ERIC ED547236: Teacher Perceptions of Principals' Leadership Qualities: A Mixed Methods Study
Bibliographic record
Abstract
This mixed method study used survey research, open-ended questions, and interviews to identify transformational leadership qualities among principals of publicly funded schools in the Province of Alberta, Canada. Five-hundred-nine teachers (37.7%) from a random sample of schools in the province completed the Multifactor leadership Questionnaire (MLQ) (Bass & Avolio, 1995; 2000), provided demographic information, and responded to four open-ended questions. Telephone interviews subsequently were conducted with selected teachers who had principals identified as being in the highest or lowest quartile of transformational leadership as determined by the MLQ. The Chi-Square-goodness-of-fit test was used to determine a normal distribution for the groups, and Hierarchical Linear Modeling (HLM) was used to analyze teacher ratings for principals on the variables of extra effort, effectiveness, and satisfaction. None of the differences could account for the variation in principal transformational leadership qualities. Qualitative interpretation of the open-ended responses and subsequent interviews allowed for concluding that teachers preferred school principals who displayed transformational leadership characteristics in the areas of idealized influence, individual consideration, inspirational motivation, and intellectual stimulation. The educational importance of the information relates to administrator preparation, in-service development, teacher efforts, and student learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.442 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".