Discovering Blind Spots: Analyzing Teacher and Principal Perceptions of Principal Leadership Behaviors

Abstract

This descriptive study explored teacher and principal perceptions of principal leadership behaviors, as well as identify and explore any discrepancies or blind spots that exist between principals and faculty perceptions of principal leadership behaviors. The researcher utilized the Multifactor Leadership Questionnaire (MLQ), demographic surveys, and in-depth, semi-structured interviews. The first quantitative phase consisted of a sample of 89 teachers and three principals across three high schools in Amber Plains School District, an urban school district located in the Midwest. These teacher raters participated in the MLQ and demographic surveys, answering questions related to their perceptions of their principal’s leadership behaviors. Principals also participated in the MLQ survey to generate self-ratings of their perceptions of their own leadership behaviors. The MLQ survey generated data on perceptions of principal leadership broken down into transformational, transactional, and passive-avoidant leadership characteristics, as well as leadership subscales found within these broader constructs. Of the 89 participants, nine teachers (three per principal) as well as each principal took part in a semi-structured interview in order to further explore their perceptions of principal leadership behaviors. Principals at each school were perceived to utilize transformational and transactional leadership behaviors by their teacher raters, with individual differences between principals explored in greater detail through the use of descriptive statistics and interview responses. Qualitative data taken from interviews on teachers’ perceptions of principal leadership was coded thematically into three themes: (a) follow-through and consistency, (b) specific feedback and statements of value, and (c) visibility in classrooms and school environment. This study identified the importance of principals who are knowledgeable of and utilize both transformational and transactional leadership behaviors to positively affect their teachers and students. It is suggested that future research capture larger and broader samples across more demographically diverse school populations and utilize a longitudinal design. The researcher also suggest that school districts incorporate the MLQ survey or similar multi-rater leadership survey into their own internal research in order to generate feedback and recommendations for principals.