Date
4-2020
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Rebecca Lunde
Keywords
Teacher Morale, Principal Leadership
Disciplines
Education
Recommended Citation
Meeks, Timothy Ryan, "The Relationship between Principal Leadership Style and Teacher Morale in a Rural Southern School District" (2020). Doctoral Dissertations and Projects. 2398.
https://digitalcommons.liberty.edu/doctoral/2398
Abstract
Classroom teachers continue to be an integral component to the success of any school and to the success of its students. Numerous studies indicate that the morale level of teachers can have an impact on their effectiveness in the classroom. Furthermore, the leadership of the school principal can shape the culture of any school and thus have a direct impact on teacher morale. This study sought to determine if a relationship exists between self-reported morale of school teachers and perceived leadership style of high school principals. Additionally, the study attempted to determine if a relationship exists between self-reported morale of school teachers and perceived leadership style of school principals with regard to the teacher’s experience level. The study was framed by Maslow’s theory of human motivation, which describes a hierarchy of needs where ones most basic needs must be met before moving on to the next level of needs. The research hypotheses were evaluated using a standard multiple linear regression analysis. Results of the study suggest that there is no significant, predictive relationship between teacher morale and a linear combination of principal leadership style and years of experience in education. Recommendations for future research include replication studies using a larger sample population, different educational settings, or a qualitative approach.
