Electronic Theses and Dissertations

Availability

Open Access Dissertation

Abstract

One purpose of this study was to determine primary principal power tactic usage in Iowa elementary schools. The study also investigated the associations among principal power tactic usage, leadership style, and organizational climate. The study utilized the Leadership Effectiveness Adaptability Description (LEAD-Self) survey to determine primary leadership style. The Organizational Climate Description Questionnaire (OCDQ-RE) was utilized to identify teachers' perceptions of school climate. The Perception of Principal Power Tactics Survey (PPPTS) was utilized to assess teachers' perceptions of principal power tactic usage. A total of 573 surveys were included in this study. Completed survey instruments were received from 80 principals and from 493 teachers. Principals were perceived as using either the power tactic Rationality or Ingratiation. Rationality was the primary power tactic of 66 (82.5%) principals. Ingratiation was the primary power tactic of 14 (17.5%) principals. The chi-square test of independence was used to determine if significant associations existed at the 0.05 level among these power tactics, leadership style, and organizational climate. A significant association was evidenced between principal power tactic usage and organizational climate as X$\sp2$ (3, N = 80) = 8.618, p = 0.0348 $<$ 0.05. Therefore, the null hypothesis was rejected. Specifically, it was found that principals who primarily employed the power tactic Rationality were associated with having open school climates. Conversely, principals who were perceived as primarily employing Ingratiation were associated with closed climates. A significant association was not evidenced between principal power tactic usage and leadership style as X$\sp2$ (2, N = 80) = 3.658, p = 0.1605 $>$ 0.05. Therefore, the null hypothesis was not rejected. A significant association was not evidenced between leadership style and school climate as X$\sp2$ (6, N = 80) = 4.629, p = 0.5921 $>$ 0.05. Therefore, the null hypothesis was not rejected.

Year of Submission

1989

Degree Name

Doctor of Education

Department

Department of Educational Administration and Counseling

First Advisor

Norman McCumsey

Date Original

5-1989

Object Description

1 PDF file (vi, 122 pages)

Language

EN

File Format

application/pdf

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