Instructional leadership: Perceptions of Mississippi career and technical education administrators and teachers

by Long, Cheryl Leanne Freeman, Ph.D., MISSISSIPPI STATE UNIVERSITY, 2008, 99 pages; 3331400

Abstract:

The purpose of this study was to determine perceptions of instructional leadership behaviors from Mississippi secondary career and technical education administrators and teachers in order to assist career and technical education administrators in becoming better instructional leaders. This research was conducted for the following purposes: (a) to determine which perceived instructional leadership behavior teachers consider most important, (b) to determine which perceived instructional leadership behavior administrators consider most important, (c) to determine if a difference exists in perceived instructional leadership behaviors between administrators and teachers, (d) to determine if a difference exists in perceived instructional leadership behaviors between career and technical education teachers and school type, and (e) to determine if a difference exists in perceived instructional leadership behaviors between career and technical education teachers and their career pathway. This study followed a descriptive and comparative research design.

A version of the Principal Instructional Management Rating Scale (PIMRS) developed by Hallinger (1984) was sent to 1,507 Mississippi secondary career and technical education administrators and teachers, and 676 survey respondents were used. Results indicate that both career and technical education administrators and teachers perceive framing school goals as the most important instructional leadership job function. Other results show that statistically significant differences exist between career and technical education administrators and teachers in 7 out of 10 instructional leadership job functions. No statistically significant differences were found between career and technical teachers and school type. However, statistically significant differences were found between career and technical teachers and career pathway in 8 out of 10 instructional leadership job functions.

AdviserJerry Mathews
SchoolMISSISSIPPI STATE UNIVERSITY
Source TypeDissertation
SubjectsEducational administration; Secondary education; Vocational education
Publication Number3331400

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