This study analyzed the leadership styles of African-American and Caucasian principals in public schools. The primary purpose of this study is to identify perceived differences in African-American and Caucasian administrator leadership styles from teachers. This study utilized a quantitative research design, which employed descriptive and correlational data analysis methods. The instruments used include the LEAD-Other questionnaire and a demographic questionnaire. The data was collected and reviewed to answer the research questions related to the leadership styles of African-American and Caucasian principals in public schools. The results of the data analyses conducted in this study indicate that the two groups of principals were not found to be significantly different with regard to the two leadership styles of Selling and Participating, but they were found to be significantly different with regard to the leadership styles of Telling and Delegating. African-American principals were rated significantly higher on the Telling leadership style, which is a high task/low relationship style. Conversely, Caucasian principals were rated significantly higher on the Delegating leadership style, which is a low task/low relationship style. Also, African-American principals and Caucasian principals were very similar with regard to their leadership style adaptability as perceived by teachers. However, their leadership style adaptability ratings suggest that they are not as adaptable as they should be regardless of race. The results of this study also indicate that a significant relationship exists between principal race and teacher ratings for the leadership styles of Telling and Delegating. African-American principals were significantly associated with higher ratings on the Telling leadership style while Caucasian principals were significantly associated with higher ratings on the Delegating leadership style. The results of this study indicate that African-American and Caucasian teachers were significantly different with regard to their Telling leadership style ratings only with African-American teachers providing significantly higher mean ratings than did Caucasian teachers. The two groups of teachers provided similar overall leadership style adaptability ratings, although Caucasian teachers had much more variability in their responses.McGregor (Theory X and Theory Y) Douglas McGregor (1960) was known as one of the fathers of management theory. McGregora#39;s work is based upon Maslowa#39;s hierarchy of needs. He grouped the hierarchy into alower ordera (Theory X)anbsp;...
|Title||:||A Study of Teacher-perceived Differences in the Leadership Styles of African-American and Caucasian Principals|
|Author||:||Byron Howard (Sr)|
|Publisher||:||ProQuest - 2007|