Doctor of Education (EdD)
Curriculum and Instruction
First Committee Member
Second Committee Member
Number of Pages
This study examined teachers' perceptions of school climate, the principal's leadership style, and their influence on teacher transiency in urban middle schools. Two surveys, the Urban School Climate Survey and the Leadership Effectiveness Adaptability Questionnaire, were distributed to four middle schools within the participating school district. Fifty-eight teachers participated in the study and returned the completed surveys. Teacher interviews were conducted with participating teachers who were willing to be interviewed. The theoretical framework for this study was based on the contingency theory (Likert, 1967; Donaldson, 2001); This study determined a significant main effect for schools. School profiles were outlined to provide a comparable view of each participating school. Significant mean differences were determined for school climate based on the teachers' years of teaching experience and each participating school. This study determined that teachers with twenty or more years of experience had a more positive school climate perspective than teachers with less teaching experience. As each school is a unique environment with different challenges and successes, the school climate varied by schools. Schools with low teacher collaboration, high risky behaviors, and a high number of new teachers exhibited a low school climate. The style in which the principal responded to the teachers' needs also impacted the school climate; Primary and secondary leadership styles of principals were identified based on teacher perceptions of their principal. Style adaptability score and range identified the principal's ability to adjust and respond to the teacher and the organizational needs of the school. The two schools in which the principals viewed the staff as having a high level of readiness and the principal's primary leadership style was "delegating," exhibited a higher school climate than the other two participating schools. Teacher interviews at the other two schools identified teacher discontent with ineffective communication and inappropriate leadership style of the principal; Teacher transiency was identified as a primary concern within the participating school district. This study determined the leadership style of the principal and the school climate to have an impact on a teacher's decision to remain at the school or to seek out an alternative work location. There is evidence to suggest school climate and leadership style have an influence on teacher transiency in urban middle schools. Additional research is recommended to further support the influence of school climate and leadership style on teacher transiency.
Influence; Leadership; Middle; Middle School; Schools; School Climate; School; Style; Teachers; Teacher Transiency; Transiency; Urban
School management and organization
University of Nevada, Las Vegas
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Tirella, Jenefer J, "The influence of school climate and leadership style on teacher transiency in urban middle schools" (2003). UNLV Retrospective Theses & Dissertations. 2557.
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