Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2014
EDTF Date Created
2014
Description
The purpose of this quantitative study was to determine if there is a relationship
between transformational principal leadership style, a safe school climate, and school
safety (specifically, the number of reported fights and reported bullying incidents) in
Broward County, Florida’s middle schools. This study also investigated if a relationship
exists between transformational leadership and a safe school climate, transformational
leadership, and the number of bullying incidents and student fights, and a safe school
climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents.
The findings suggested that there were no statistically significant correlations
between leadership style (transformational, transactional, and laissez-faire), and bullying
or fighting, and no statistically significant correlation between principal leadership style
and middle school climate. There was a statistically significant correlation found between
school climate and the number of student fights. The significance of this finding is
important because it illustrates the adverse impact fighting has on student safety, which,
in turn, adversely affects the school climate. Therefore, it is up to the school leader to
create a climate where everyone feels safe can focus on student achievement.
between transformational principal leadership style, a safe school climate, and school
safety (specifically, the number of reported fights and reported bullying incidents) in
Broward County, Florida’s middle schools. This study also investigated if a relationship
exists between transformational leadership and a safe school climate, transformational
leadership, and the number of bullying incidents and student fights, and a safe school
climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents.
The findings suggested that there were no statistically significant correlations
between leadership style (transformational, transactional, and laissez-faire), and bullying
or fighting, and no statistically significant correlation between principal leadership style
and middle school climate. There was a statistically significant correlation found between
school climate and the number of student fights. The significance of this finding is
important because it illustrates the adverse impact fighting has on student safety, which,
in turn, adversely affects the school climate. Therefore, it is up to the school leader to
create a climate where everyone feels safe can focus on student achievement.
Language
Type
Form
Extent
185 p.
Subject (Topical)
Identifier
FA00004133
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2014.
FAU Electronic Theses and Dissertations Collection
Date Backup
2014
Date Created Backup
2014
Date Text
2014
Date Created (EDTF)
2014
Date Issued (EDTF)
2014
Extension
FAU
IID
FA00004133
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Educational Leadership and Research Methodology
Person Preferred Name
Leff, Jonathan M.
author
Graduate College
Physical Description
application/pdf
185 p.
Title Plain
Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school
Use and Reproduction
Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
http://rightsstatements.org/vocab/InC/1.0/
Origin Information
2014
2014
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school
Other Title Info
Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school