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Teachers' Perception of the principal's communication style regarding teacher retention at a selected elementary school

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dc.contributor.author Starling , Maria Valanna
dc.date.accessioned 2020-10-14T16:38:09Z
dc.date.available 2020-10-14T16:38:09Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/224
dc.description.abstract ABSTRACT Starling, Maria Valanna Starling, Teachers’ Perception of The Principal’s Communication Style Regarding Teacher Retention at a Selected Elementary School. Doctor of Education (Educational Leadership) May, 2020, Houston Baptist University, Houston, Texas. Purpose The purpose of this study was to describe the influence of the principals’ communication styles regarding the retention of teachers in grades kindergarten through fifth at a selected elementary school. The participants for this study were purposefully selected from the population of teachers that were employed at a selected elementary school in South East Texas. Methodology In this descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology. In so doing, the researcher gained knowledge as the participants shared their feelings and described their perceptions from their own experiences. A total of 47 participants addressed most questions on the survey and returned it to the researcher. All five of the focus group participants reported to the researcher regarding questions provided. Findings The electronic survey was disseminated to 47 teachers and 47 responded and completed the electronic survey. Of the 47 participants who completed the online survey (the modified Purdue Teacher Opinionnaire), the first five to express interest in participating in the focus group interview were selected. The researcher analyzed data (reported in Chapter IV) from 47 participants who completed the online survey and five focus group participants. The demographics of the participants included six (12.77%) males and 41 (87.23%) females. Participants’ ages ranged from 21 to 58 and above, taught grades Pre-K through fifth grade, the number of years of experience ranged from one to more than 25 years, and represented various racial groups (White or Caucasian, Black or African American, Hispanic or Latino, Asian or Asian American, American Indian or Alaska Native, and Another race - not Native Hawaiian or other Pacific Islander). Conclusions The participants for this study provided honest, authentic, and valuable information about the topic. The data collected and analyzed allowed the researcher to identify implications for professional practice to support students and educators at all levels. In addition to identifying implications for professional practice, the data analysis informed the researchers’ recommendations for future studies. While this study filled a portion of the void in literature pertaining to principals’ leadership and communication styles, continued exploration is well warranted. KEY WORDS: Assertive communication, Aggressive communication, Passive-Aggressive communication, Submissive communication, Manipulative communication, Teacher retention, Teacher retention, Teacher attrition, Communication, Elementary school, Principal, Influence, School climate
dc.title Teachers' Perception of the principal's communication style regarding teacher retention at a selected elementary school
dc.date.updated 2020-06-02T01:04:57Z
dc.language.rfc3066 en

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