Date of Award

5-1-1987

Degree Type

Dissertation

University or Center

Atlanta University (AU)

School

School of Education

Degree Name

Ed.D.

First Advisor

Dr. Ganga Persaud

Second Advisor

Dr. Olivia M. Boggs

Third Advisor

Dr. Thomas E. Coleman

Abstract

This study was to compare the relationships among the teachers' perceptions of student achievement, the teachers' perceptions of the school learning climate, the teachers' perceptions of the principals' personalities and student achievement based on standardized test scores of male elementary principals versus that of the female elementary principals. Since there was no instrument available to measure the conceptual ideas in this study, an instrument was developed composed of thirty questions concentrating on student achievement, the school learning climate, and principal personality.

Analysis of the data was made by using the SPSS. The instrument was subjected to Pearson Product-Moment Correlation and Factor Analysis. The Analysis of Variance was used with the standardized test scores.

The findings of the study are:

1. Sixteen (16) achievement elements were significant for male administrators and four (4) were significant for female administrators. 2. Ten (10) climate elements were significant for male administrators and three (3) climate elements were significant for female administrators. 3. Eighteen (18) personality elements were significant for male administrators and seven (7) personality elements were significant for female administrators. 4. The Rotated Factor Matrix showed achievement, climate and personality had a communality as they were placed in factor two, and sex placed in factor three indicating that sex was independent of achievement, climate and personality.

The conclusions are that the Pearson Product Moment Correlations showed no significant relationship between male and female principals (.001 level) as perceived by teachers on student achievement, school learning climate and principals' personalities. The Analysis of Variance showed no significance (.05 level) based on standardized test scores in reading, but did show significance (.05 level) based on standardized test scores in mathematics.

It is recommended that a similar study be done utilizing the perceptions of 1) principals, 2) central office staff, and 3) parents, and that a similar study be conducted that would control the sex of the respondents

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