With high stakes testing required through No Child Left Behind (2002), school leaders seek to improve leadership practices. As school leadership impacts teachers’ instructional practices and student learning, an examination of effective leadership characteristics and behaviors may provide insight toward one’s leadership style. The purpose of this study is to investigate teachers’ perceptions of effective school leadership. This study will identify and describe teachers’ perceptions of characteristics and behaviors associated with effective school leaders. Nine middle school teachers in two rural school settings participated in this basic qualitative study. Data sources include two semi-structured interview sessions with each teacher participant and a review of the Court County School Board Policy Manual. Through this basic qualitative study, perceptions offer insight to school leaders. Major themes include relationships, participatory decision-making, and professionalism as necessary characteristics and behaviors of an effective school leader. Recommendations provide school leaders with valuable information regarding similarities and difference among teacher perceptions of effective school leadership and leadership practices employed.

This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).

This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.