Principals' Leadership and Teachers' Motivation : A Study of the Relationship in the School Reform Era (original) (raw)
This study investigated the relationship between principal leadership behaviors and the level of teacher motivation in a specific region of Virginia, within school divisions that have at least one elementary school designated as a focus school. This study will examine whether the relationship between leadership and motivation differs in elementary schools classified as focus, in-improvement and those with no designation as defined by the flexibility waiver received by Virginia Department of Education. Of particular interest are the specific principal behaviors within each leadership style that support increased levels of motivation in elementary teachers. This study was relevant because there were increased accountability measures pertaining to student achievement for public schools due to the federal mandates from No Child Left Behind Legislation (2002), and the revised ESEA waiver (2012).
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