Show simple item record

dc.contributor.authorChapman, James B. M.S.en
dc.date.accessioned2014-03-14T20:21:44Zen
dc.date.available2014-03-14T20:21:44Zen
dc.date.issued1998-02-09en
dc.identifier.otheretd-32498-132039en
dc.identifier.urihttp://hdl.handle.net/10919/30444en
dc.description.abstractThe effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organization, and student achievement. A professional treatment index, derived from highly correlated school climate variables, was used to separate elementary schools in Virginia Beach, Virginia, into four groups. Analysis of variance, followed by Duncan's new multiple range test, indicated that the academic achievement of students was significantly higher in the schools where teachers recorded the highest levels of professional treatment than in schools where teachers recorded the lowest levels of professional treatment for three of the four years studied. Focus-group interviews at schools recording high levels of professional treatment enabled teachers to describe how their principals treated them. Key attributes of treatment were trust and confidence, a comfortable and caring environment, professional and personal respect, delegation of decision making, no fear of taking risks, listening, support, high expectations, and encouragement and praise. By emulating the attributes described as professional treatment by teachers, principals may influence student academic achievement.en
dc.publisherVirginia Techen
dc.relation.haspartDOC1-95.pdfen
dc.relation.haspart1.PDFen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectLeadershipen
dc.subjectAcademic achievementen
dc.subjectschool climateen
dc.subjectteachersen
dc.subjectprofessional treatmenten
dc.titleProfessional Treatment of Teachers and Student Academic Achievementen
dc.typeDissertationen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.description.degreeEd. D.en
thesis.degree.nameDoctor of Educationen
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
dc.contributor.committeechairParks, David J.en
dc.contributor.committeememberRichards, Robert R.en
dc.contributor.committeememberVaughn, E. Sidneyen
dc.contributor.committeememberWildman, Terry M.en
dc.contributor.committeememberParson, Stephen R.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-32498-132039/en
dc.date.sdate1998-02-09en
dc.date.rdate1999-05-01en
dc.date.adate1998-05-01en


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record