THE RELATIONSHIP BETWEEN PRINCIPALS' DISTRIBUTED LEADERSHIP AND TEACHER TURNOVER IN NORTH CAROLINA SCHOOLS
Open Access
Author:
Barros Gavilanes, Maria Jose
Graduate Program:
Educational Leadership
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 04, 2017
Committee Members:
Edward J Fuller, Dissertation Advisor/Co-Advisor Edward J Fuller, Committee Chair/Co-Chair Deborah Lynn Schussler, Committee Member Mary M Lewis, Committee Member Scott P Mcdonald, Outside Member Edward J Fuller, Dissertation Advisor/Co-Advisor Edward J Fuller, Committee Chair/Co-Chair Deborah Lynn Schussler, Committee Member Lewis Maria, Committee Member Scott P Mcdonald, Outside Member
Keywords:
distributed leadership teacher turnover teacher attrition operationalization of distributed leadership teacher perception of leadership
Abstract:
The three-fold purpose of this quantitative data study was to explore the relationship between teachers' perceptions of distributed leadership and teacher turnover in public schools in North Carolina. This study measured two latent constructs: teachers' perceptions of distributed leadership in their schools and teachers' intentions to leave their jobs. Within distributed leadership, three sub-constructs were measured: leadership function, cohesive teamwork, and participative decision-making. This study aimed to answer three research questions related to the relationship between teachers and principals' perceptions of distributed leadership; the effect of school context characteristics of the way teachers perceive leadership distributions in their schools, and the relationship between teachers' perceptions of distributed leadership and teacher turnover. Regression analysis results were based on quantitative survey data from the North Carolina Teachers Working Conditions Survey 2005–2006. Implications of the findings and suggestions for future research are provided.
