Effects of collegial principal leadership and trust on collaboration and teacher role stress

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dc.contributor Mitchell, Roxanne M.
dc.contributor Dagley, David L.
dc.contributor Dantzler, John A.
dc.contributor Sun, Jingping
dc.contributor.advisor Tarter, Clemens John
dc.contributor.author Williams, Marla Mucci
dc.contributor.other University of Alabama Tuscaloosa
dc.date.accessioned 2017-03-01T17:22:41Z
dc.date.available 2017-03-01T17:22:41Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001861
dc.identifier.other Williams_alatus_0004D_12221
dc.identifier.uri https://ir.ua.edu/handle/123456789/2297
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract This study examined the relationships between collegial principal leadership, trust in the principal, collaboration, and teacher role stress in rural and urban schools in North Alabama. The sample was initially comprised of schools with K-6 grade configurations, later expanded to include a variety of configurations that had a fourth grade. A total of 60 schools of varying grade configurations agreed to participate in this research and 1,665 teachers voluntarily completed surveys. The four instruments used in this study were the Collaboration Survey, and the Teacher Role Stress Survey, the Omnibus Trust Scale, and the Organizational Climate Index (OCI). Specific subsets were used from the first three instruments for this study. Of the three subsets in the Collaboration Survey, only the Collaboration with Principal and Collaboration Among Teacher Colleagues subscales were included. From the Omnibus Trust Scale, only the Faculty Trust in Principal subscale was included. The Collegial Principal Leadership subscale of the Organizational Climate Index (OCI) was also included. The findings supported the hypotheses. Collegial principal leadership and trust in the principal were significant predictors of collaboration, but only collegial principal leadership made a unique contribution toward collaboration in multiple regressions. As predicted, trust in the principal and collegial principal leadership were inversely related to teacher role stress, with only trust in the principal making a unique contribution. Collaboration also had a significant inverse relationship to teacher role stress. Controlling for SES in multiple regressions did not demonstrate any significant differences in the data. en_US
dc.format.extent 83 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Educational leadership
dc.title Effects of collegial principal leadership and trust on collaboration and teacher role stress en_US
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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