Teacher autonomy and centralization: predicting school effectiveness

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dc.contributor Westbrook, Philip
dc.contributor Spector, Karen
dc.contributor Johnson, Bob L.
dc.contributor.advisor Tarter, Clemens John
dc.contributor.advisor Mitchell, Roxanne M.
dc.contributor.author Southern, Randall Keith
dc.date.accessioned 2018-07-11T16:49:00Z
dc.date.available 2018-07-11T16:49:00Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0002915
dc.identifier.other Southern_alatus_0004D_13404
dc.identifier.uri http://ir.ua.edu/handle/123456789/3600
dc.description Electronic Thesis or Dissertation
dc.description.abstract The question guiding this inquiry considered an anticipated relationship between teacher autonomy and centralization and their contribution to an explanation of school effectiveness. This study examined surveys from 109 public schools in North Alabama to see whether the variables of teacher autonomy and centralization of authority were predictors of school effectiveness while controlling for SES. Faculty members of the participating schools completed the survey instruments. All data were aggregated to the school level. Teacher autonomy and centralization served as independent variables with school effectiveness serving as the dependent variable. Teacher autonomy was measured using the Teaching Autonomy Scale (TAS). Centralization was measured by the enabling school structure measure (ESS). School effectiveness was measured using the School Effectiveness Index (SE Index). The prediction that autonomy and centralization would be related was not found. There was no relationship between autonomy and school effectiveness. Only centralization was related to effectiveness. That relationship between centralization and school effectiveness was a strong negative relationship.
dc.format.extent 75 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.
dc.subject.other Educational leadership
dc.title Teacher autonomy and centralization: predicting school effectiveness
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. 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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