In Texas high schools low student TAKS scores may contribute to the high Hispanic dropout rate. A pre-experimental static group comparison was conducted at two high schools that are labeled Academically Acceptable (AA) and Academically Unacceptable (AU) by the Texas Education Agency (TEA) under the No Child Left Behind Act of 2001 (NCLB). The study explored differences in teacher perception of leadership styles, instructional styles, and teacher satisfaction and administrator selfperception of leadership styles in the south Texas region to determine if these factors affected the academic acceptability of schools. The schools selected had a socioeconomic status (SES) of at least 65% and a Hispanic-student population of at least 80%. The Teacher Survey Questionnaire (TSQ), Leadership Practices Inventory—Other (LPI), and the Purdue Teacher Opinionnaire (PTO) were utilized to measure the teachers’ perceptions. Administrators were given the Leadership Practices Inventory—Self (LPI). A Multivariate Analysis of Variance (MANOVA) and, Analysis of Variance (ANOVA) were used in analyses. Findings indicated that there was a significant difference between Academically Acceptable and Academically Unacceptable high schools on teacher perceptions of administrative leadership styles, and teacher satisfaction. There was no significant difference between Academically Acceptable and Academically Unacceptable schools on administrator self-perceptions of administrative styles.
July 2, 2014
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