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dc.contributor.advisorBosworth, Krisen_US
dc.contributor.authorStoltzfus, Kevin Matthew*
dc.creatorStoltzfus, Kevin Matthewen_US
dc.date.accessioned2011-12-06T13:28:13Z
dc.date.available2011-12-06T13:28:13Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10150/194856
dc.description.abstractThis study investigated the relationship between teacher training transfer, perceptions of principal leadership, and specific principal behaviors among 62 teachers who participated in one district's new teacher induction program. A mixed methods design was employed. A sub-group of 19 participants reported statistically significantly greater training transfer than the other 40 participants; chi-square tests revealed no significant differences between these two groups in terms of demographics or conditions of their supervision. The 19 high-training-transfer participants also reported that their principals demonstrated certain behaviors at a statistically significantly greater level than was reported by the other 40 participants. These principal behaviors were categorized as promoting a culture of accountability and promoting a culture of professional learning. The participants in the high-training-transfer group also were more likely to perceive their principals as strong in both transactional and transformational leadership. However, in the entire sample, leadership style was not found to be significantly related to teacher training transfer, nor were any significant interaction effects revealed between perceived leadership style, teacher demographic variables, and teacher training transfer. The results indicated that specific instructional leadership behaviors were effective in promoting teacher training transfer, and that leadership style made a difference only when applied in the context of these instructional leadership behaviors.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectleadershipen_US
dc.subjectprincipalen_US
dc.subjectprofessional developmenten_US
dc.subjectteacheren_US
dc.subjecttraining transferen_US
dc.titleThe Relationship between Teachers' Training Transfer and their Perceptions of Principal Leadership Styleen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairBosworth, Krisen_US
dc.identifier.oclc659753804en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberHendricks, Roberten_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberBauman, Sherien_US
dc.identifier.proquest10887en_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-06-18T05:59:23Z
html.description.abstractThis study investigated the relationship between teacher training transfer, perceptions of principal leadership, and specific principal behaviors among 62 teachers who participated in one district's new teacher induction program. A mixed methods design was employed. A sub-group of 19 participants reported statistically significantly greater training transfer than the other 40 participants; chi-square tests revealed no significant differences between these two groups in terms of demographics or conditions of their supervision. The 19 high-training-transfer participants also reported that their principals demonstrated certain behaviors at a statistically significantly greater level than was reported by the other 40 participants. These principal behaviors were categorized as promoting a culture of accountability and promoting a culture of professional learning. The participants in the high-training-transfer group also were more likely to perceive their principals as strong in both transactional and transformational leadership. However, in the entire sample, leadership style was not found to be significantly related to teacher training transfer, nor were any significant interaction effects revealed between perceived leadership style, teacher demographic variables, and teacher training transfer. The results indicated that specific instructional leadership behaviors were effective in promoting teacher training transfer, and that leadership style made a difference only when applied in the context of these instructional leadership behaviors.


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