An investigation of perceived differences in instructional leadership and school climate of African American and Caucasian female principals in Ohio's urban public schools

• Main Author: Collins, Frances Coleman
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-1998
• Subjects: African American Studies; African Americans; Black studies; Educational administration; Ethnic studies; Minority & ethnic groups; School administration; Sociology; Womens studies
• ISBN: 0599120134; 9780599120136

The purpose of this study was to determine whether there were significant differences in principal instructional leadership behaviors and in teacher perceptions of school climate in urban schools administered by African American and Caucasian female principals. Data were collected from 41 African American and Caucasian female principals and 45 teachers working in schools administered by African American and Caucasian female principals in Ohio's six largest urban school districts: Akron, Cincinnati, Columbus, Cleveland, Dayton, and Toledo. The Instructional Leadership Inventory was administered to principals in elementary, middle, and high schools, and the Instructional Climate Inventory - Form T was administered to teachers who had worked for two or more years in schools administered by the African American and Caucasian female principals. Based on the findings of this study, it was concluded that significant differences existed with respect to teachers' perceptions of African American and Caucasian female principals' instructional leadership behaviors on four scales (defines mission, manages curriculum, supervises teaching, and monitors student progress) as determined by the Instructional Climate Inventory - Form T. It was also concluded that a statistically significant difference existed in schools administered by African American female principals with respect to teachers' perceptions of the recognition dimension as determined by the Instructional Climate Inventory - Form T. Teachers working in schools a administered by African American female principals indicated that they perceived the climate as being positive and rewarding. It was further concluded that no statistically significant differences existed between African American and Caucasian female principals in specific dimensions of instructional leadership as determined by the principals' self-reported ratings. Thus, the instructional leadership behaviors of African American and Caucasian female principals were comparable with respect to the following dimensions: defines mission, manages curriculum, supervises teaching, monitors student progress, and promotes instruction climate.