Relationship between Principal Change and Influence Styles: Is There an Impact on Teacher Retention?
Date of Award
1-1-2013
Document Type
Open Access Dissertation
Department
Educational Leadership and Policies
Sub-Department
Educational Administration
First Advisor
Edward Cox
Abstract
The purpose of this study was to determine if there is a relationship between principal leadership styles, specifically change and influence styles, and teacher retention in the Low-Country region of South Carolina. Utilizing the Change Style Indicator and Influence Style Indicator, the researcher surveyed 25 principals from Berkeley, Charleston, and Dorchester 2 School Districts. The results were analyzed and compared to teacher retention rates from South Carolina State School Report Cards. Three relationships were analyzed: 1) correlation between change styles and influence styles, 2) correlation between change styles and teacher retention and 3) correlation between influence styles and teacher retention. There was a significant relationship between the change style Conserver and selected influence styles. There was also a significant relationship between change style Pragmatist and selected influence styles. There was no relationship between change styles and teacher retention but there was a significant relationship between selected influence styles and teacher retention.
Rights
© 2013, Leslie J. Howder
Recommended Citation
Howder, L. J.(2013). Relationship between Principal Change and Influence Styles: Is There an Impact on Teacher Retention?. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/971