, and middle levels evaluated themselves significantly higher than the high school level. Among the teachers, the K-8 level evaluated their principals' leadership practices higher in all five leadership practices than all other levels. In all five leadership practices, the male principals evaluated their self-observed leadership practices lower than their teachers.

ABSTRACT: Elementary principals in a large urban school system and their teachers were surveyed to determine if there are significant differences between the perceptions of principals and the perceptions of their teachers on the level of perceived leadership support of the principal. In addition, the factors of gender, total years of experience, and educational background of principals were examined for differences and interactions in the teachers' perceptions of leadership support. Principal leadership support addresses how the principal is viewed as a leader who shares leadership responsibilitites, effectively attends to non-instructional details of school operation and provides an effective organizational framework for the school. Participating principals responded to a demographic questionnaire and a survey instrument. Data for the teachers were obtained from archival records. A total of 73 principals and 2,126 teachers completed the survey. The results of the study indicated a statistically significant difference between the perceptions of the principals and the perceptions of their teachers on the level of perceived leadership support of the principal. Principals rated themselves considerably higher than the teachers rated the principals. There were no statistically significant differences or interactions in the perceptions of leadership support of the principal related to the factors of gender, total years of experience, and educational background.

Examines principals' and teachers' perceptions of principals' leadership behaviors and whether leadership behaviors impact student learning viewed through the lens of transformational leadership. Analyzes using mixed methods seven elementary schools in a medium size district in the central region of North Carolina. Addresses the factors that challenge principals as they provide leadership in their schools. Includes principal interviews and focus groups as qualitative data.