Leaders exist at many levels. Within the educational arena, studies have shown the correlation of leadership styles among principals and the school culture (Pepper & Thomas, 2002; Perspective, 2012; Williams, 2009). This study attempted to extend Bass's Transformational Leadership Theory (1985) and Hersey and Blanchard's Situational Leadership Theory (1976) through examining leadership dimensions among teacher team leaders - and their influence on school climate. Using a predictive correlational research design, the current study sought to investigate relationships between leadership dimensions of teacher leaders and elementary school climates. Two different groups of teachers from a school district in the northern metro area in Atlanta participated in two different surveys. Teacher team leaders from ten elementary schools were surveyed using the Multifactor Leadership Questionnaire to determine their leadership dimensions, or refined constructs of each leadership style. Subsequently, all other teachers working with the identified team leaders were surveyed using the Organizational Climate Description for Elementary Schools. A multiple regression analysis was used and indicated that there is a significant relationship between the two constructs -- teacher leadership dimensions and elementary school climate -- in the area of Disengaged Teacher Behavior and Teacher Openness Index. There were no significant relationships found between teacher team leaders' leadership dimensions and elementary school climate in the areas of Collegial Teacher Behavior or Intimate Teacher Behavior. Discussion of the results and implications for future research were made.

This study made inquiry into teacher leadership and its relationship with school climate in American public schools by using the data from SASS 2003-04 by National Center for Education Statistics. The study was focused on the statistical assessment of public school teachers' perceptions of teacher leadership in the areas of school operation and classroom operation. Another aspect to be inquired was teachers' perceptions of school climate in the dimensions of school leadership and teacher collaboration. The results of descriptive analyses in the study indicated that the majority of public school teachers did not consider they had much influence over the areas of school operation; however, they felt they had a great deal of control over the areas of classroom operation. With regard to school climate, teachers were satisfied about their school leadership. The results from discriminant function analysis indicated that school teachers' perceptions of school climate and teacher leadership could statistically reflect their school membership (elementary and secondary schools). The results from canonical correlation analysis revealed a statistically significant relationship between teacher leadership and school climate. The dimension of school leadership in the School Climate variable and the areas of school operation in the Teacher Leadership variable were the major components that contributed most to the multivariate relationship. This study has provided support to the existing literature on the factors that affect teacher leadership development. It adds to the knowledge base in the field of teacher leadership and its relationship with school climate with quantifiable evidence at a national level. The findings of this study also pose a challenge to the previous literature regarding the notion that teacher leadership was flourishing in American schools. This study has suggested that there seems to be a latent conceptual gap between what researchers consider to be effective school leadership including substantial support of teacher leadership and what school teachers consider to be supportive principal behaviors excluding the elements of involving teachers in the school decision-making process.

Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.

A successful administrator is one who applies suitable or appropriate leadership styles in various situations or contexts. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times, as well as promote the accomplishments of their organization. Predictive Models for School Leadership and Practices is an essential reference source that discusses academic administration as well as administrative effectiveness in achieving organizational goals. Featuring research on topics such as teacher collaboration, school crisis management, and ITC integration, this book is ideally designed for principals, researchers, academics, educational policymakers, and teachers seeking coverage on academic leadership and leadership models.

This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). With the school as the unit of analysis, the OCI outlined and measured four elements related to school climate (collegial leadership, teacher professionalism, academic press, and institutional vulnerability). Those four elements were the independent variables used for the study. The dependent variable was teacher commitment measured by the 15 items of the OCQ. The socioeconomic status (SES) was a control variable. That variable was calculated from the percentage of free and reduced lunches at each school. Results indicated that teacher commitment is related to school climate. The study showed that the most significant predictor of teacher commitment was teacher professionalism. Collegial leadership and academic press were predictors of teacher professionalism, while SES was a predictor of academic press.