Principal and Teacher Reports of Principal Leadership: An Examination of Congruence and Predictive Validity
Green, Meghan Rebecca Finney
Strein, William O
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Principals influence school characteristics including morale and teacher turnover, but the utility of different methods of measuring principal behavior is unclear. Using data from public schools in the National Study of Delinquency Prevention in Schools, I examined relations between school-level teacher reports and principal self-reports of leadership, which better predicted student-reported rule clarity and fairness, and whether agreement or congruence between reports of principal leadership predicted school morale, organizational focus, and teacher turnover. The data used are from 263 schools and thousands of respondents; limitations of the study include the measures of principal leadership used, which are not strictly parallel and the age of the data used. I hypothesized that correlations between teacher and principal reports would be small and positive, that teacher reports of leadership would better predict rule clarity and fairness, and that congruence between reports would predict better school morale, better organizational focus, and lower teacher turnover.