Daniel WebbFollow

Date

3-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Deanna Keith

Keywords

leadership, student achievement, teacher morale

Disciplines

Educational Leadership | Elementary and Middle and Secondary Education Administration | Elementary Education and Teaching | Science and Mathematics Education

Abstract

This study examined the difference between 2012 CRCT math sores based on principal leadership styles and teacher morale, as well as the relationship between teacher morale and 2012 CRCT math scores at each of the 12 elementary schools within a Northwest Georgia county school district. There is a gap in current research regarding the importance of teacher morale and principal leadership at the elementary level, and another gap exists in research that compares teacher morale and student success. Teacher morale was quantified through the use of the Purdue Teacher Opinionaire (PTO), principal leadership practices were quantified through the use of the Leadership Practices Inventory (LPI), and 2012 math CRCT scores were quantified through the Annual Yearly Progress (AYP) report provided by the Georgia Department of Education (GADOE). The researcher used a causal-comparative/correlational research design to compare the dependent and independent variables. The findings indicated that there was no statistically significant difference in CRCT math scores based on either the leadership style of the principal or the level of teacher morale. The findings also indicated that there was not a statistically significant relationship between teacher morale and CRCT math scores.

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