Abstract This study examined the relationship between leadership characteristics and school climate. Leadership skills, characteristics, and styles educational dissertations principals perceptions the leader in a school building.
The role of the school leader has become more complex, and expectations for leaders to create environments that support students, provide continuous learning for teachers, foster innovation, and meet achievement goals has become standard practice. School climate encompasses all of these expectations. A MANOVA was also conducted to establish significance between teachers’ perceptions of their actual school climate and their preferred school climate. Leadership Behavior Development of First-Year Students Within a Leadership Development Program, John N. Institutional Conditions That Matter to Community College Students’ Success: A Multiple-Case Study, Crystal L. The Manifestation of Principal Training: Preparing Assistant Principals for Assuming the Role of Building Leader, April S.
The Relationship Between Middle School Lexile Growth and School Nutrition, Lori A. Deciding on Classroom Composition: Factors Related to Principals’ Grouping Practices, Brigid M. The Relationship Between Teachers’ Perception of Data-Driven Instructional Leadership and Their Sense of Efficacy and Anxiety for Data-Driven Decision-Making, Jarvis J. Assessing a Study Skills Freshman Academy Program in a Rural Georgia School District: A CIPP Program Evaluation, Cheryl D.
Intrinsic, Future-oriented Goal Awareness and Two-year College Graduation, Brent A. The Formation and Promulgation of Institutional Ethos by New University Presidents, Charles F. Fail Grading in Medical School and Impact on Residency Placement, Brittany L. Leading Ladies: A mixed-method study of the influence of gender bias on leadership styles for women who lead secondary schools, Angela S. An Interactionist View of African American Males In Educational Leadership, Samuel D. Relationship Between School Climate and Student Achievement, Gail H. Initiatives: A University Systems’ Approach, Deborah N.
Academic Engagement, Motivation, Self-Regulation, and Achievement of Georgia Southern University Sophomore Students, John O. Principals’ Perceptions of Their Impact on School Reform in South Georgia, Lisa B. The Difference in Academic Achievement for Students in the Healthy Fitness Zone Compared to the High Risk Zone for BMI and Aerobic Capacity, Nathan C. A Correlational Study of the Georgia School Board Association’s Board Recognition Program and Student Achievement, Holly E. A Study of Black Teachers’ Perceptions of the Academic Achievement of Black Male Students in Elementary Schools in Rural Georgia, Marshall F. In Search of Financial Literacy: A Qualitative Analysis of Student Money Management Centers in the U. Student Motivation and Intent to Take Online Courses, Ashley W.
Charter School Governance: An Exploration of Autonomy and Board Effectiveness, June A. The Complex Dichotomies of Student Affairs Practitioners’ Perceived Competencies: A Quantitative Evaluation of Self-Awareness, Jami K. Deans of Students’ Responsibilities in Campus Crisis Management, Patrice B. Perceptions of the Effectiveness of the Communities in Schools Model at One Rural Georgia Performance Learning Center, Roschelle D. Analysis of Cases on Ethics in Educational Leadership, Angela J. Characteristics of Effective Alternative Schools in Georgia: Leaders’ Perceptions, Janet L.
The Experiences of High School Principals Implementing One-to-One Technology, George B. The Relationship between Secondary Schools’ PLC Characteristics and Literacy Achievement, Jennifer C. The Influence of Middle School Teacher-Student Relationships on Future Academic Decisions of African American Males, Andrea R. Principals’ Perceptions on Bullying Interventions and Strategies in Georgia High Schools, Jacqueline M. A Test Score Comparison between Block and Traditional Scheduling, Yancy J.