Effect of Principals' Communication on Female Elementary School Teachers' Perception of Morale and Student Learning

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2013

Abstract

The purpose of this research was to determine if a direct relationship between the ways in which a principal communicates information to his or her classroom teachers and the classroom teachers' perception of the campus' morale and students' learning exists. The sample included 124 female elementary school teachers of 13 elementary schools in a North Central Texas independent school district. Participants anonymously responded to 74 survey questions via an electronic survey. This study design incorporated principals' use of media such as email, face-to-face, staff meetings, phone calls, and written documentation and at the manner, demeanor, and presentation style of the principals' communication. Further, the study allowed for investigating how student academic learning, as perceived by the female elementary school teachers, is ultimately impacted by the principal's communication. This research yielded results that may be used by school districts to enhance principals' professional development. Additionally, principals might be able to utilize the research findings to self-reflect on campus morale and make appropriate behavioral changes that may increase the likelihood of creating positive morale and successful student learning. Teachers are expected to benefit by objectively viewing the principal's motivation and intentions, regardless of presentation and perceived meaning. Students might be the beneficiaries of the increased emphasis on creating a positive morale, which might in turn create a more accommodating learning atmosphere.

Advisor

Chuck Holt

Subject Categories

Education | Educational Administration and Supervision

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