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The underrepresentation of teacher perspectives on effective elementary principal leadership behaviors in rural North Carolina school districts

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The underrepresentation of teacher perspectives on effective elementary principal leadership behaviors in rural North Carolina school districts

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Content The Underrepresentation of Teacher Perspectives on Effective Elementary Principal
Leadership Behaviors in Rural North Carolina School Districts
Greta Garrett Nelson
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2024

© Copyright by Greta Garrett Nelson 2024
All Rights Reserved

The Committee for Greta Garrett Nelson certifies the approval of this Dissertation
Stephanie Dewing
Susanne Foulk
Emmy Min, Committee Chair
Rossier School of Education
University of Southern California
September 2024

iv
Abstract
This study explored teachers' perspectives on the effective leadership behaviors of principals
within the Northeast region of North Carolina, focusing on a sample of 115 educators. Utilizing a
mixed-methods design, the research combines quantitative surveys with open-ended qualitative
responses, framed by transformational leadership theory. Three primary trends emerged in
relation to the research questions. First, teachers highlighted the need for supportive and
collaborative work environments that positively influence motivation and perceptions of working
conditions. They emphasized the importance of clear communication, recognition of their
contributions, and opportunities for professional growth, favoring a climate of inclusivity and
support. Secondly, teachers expressed a desire for principals to facilitate relevant professional
development that aligns with their instructional needs while establishing a clear vision for the
school. Collaborative decision-making through teacher leadership teams was deemed vital to
fostering engagement and collective ownership of educational practices. Finally, the study found
that the cultivation of positive relationships and a respectful climate within the school is essential
for effective leadership. Teachers seek principals who are present, advocate for their needs, and
actively engage in their professional journeys through constructive feedback and coaching. These
insights culminate in recommendations for a comprehensive strategic plan aimed at enhancing
academic excellence, prioritizing positive working conditions, empowering professional growth,
and fostering an inclusive school climate. This framework serves to align the efforts of all
stakeholders in supporting teachers and ultimately improving student outcomes.

v
Dedication
To my sweet Sofie, this dissertation is dedicated to you, my constant source of inspiration
and joy. Your curiosity and determination remind me every day of the importance of pursuing
dreams. My goal has always been to model for you how to embody the strength and resilience of
a strong and capable woman. I hope to inspire you to embrace your own power and pursue your
goals fearlessly, proving that you are limitless. I love you endlessly.

vi
Acknowledgements
I would like to express my heartfelt gratitude to my dissertation committee for their
invaluable support and guidance throughout this journey. To my chair, Dr. Emmy Min, thank
you for your unwavering encouragement and insightful feedback that has shaped my research
and writing. Your expertise and commitment have been instrumental in helping me navigate the
complexities of this work. I am also deeply appreciative of Dr. Stefanie Dewing and Dr. Susanne
Foulk for your time and your thoughtful contributions. Your knowledge and perspectives have
greatly enriched my outlook and helped me grow as a researcher. I am grateful for the time and
effort you each dedicated to reviewing my work and providing me with the resources and insight
necessary to succeed. Thank you for believing in my potential and for your invaluable
mentorship.
Likewise, I would like to extend my appreciation to my dissertation editor, Dr. Montano,
for your invaluable support and expertise. Your meticulous attention to detail and constructive
feedback have significantly enhanced the clarity and quality of my work. Thank you for your
guidance and dedication throughout this process. Your contributions have been essential to the
completion of this dissertation, and I am truly grateful for your assistance.
I want to convey my sincere admiration to Dr. Patricia Anderson, who supported and
motivated me during my time as her graduate assistant many years ago. She was my initial
inspiration for pursuing a doctorate. Dr. Anderson, I first looked up to you as a mentor and later
grew to cherish you as a friend. Your influence on my educational journey has been profound,
and I am thankful for the advice and knowledge you shared with me.
I am especially grateful to my family for their unwavering support and encouragement
throughout this journey. To my parents, thank you for instilling in me the values of perseverance

vii
and hard work. Your belief in my abilities has been a constant source of motivation, and I am
eternally grateful for your love and guidance. I hope I make you proud. To BJ, thank you for
your endless patience and understanding during the long nights and challenging days. Your
belief in me has been a tremendous source of motivation during challenging times. To my girls,
thank you for always being there to lift my spirits and for celebrating my achievements, big and
small. Your love means the world to me. This accomplishment is not just mine; it is a testament
to the strength and encouragement of my family. I am truly blessed to have you all by my side.
Finally, I would like to express my sincere gratitude to my incredible cohort 23 members
for their support and friendship throughout this doctoral journey. To my USC 6-Pack on this
journey with me, I appreciate our time during those late-night classes, collaborative
brainstorming sessions, and all our funny group texts. Each of you has contributed not only to
my academic growth but also to my personal life, and I am truly grateful for the friendships we
have formed. Thank you for your encouragement during challenging moments, for celebrating
each other's successes, and for always being willing to lend an ear or offer help. Your diverse
perspectives and insights have been instrumental and have greatly impacted my outlook. I am
proud to have been part of such an inspiring group, and I look forward to seeing all the amazing
things we will achieve in the future. I am incredibly grateful to have you in my life, and I cherish
the memories we have created together during this journey. I hope to keep your friendships for a
lifetime. Fight on!

viii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgements........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures................................................................................................................................ xi
Chapter One: Introduction to the Study.......................................................................................... 1
Context and Background of the Problem............................................................................ 3
Purpose of the Project and Research Questions.................................................................. 5
Importance of the Study...................................................................................................... 6
Overview of Theoretical Framework and Methodology .................................................... 7
Definition of Terms............................................................................................................. 8
Organization of the Study ................................................................................................. 10
Chapter Two: Review of the Literature ........................................................................................ 11
Self-Efficacy and Motivation............................................................................................ 12
Effective Practices of Leaders .......................................................................................... 28
Principal Leadership Behaviors........................................................................................ 29
Transformational Leadership Conceptual Framework ..................................................... 32
Summary........................................................................................................................... 35
Chapter Three: Methodology........................................................................................................ 37
Research Questions........................................................................................................... 37
Overview of Design .......................................................................................................... 37
The Researcher.................................................................................................................. 38

ix
Data Sources and Instrumentation .................................................................................... 41
Method: Online Survey..................................................................................................... 43
Participants........................................................................................................................ 43
Data Collection Procedure ................................................................................................ 44
Data Analysis.................................................................................................................... 45
Validity and Reliability..................................................................................................... 45
Ethics ............................................................................................................................... 46
Chapter Four: Findings................................................................................................................. 48
Demographic Data ............................................................................................................ 48
Research Question 1 ......................................................................................................... 52
Research Question 2 ......................................................................................................... 60
Research Question 3 ......................................................................................................... 87
Conclusion ........................................................................................................................ 96
Chapter Five: Recommendations.................................................................................................. 98
Discussion of Findings...................................................................................................... 98
Recommendations for Practice ....................................................................................... 118
Limitations and Delimitations......................................................................................... 137
Recommendations for Further Research......................................................................... 139
Conclusion ...................................................................................................................... 143
References................................................................................................................................... 145
Appendix A: Recruitment Email ................................................................................................ 170
Appendix B: Survey Questions................................................................................................... 172
Appendix C: Institutional Review Board Approval.................................................................... 191

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List of Tables
Table 1: Quantitative Survey: Experience Level as a Teacher 49
Table 2: Quantitative Survey: Age Range of Teachers 50
Table 3: Qualitative Survey: Demographics of Quoted Participants 51
Table 4: Quantitative Survey: Teacher Emotional Responses 52
Table 5: Quantitative Survey: Influence of the Principal on Teacher Motivation 53
Table 6: Quantitative Survey: Principal Influence on Factors for Teacher Motivation 54
Table 7: Quantitative Survey: Professional Development Influence on Professional Growth 63
Table 8: Quantitative Survey: Teacher Choice in Professional Development Opportunities 63
Table 9: Quantitative Survey: Professional Growth in the School 65
Table 10: Quantitative Survey: Established Systems for Teacher Teams 67
Table 11: Quantitative Survey: Teacher Influence: Decision-Making and Policies 69
Table 12: Quantitative Survey: Teacher Autonomy 71
Table 13: Quantitative Survey: Classroom Walkthroughs 74
Table 14: Quantitative Survey: Teacher Feedback and Reflection 78
Table 15: Quantitative Survey: Adult Connections Within the School 88
Table 16: Quantitative Survey: Respect and Appreciation for Teachers 90
Table 17: Quantitative Survey: Principal Influence on Teacher Career Decisions 92
Appendix B: Survey Questions 172

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List of Figures
Figure 1: Conceptual Framework 35

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Chapter One: Introduction to the Study
The process of creating change and leading an elementary school can be difficult and
may be impeded when that school’s leader, the principal, does not have their teachers’ full
support. Principals gain their teachers’support by demonstrating effective leadership behaviors
through their interactions and the decisions they make for the school. Northouse (2022)
described effective leadership as a process wherein an individual guides a group of people to
accomplish a common goal. Similarly, effective leadership improves student achievement,
second only to the leading factor for growing achievement, highly effective classroom teachers
(Cotton, 2004; Leithwood et al., 2008). Additionally, as the emphasis on achievement scores
rather than student growth increases, teacher and principal effectiveness has become a priority in
school districts (Cotton, 2004). This demand brings a new level of accountability for principals
to engage in leadership practices that increase teachers’self-efficacy and effectiveness in the
classroom (Cotton, 2004; Leithwood et al., 2008).
Prior research has studied effective principal leadership behaviors through the lens of
building leaders, district leaders, and other top leaders in state education departments. For
instance, Maxfield and Flumerfelt (2009) conducted a qualitative study to give insight into
principals’ effective behaviors as identified by other active principals. Their results provided
useful information to principals who struggled to support emerging teacher leaders (Maxfield &
Flumerfelt, 2009). Similarly, Kwan (2012) gathered input from acting school superintendents on
the qualities they seek when hiring school principals. The results provided four general skill sets
school superintendents desired from principal applicants, these are basic managerial skills,
effective communication, presentation skills, and knowledge from experience (Kwan, 2012).
Kwan intended the study’s results to guide recruitment companies in matching top principal

2
candidates to open positions. Subsequently, one important group, teachers, has been overlooked
when identifying effective principal leadership behaviors in rural public K–5 institutions. For
instance, Day et al. (2019) argued that leadership plays a valuable part in advancing teachers’
performance; therefore, to build an effectively run school where students thrive, teachers must be
empowered as educators who strive to accomplish shared goals set with their leader. Gaining the
teachers’ perspective on effective principal leadership behaviors may influence teacher selfefficacy and motivation.
The teacher perspective on effective principal leadership behaviors has been researched
with equivocal results as it focused solely on major metropolitan areas of the United States and
equity (Blase & Blase, 2000; Khaleel et al., 2021; Webster & Litchka, 2020). According to
Blanks et al. (2020), the most effective teacher preparation happens in rural elementary schools
due to the consistency and lack of turnover seen in major metropolitan areas. Therefore, research
leaves gaps that can be further explored by researching the underrepresentation of teacher
perspectives on effective elementary principal leadership behaviors in rural school districts in
northeast North Carolina.
Research over many decades has established school leadership as one of the most critical
influences on student learning (Blase & Blase, 2000; Darling-Hammond et al., 2022; Maxfield &
Flumerfelt, 2009; Miller, 2017). The literature provides an understanding of effective behaviors
and abilities from top positions in state education departments (Cotton, 2004; Leithwood et al.,
2008). Research, however, is lacking from the lens of classroom teachers, who have the most
substantial impact on student achievement (Cotton, 2004; Leithwood et al., 2008). To illustrate
this point, informal blogs and social media groups present information on teachers’ opinions.
However, scholarly research on rural school districts has not been conducted in the past decade.

3
Consequently, with few studies directly considering the teachers’ perspectives on principals’
instructional leadership abilities and the effect of those abilities on teachers’ self-efficacy and
motivation, there is a gap in research. This gap is important because teachers have a direct
influence on student learning, academic achievement, and engagement in learning (Blase &
Blase, 2000; Miller, 2017). Ensuring all schools employ effective principals may allow them to
become “multipliers of effective teaching” (Miller, 2017, p. 7) by hiring better teachers who
continuously learn and grow, ultimately leading to less teacher turnover.
Context and Background of the Problem
Studies suggest that the role and expectations of principals have significantly transitioned
(Darling-Hammond et al., 2007; Fullan, 2018; Slater, 2008; Turnbull et al., 2013). Whereas a
school principal’s role was predominately managerial, it has shifted with the expectation of
instructional and transformational leadership being a priority (Darling-Hammond et al., 2007).
To lead teachers effectively, principals must possess the skills to grow and transform the
organization and build a sense of trust and support for their work from the teachers themselves.
Leadership is about behavior, skills, and abilities (Wiley, 2023).
A critical factor in growing a school falls in the hands of the teachers. Specifically,
effective instruction may improve students’ academic achievement. A teacher’s self-efficacy
strongly affects their effectiveness and student learning outcomes (Xie et al., 2022). Research
(Arifin et al., 2020; Shah & Bhattarai, 2023; Xie et al., 2022) shows that principal leadership
behaviors affect teachers’self-efficacy and motivation for job performance. Motivation and job
performance are closely tied, as higher levels of motivation typically lead to increased effort,
persistence, and engagement in tasks, which in turn enhances overall job performance and
productivity. For instance, principals who inspire, mentor, and challenge teachers push them

4
toward growing in the capacity needed to perform at their principal’s expectation (Shah &
Bhattarai, 2023). A teacher with high self-efficacy may maintain composure when provided with
a challenging task, whereas a teacher who doubts their ability or has low self-efficacy may look
at a difficult task as too hard or impossible, inducing stress and not creating an effective learning
environment (Arifin et al., 2020). Moreover, self-efficacy is important for teachers because those
with high self-efficacy are the most likely to set and achieve challenging goals and be open to
inventive teaching strategies (Shah & Bhattarai, 2023). Finally, principal validation of teachers’
ability and contributions to the school may grow the teachers’self-efficacy when the teacher
values the principal as a leader. Determining the behaviors of the principal that gain the teachers’
respect is the next step in moving forward with the research.
As previously stated, principals lead teachers by increasing their self-efficacy, motivating
them to incorporate new practices, and challenging them to excel. Research (Blase & Blase,
2000; Darling-Hammond et al., 2022; Maxfield & Flumerfelt, 2009; Miller, 2017) establishes
that principals are one of the most critical influences on students’ learning; therefore, their ability
to be effective leaders in their teachers’ eyes is central. To better understand leadership, Blase
and Blase (2000) defined leadership in education as a collaborative process that connects all
stakeholders’ abilities to improve the quality of education and the education system.
Additionally, leadership connects to student achievement through clear goals and accountability
(Blase & Blase, 2000). The leader sets the tone for the organization and establishes a clear vision
toward a goal. Likewise, a principal sets the tone for a school and creates its vision. Equally
important, the principal provides the guidance necessary for teachers to be effective in their
instructional practices to achieve the set goals (Leithwood & Louis, 2004).

5
Purpose of the Project and Research Questions
Research has examined effective principal leadership from the point of view of building,
district, and state education department leaders. Classroom teachers are an important yet
overlooked group when identifying effective elementary principal leadership behaviors.
Specifically, the problem of practice focuses on the underrepresentation of teacher perspectives
on effective elementary principal leadership behaviors in rural school districts in northeast North
Carolina. The purpose of conducting research on effective principal leadership behaviors is to
gain a better understanding of the main behaviors and abilities that shape successful school
leadership. This research helps identify the specific actions and characteristics of effective
elementary principals, enabling school districts to improve their programs for growing new
leaders and programs to support the growth of effective elementary principals. By studying
effective elementary principal leadership behaviors, researchers can also identify strategies and
best practices to improve school performance in areas such as student academic achievement,
teacher morale and self-efficacy, parent engagement, and school culture. This research looks to
improve elementary principal leadership practices to engage teachers in their work to improve
the quality of instruction delivered to students.
To better understand the teachers’ perspective on effective elementary principal leadership
behaviors, three specific research questions elaborate on the research purpose:
1. From the teachers’ perspective, what is the influence of principal leadership behaviors
on teacher motivation?
2. From the perspective of teachers, what behaviors of elementary school principals are
necessary to ensure the professional growth of teachers to impact job performance?

6
3. From the teachers’ perspective, what behaviors of elementary principals are necessary
to ensure the cultivation of positive relationships with teachers?
Importance of the Study
A principal’s actions and decisions directly affect teachers; therefore, it is important to
research the teachers’ perspective on effective principal leadership behaviors. Research (Blase &
Blase, 2000; Darling-Hammond et al., 2022; Miller, 2017) shows the benefit of effective
principal leadership as improving teachers’ morale, job satisfaction, self-efficacy, and classroom
effectiveness. Examining the teachers’ perspective of effective elementary principal leadership
behaviors will yield insights into how these behaviors affect teachers’ motivation and attitude, as
well as the impacts listed previously.
This study will highlight the elementary principal leadership behaviors that are the most
important to teachers. This research is important because a strong, positive working relationship
between teachers and their principals, wherein they collaborate and strategize effectively, can
promote students’ success and overall school improvement (Bauer, 2023). More so, Bauer
(2023) stated that the best way to improve a school’s quality is through growing the principal’s
leadership capacity. Bauer presented that a strong teacher-principal relationship is necessary to
create a good school climate warranting student success. This teacher-principal relationship also
plays an important role in a teacher’s self-efficacy and intellectual growth through professional
development. Moreover, when school principals invest in their teachers’ professional growth and
support their independence as educators, they foster an environment of collaboration and trust
where teachers feel valued and inspired to improve their teaching practices (Bauer, 2023).
In summary of the previous section, teachers have a direct effect on schools and students.
It is important to research teachers’ perspectives on effective elementary principal behaviors to

7
ensure teachers feel heard and supported in their role of teaching children. The relationship
between a teacher and a principal is an important factor for growing teacher-efficacy and
motivation for their practice (Bauer, 2023). This study will allow district leaders, also known as
superintendents, to view principalship roles through the teachers’ lens. It will enable
superintendents to hire and mold leaders who build teacher capacity. Ultimately, the survey
results could benefit any superintendent and district leader looking to hire effective principals
who gain their teachers’ support.
Overview of Theoretical Framework and Methodology
Political sociologist James MacGregor Burns introduced transformational leadership in
1978 in his study titled Leadership, where he attempted to establish a link between leadership
and followership (Northouse, 2022). Transformational leadership is defined as a leadership
approach that influences change in people and social systems and moves followers to accomplish
more than anticipated. The transformational leadership conceptual framework is a process that
focuses on changing and transforming people by assessing motives, satisfying needs, and treating
people as unique individuals. Transformational leadership places a focus on the charismatic and
affective aspects of leadership to enhance and motivate morale and performance (Northouse,
2022).
This study utilizes transformational leadership theory to identify teachers’ needs in
connection with school leadership. Transformational leadership provides a lens through which to
examine and understand, from the teachers’ perspective, the leadership behaviors elementary
principals need. When looking at the traditional structure of elementary classrooms, our lack of
investment in people led to an increase in information and technology without a substantial
influence on teaching and learning practices (Clark & Estes, 2008). Transformational leadership

8
is suitable for addressing this practical problem because it directly relates to creating and
maintaining connections that raise motivation and morality in both leaders and followers
(Northouse, 2022). Educational leaders are challenged with identifying teachers’ knowledge and
skill base, job motivation for continued growth and improvement, and barriers to the
achievement of target goals.
The methodological approach for this research is a mixed methods approach using both
quantitative and qualitative design. Quantitative research designs typically include large,
surveyed groups and are intended to gain data through statistical numbers (Creswell & Creswell,
2018). The quantitative design method aligns with this study because the data desired includes
the perspective of a large population of teachers in northeast North Carolina. The qualitative
design method aligns with this study because one section of the survey asks descriptive openended questions where in-depth answers can be provided. For this study, data will be collected
through an anonymous online survey provided to certified teachers in the northeast region of
North Carolina. The survey will be aimed at gaining insight into the teachers’ perspectives on
effective principal leadership behaviors.
Definition of Terms
The following definitions provide clarity for their use throughout this study. These terms
are common in the field of K–5 public education; however, they may not be as familiar to
readers who do not work in the field.
Coaching: a supportive and collaborative process in which a principal works alongside
teachers to enhance their teaching practices, improve student learning outcomes, and promote
professional growth through observation, feedback, and tailored strategies.

9
Educational leadership: A collaborative process that connects the abilities of all
stakeholders to improve the quality of education and the education system (Blase & Blase,
2000).
Leadership behaviors: Actions and manners that leaders integrate into their management
styles to successfully lead their teams, provide motivation, and reach goals (Santiago, 2022).
Mentoring: a structured relationship in which the principal provides guidance, support,
and feedback to a teacher to foster their professional development, enhance classroom
managerial skills, and bolster confidence in the classroom.
Northeast, North Carolina region: the region of North Carolina, outlined by the North
Carolina Department of Instruction, is composed of 19 school districts housing 183 schools
(North Carolina Department of Public Instruction [NCDPI], 2023)
Principal: the chief executive of a school.
School Climate: the overall atmosphere of a school as experienced by students, staff and
parents, encompassing factors such as safety, relationships, teaching practices and the emotional
and physical environment.
School Culture: the shared beliefs, values and practices and norms that shape the social
and educational environment of a school, influencing how students, staff and the community
interact and thrive.
Self-efficacy: the belief in one’s own ability to successfully execute the behaviors
required to achieve specific goals or outcomes.
Superintendent of schools: the chief executive of a school district.
Teacher-efficacy: the belief that teachers have in their ability to positively impact student
learning and success through their teaching practices and interventions.

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Transformational leadership: a leadership style that inspires and motivates followers to
achieve their full potential and foster considerable change by promoting a shared vision,
encouraging innovation, and building strong relationships.
Organization of the Study
This study will identify effective elementary principal leadership behaviors in rural
districts in northeast North Carolina from the teachers’ perspective. This dissertation follows a
five-chapter model to present the research and results. Chapter One provides an introduction and
outline of the study and establishes the importance of identifying the teachers’ perspectives on
effective elementary principal leadership behaviors. Chapter Two reviews the relevant literature
on effective principal behaviors and outlines the conceptual framework pertinent to the research.
Chapter Three describes the research methodology chosen for this study. Also included in
Chapter Three is the rationale for the methodology and mixed methods study. Chapter Four
considers and analyzes the results from the data analysis, and Chapter Five presents the study’s
findings and gives proposed recommendations and possible extensions for further research on the
topic of effective elementary principal behaviors.

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Chapter Two: Review of the Literature
The priority of school is to teach and grow students academically and socially into
productive adults engaged in society. Teachers play a key role in engaging students in their
learning to lead them to graduate and obtain employment (Maxfield & Flumerfelt, 2009).
Teachers with a high level of self-efficacy may have a more beneficial impact on their students.
According to Hoy’s (2004) essay examining how self-efficacy translates to teacher performance,
extremely effective teachers embrace new ideas, are willing to incorporate new methods of
instruction, and, overall, have a stronger commitment to teaching. Hoy added that teachers who
embody self-efficacy face challenges with persistence and demonstrate resilience through
setbacks (Hoy, 2004). Efficacy and effectiveness are connected in that efficacy focuses on
potential success, while effectiveness assesses real-world success. Bandura (1993) introduced the
concept of self-efficacy, describing it as one’s views on one’s own abilities. In the same regard,
principals may have a direct effect on teachers’ motivation and self-efficacy based on the
leadership traits and behaviors they display (C. Skaalvik, 2020). Therefore, it is important to
understand the connection between principal leadership behaviors and teacher self-efficacy and
motivation. This study explores effective principal leadership behaviors by gathering the
perspectives of teachers on the influence a principal has on teacher self-efficacy and job
motivation. Accordingly, this chapter presents a synthesis of recent literature related to the
association between elementary teachers’ performance and their supervising principal’s
leadership behaviors.
This chapter reviews literature related to principal behaviors and their effect on teacher
performance. The first section gives an overview of teacher motivation and self-efficacy within
theory, followed by their impact in education. The second section reviews current trends in

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effective leadership practices for principals from the lens of practicing principals and
researchers. This chapter closes with a conceptual framework based on J. M. Burns’s 1978
model of transformational leadership with a direct focus on Kouzes and Posner’s five practices
of exemplary leadership model (Northouse, 2022).
Self-Efficacy and Motivation
Self-efficacy is defined as one’s perceived ability to perform a given task successfully
(Bandura, 1977, 1993, 2002). Bandura’s (1977, 1993, 2002) theory of self-efficacy has been
used in research to show the influence of one’s perception of one’s capabilities on learning,
motivation, and achievement (Carry & Forsyth, 2009; Pfitzner-Eden, 2016; Wentzel et al., 2016).
Similarly, motivation is defined as the driving force that pushes one’s desire to work toward
accomplishing a given goal (Sands, 2023). Many theories use motivation as a factor in research
as design. For example, Maslow’s hierarchy of needs is an organized system of identifying and
prioritizing human needs and leveraging motivation to ensure those needs are met (Maslow,
1943).
Additionally, American psychologist Frederick Herzberg is esteemed for his theory work
on management and motivation as he aimed to determine the influence of attitude on motivation
(Herzberg, 1966). Herzberg et al. (1959) claimed that motivational factors are essential to
improve job satisfaction. Therefore, the outcome of Herzberg’s research formed the foundation
of his dual-factor theory. Herzberg’s dual-factor theory frames motivation by identifying aspects
related to job satisfaction as well as factors that cause employee dissatisfaction (Sands, 2023).
Herzberg hypothesized that extrinsic and intrinsic motivators play a direct role in employee job
satisfaction (Nickerson, 2023). Herzberg noted that these two factors have an inverse connection
in that intrinsic motivators tend to increase motivation (Nickerson, 2023). On the other hand,

13
extrinsic factors will not increase motivation, but motivation will decrease in the absence of
these motivators due to employee expectations of their presence (Nickerson, 2023).
Employee satisfaction is an important factor for organizations, as staff turnover may
hinder retention and productivity (Syptak et al., 1999). Therefore, Herzberg’s theory identifies
motivational factors, such as employee recognition and advancement achievement, as
components that lead to more productivity and employee commitment to retention (Syptak et al.,
1999). Notably, Herzberg’s theory explains that there is not one correct way to organize and
manage people; however, the trickle-down effect creates an environment that supports job
satisfaction, which develops employee motivation (Syptak et al., 1999). This chapter will shed
light on how motivation and self-efficacy affect teachers and affect education.
Self-Efficacy
Self-efficacy has been a fundamental factor in theories of motivation and is often
described in terms of self-confidence (Artino, 2012; Carry & Forsyth, 2009). Additionally,
researchers have used the concept of self-efficacy to explain a vast array of human selfmonitoring behaviors (Artino, 2012). Bandura’s (1977, 1993, 2002) self-efficacy theory is
regarded as a valuable component of the study of academic achievement, motivation, and
learning (Artino, 2012; Carry & Forsyth, 2009; Pfitzner-Eden, 2016; Wentzel et al., 2016).
Through the last decade, research on self-efficacy has grown in popularity when directed toward
teachers and their impact on education (Artino, 2012; Carry & Forsyth, 2009; Pfitzner-Eden,
2016; Wentzel et al., 2016). Moreover, when determining student achievement levels and teacher
effectiveness, it is important to consider factors influencing classroom instruction. Bandura’s
(1977, 1993, 2002) self-efficacy theory can be used to identify a teacher’s internal comfort level
in performing their role with instructional delivery.

14
Bandura (1977, 1993, 2002) studied the internal and external motivations that shaped
people’s self-efficacy and abilities to express control over their behaviors. Likewise, the author
affirmed that self-efficacy is the basis for an individual’s level of motivation and sense of
accomplishment within a field (Bandura, 1977, 1993, 2002). In particular, Bandura (1993)
believed that self-efficacy is formed from one’s interpretations of one’s known abilities;
therefore, he identified four primary bases of self-efficacy: mastery of one’s experiences,
secondhand experiences, voiced persuasion, and emotional state. To understand this more,
mastery experiences give information about past successes and failures, both shaping a person’s
confidence for future experiences (Artino, 2012; Pfitzner-Eden, 2016; Vahidi, 2015). These
experiences tend to have the most influence on an individual’s self-efficacy because of the direct
correlation with success versus failure. For example, a beginning teacher completes her 1st year
of teaching and grows her confidence that she will succeed along her career path.
Secondhand experiences, also referred to as vicarious experiences, influence one’s
confidence levels based on others’ demonstration of success (Artino, 2012; Pfitzner-Eden, 2016).
Essentially, they provide the confidence that one can do something because of the success of
others. For example, a teacher observes a colleague complete training and get hired as an
instructional coach, causing the teacher to enroll in the training the following semester. Voiced
or verbal persuasion builds self-efficacy through voiced encouragement and persuasion that the
ability to complete the task lies within the individual (Artino, 2012; Pfitzner-Eden, 2016). For
instance, a class of third-grade students perform well on their state summative assessments after
their teacher encourages them daily by voicing her confidence in their ability. Meanwhile, the
students’ overall success directly correlates with the teacher’s self-efficacy, which the building
principal’s support has fostered.

15
The final base framing self-efficacy beliefs is one’s emotional or physiological state
(Artino, 2012; Pfitzner-Eden, 2016; Vahidi, 2015). Further, anxiousness or signs of nervous
behavior may have a psychological impact on one’s confidence and belief that one can
effectively complete a particular task (Vahidi, 2015). However, psychological influences are the
least impactful; therefore, with time, one can learn to overcome anxious feelings when presented
with a task and develop a stronger sense of self-efficacy and confidence (Vahidi, 2015).
Self-Efficacy in Education
One’s self-efficacy affects motivation for goal setting, personal perseverance, and level
of expending efforts (Bandura, 1993, 2002; Leithwood & Jantzi, 2008; Usher & Pajares, 2008).
Further, self-efficacy is a characteristic of one’s ability to create change, which may be seen as a
key characteristic of an effective school principal (Tschannen‐Moran & Gareis, 2004). Within a
school, the principal is tasked with creating a vision, setting goals, and being an instructional
leader for teachers to achieve those goals. Tschannen-Moran and Gareis (2004) confirmed that
principals who have a heightened level of self-efficacy are consistent with their vision setting,
goal pursuit, and leadership of teachers toward reaching those goals. On the other hand,
principals without a high level of self-efficacy struggle to lead teachers instructionally toward
reaching goals and impacting student achievement. These principals miss cues for change and
often remain focused on a plan that is not building the engagement needed to improve teacher
motivation (Tschannen‐Moran & Gareis, 2004).
Like self-efficacy, principals strive to achieve collective efficacy among a school’s
teachers (Donohoo et al., 2018). Collective efficacy is defined as a group’s combined
understanding, beliefs, and ability to succeed (Bandura, 1993). Furthermore, “collective teacher
efficacy is a promising construct for promoting understanding of ways schools can foster student

16
achievement” (Tschannen-Moran & Barr, 2004, p. 189). Collective teacher efficacy implies that
teachers’ opinions of their energies in the classroom can improve student performance (Goddard,
2002). Therefore, collective efficacy plays a substantial role in student achievement (Goddard,
2002; Tschannen-Moran & Barr, 2004).
In education, self-efficacy, and collective efficacy link to the idea that teachers and
principals can positively influence student achievement (Cansoy & Parlar, 2018). Because
collective efficacy affects how teachers and principals think, feel, self-motivate, and conduct
themselves, it is an important factor in the tone of a school’s culture (Bandura, 1993; Donohoo et
al., 2018). Further, teachers’ shared sense of collective efficacy creates school cultures that
exude high expectations for students and staff and overall student success. In addition, a shared
sense of collective efficacy builds a focus on learning and growing toward goals, as opposed to
basic compliance with directives (Cansoy & Parlar, 2018; Donohoo et al., 2018).
Goddard and Goddard (2001) noted that collective efficacy was an important factor in
improving achievement among students. Additionally, collective teacher efficacy is also thought
to play a meaningful role in overall student achievement in classrooms (Cansoy & Parlar, 2018;
Goddard & Goddard, 2001; Tschannen-Moran & Barr, 2004). Consequently, it can be argued
that a teacher’s confidence in their abilities, their self-efficacy, is an important factor in ensuring
students achieve in school and for growing teacher effectiveness as well as identifying the
significance that collective efficacy plays in developing and growing a school (Donohoo et al.,
2018).
Maximizing self-efficacy increases teachers’ self-confidence, creating room for improved
collaboration (Cansoy & Parlar, 2018; Tschannen-Moran & Barr, 2004). Teachers gain
confidence in their skills when they collaborate in a professional community, increasing their

17
team’s collective effectiveness. Principals hold a fundamental responsibility in modeling selfefficacy among teachers (Cansoy & Parlar, 2018; Tschannen-Moran & Barr, 2004). For example,
principals directly impact teachers’ self-efficacy through vicarious experiences when they model
the expected behavior through their interactions with staff (Cansoy & Parlar, 2018; Leithwood &
Jantzi, 2008; Tschannen-Moran & Barr, 2004). By concentrating on growing self-efficacy among
teachers, they will indirectly facilitate the development of collective efficacy at the school.
Additionally, teachers’ dedication to a school and their effect on the school climate improve
when they are part of the school’s overall decision making and goal development (Cansoy &
Parlar, 2018; Tschannen-Moran & Barr, 2004).
Teacher Efficacy
While self-efficacy is the perception of one’s ability to succeed, teacher-efficacy is a
crucial concept in education that refers to a teacher's belief in their ability to positively impact
students' learning outcomes (Covey, 2014). This confidence in their teaching skills allows
educators to navigate obstacles, adapt to diverse classroom needs, and persist in their efforts to
foster student growth (Covey, 2014). Building on the idea of self-efficacy, researchers in the
field of education began studying the concept of teacher-efficacy and recognized the importance
of understanding how teachers' beliefs in their own capabilities impact their teaching practices,
student outcomes, and overall classroom dynamics (Covey, 2014; Guskey, 2021). When teachers
have high levels of efficacy, they exhibit confidence in their teaching skills, are more persistent
in the face of challenges, and are more willing to put in the extra effort needed to help their
students succeed (Guskey, 2021). Teachers with high levels of efficacy exhibit a deep
commitment to their profession and a genuine desire to make a difference in their students' lives
(Guskey, 2021). They are more likely to use innovative teaching methods, provide constructive

18
feedback, and create a supportive and engaging classroom environment that promotes learning
(Covey, 2014).
Research has shown that teacher-efficacy is closely linked to student achievement,
engagement, and overall classroom climate, making it a key focus area for professional
development in education (Covey, 2014; & Guskey, 2021). Numerous studies have highlighted
the important impact of teacher-efficacy on student outcomes (Jerrim et al., 2023; Shahzad &
Naureen, 2017; & Tschannen-Moran et al., 1998). Specifically, Shahzad and Naureen (2017),
conducted an empirical study on the impact teacher-efficacy had on the academic achievement of
middle school students. Through random sampling, 60 teachers and 100 students participated in
a questionnaire that produced data findings that revealed teacher-efficacy having a positive
impact on a student’s academic performance (Shahzad & Naureen, 2017).
Tschannen-Moran et al., (1998), related teacher-efficacy to the locus of control,
originally developed by Rose and Medway in 1981. The locus of control refers to an individual's
belief about the causes of events in their life (Tschannen-Moran et al., 1998). Individuals with an
internal locus of control believe they control their own actions, successes, and failures as well as
controlling their own efforts, capabilities, and decisions (Tschannen-Moran et al., 1998). On the
other hand, individuals with an external locus of control tend to tie outcomes to external factors
such as luck or fate, and feel they have little control over the outcomes they face (TschannenMoran et al., 1998). Teacher efficacy and locus of control are closely linked concepts that can
influence teacher behaviors and student outcomes in the classroom (Guskey, 2021; &
Tschannen-Moran et al., 1998). Teacher efficacy is related to locus of control in the sense that
educators with a strong internal locus of control tend to have higher levels of efficacy believing
they have the power to impact student learning through their efforts and actions and show

19
internal control over their teaching practices and students' outcomes (Guskey, 2021; &
Tschannen-Moran et al., 1998). Recognizing the connection between teacher efficacy and locus
of control can help educators develop a growth mindset, take ownership of their teaching
practices, and empower themselves to create a more conducive and impactful learning
experience for their students (Guskey, 2021; & Tschannen-Moran et al., 1998).
When teachers feel effective, they are more likely to set challenging goals for their
students, employ effective instructional strategies, and maintain a positive attitude even in the
face of setbacks (Covey, 2014). This belief in their ability to make a difference not only
enhances their own job satisfaction but also contributes to higher levels of student motivation,
achievement, and overall well-being (Covey, 2014). Therefore, nurturing and supporting teacher
efficacy is essential for creating a positive educational environment where both teachers and
students can thrive (Covey, 2014).
Motivation
Motivation is a key factor leading human actions and gives the why for a person’s
behavior (Cherry & Morin, 2023). Moreover, motivation is the instinct that drives a person to
work toward a goal and is especially important in organizations (Cherry & Morin, 2023).
Similarly, motivation theories study the underlying drive for a person’s actions (Sands, 2023).
One of the more commonly recognized theories of motivation, Maslow’s hierarchy of needs,
suggests that people are driven to fulfill human needs, from the most basic physiological needs to
reaching their full potential (Mcleod, 2023; Sands, 2023). Maslow’s theory is presented
pictorially through a narrowing pyramid where the base signifies the most basic level (Krosel,
Helbert, et al., 2023). Further, Maslow suggested that one’s motivation develops from a desire to
advance through the hierarchy pyramid, and once a person satisfies one level of needs, they

20
become motivated to grow further (Krosel, Helbert, et al., 2023). Essentially, Maslow’s theory
notes that reaching one’s full potential, self-actualization, is the highest level of psychological
development (Krosel, Helbert, et al., 2023). In the workplace, for example, organizations may
use this theory model to motivate staff to increase their job performance and overall satisfaction,
which, in turn, grows self-actualized workers (Krosel, Helbert, et al., 2023).
Finally, Clark and Estes’s (2008) gap analysis theory explains motivation in three
parameters: active choice, persistence, and mental effort. First, active choice replaces one’s
intentions with one’s actions (Clark & Estes, 2008; Nestell, 2022). For example, teachers make
an active choice when they implement new instructional strategies that they learned at a
professional development session. Second, persistence is the continuation of a task regardless of
distractions presented (Clark & Estes, 2008; Nestell, 2022). For instance, a teacher shows
persistence when she continues to implement instructional strategies in her classroom, even after
a colleague gives her worksheets and suggests she make the task easier for herself. Third, mental
effort is where one creates new ideas and solutions to current problems (Clark & Estes, 2008;
Nestell, 2022). For example, a teacher puts forth mental effort when she works with the
administrative team to draft ideas to solve relevant problems. Overall, understanding
motivational influences is important as these affect productive outcomes (Clark & Estes, 2008;
Nestell, 2022).
Motivation in Education
Motivation is the reason for human behavior, and it is an essential factor in setting and
achieving goals (Cherry, 2021; Cherry & Morin, 2023; Souders, 2023). Motivational states are
often understood as influences that create a desire to engage in goal-directed behavior (Cherry &
Morin, 2023). This means that one may be motivated toward a goal but not actually working to

21
obtain that goal unless the paradigm of desire is the catalyst providing the motivation (Cherry &
Morin, 2023). Additional motivational states include beliefs and intentions toward achieving a
goal (Cherry & Morin, 2023).
Educational psychologists are interested in motivation because of its role in student
learning and achievement. Research on motivation in education focuses on identifying what
influences teachers to engage in effective professional growth activities and motivates their
efforts to achieve their students’ academic growth. Therefore, motivation is important to
understand as it drives one’s basic behaviors (Cherry, 2021). The following sections discuss
findings from various sources on motivation that will be tied to their effect on teachers.
The two primary types of motivation are intrinsic and extrinsic (Cherry & Morin, 2023).
Research shows that intrinsic motivation refers to participating in activities for natural
fulfillment, whereas extrinsic motivation involves taking on an endeavor for external satisfaction
and acknowledgement or to escape consequences (Calder & Staw, 1975; Reiss, 2012; Tohidi &
Jabbari, 2012). Studies (Calder & Staw, 1975; Reiss, 2012; Tohidi & Jabbari, 2012) reveal that
intrinsic motivation often yields better outcomes and long-term satisfaction from the endeavor.
An example of intrinsic motivation in education is a teacher participating in a professional
development session because they enjoy the content and are motivated to learn and improve.
In the same manner, an example of extrinsic motivation is the teacher implementing best
practice teaching methods that show growth in student proficiency, resulting in the principal
highlighting their performance at a school board meeting. Further, an empirical study by
Inayatullah and Jehangir (2012) focused on the effect of motivation on a teacher’s job
performance. The study collected data from public and private school teachers in a large city.
The study’s outcomes present an important and positive correlation between teacher motivation

22
and job performance (Inayatullah & Jehangir, 2012). The researcher noted that the significance
of this study was to highlight motivation as a key factor in a teacher’s job performance in both
public and private sectors, ultimately improving the overall education system in their local city
(Inayatullah & Jehangir, 2012).
Another key factor in research for motivation is the self-determination theory, posited by
Deci and Ryan (1985) as an analysis of human motivation. Their work investigated why people
think, act, and mature themselves in specified ways and identified the circumstances people need
to improve their performance, endure beyond obstacles, and maintain growth (Perry, 2023). Selfdetermination is a learned behavior and is tied to actions of people that are made intentionally
within their control (Perry, 2023). The self-determination theory (SDT) is a common framework
found in educational research (Deci & Ryan, 1985, 2000; Perry, 2023; Ryan & Deci, 2000). In
education, SDT highlights the importance of supporting students’ independence, ability, and
interpretation as essential considerations in promoting intrinsic motivation (Deci & Ryan, 2000;
Ryan & Deci, 2000). Per Perry (2023), students are more likely to be motivated to learn and
grow when they are in control of their learning and feel capable and as though they have a
choice.
Deci and Ryan (1985) continued the exploration of the relationship between motivation
and decision making with their cognitive evaluation theory, which names the social and
environmental factors that accelerate or delay our motivations (Perry, 2023). Cognitive
evaluation theory outlines three basic psychological needs: autonomous regulation, specifically,
independent actions aligned with one’s authentic identity; feelings of competence, meaning
developed feelings of happiness following a successful endeavor; and relatedness, meaning
others validate one’s feelings (Perry, 2023). Perry (2023) stated that when all three of these

23
psychological needs are met, one has the ideal state to identify and obtain goals that bring
internal rewards such as fulfillment, self-gratitude, and personal development. Further, an
empirical study by Hamner and Foster (1975) reexamined the evidence presented by Deci’s
(1972) research that states motivational reinforcements are addictive while a person’s intrinsic
motivation decreases when they receive contingent monetary rewards. The study then tested
Deci’s cognitive evaluation theory by providing different rewards as motivating factors for the
improvement of job performance (Hamner & Foster, 1975). The study’s key findings suggest
that conditional monetary rewards provide an additive effect on motivation toward a given task
(Hamner & Foster, 1975).
To illustrate further, Frase (2015) conducted another study on Deci’s cognitive evaluation
theory, examining the potential implications of teacher monetary rewards programs as compared
to teacher career enhancement opportunities such as conferences and professional development
sessions. Frase hosted participants from high-performing schools in Arizona consisting of 40%
male and 60% female teachers. Key findings contradicted Hamner and Foster’s (1975) findings
in that most teachers chose traveling professionally for career enhancement professional
development as a reward over receiving an isolated monetary stipend (Frase, 2015). While these
studies provide different key findings, it is important to identify potential factors for the
discrepancy. One factor is that the time between studies was 40 years. One can imply that
education has advanced in teacher preparation conferences. Therefore, there is likely more
opportunity for professional development and motivation to apply learned information for
professional advancement.
Additionally, as a contributor to research on motivation, Locke put forward the goalsetting theory of motivation in the 1960s (Debara, 2022; Locke & Latham, 2002, 2019). The

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goal-setting theory is soundly investigated and pertains to the relationship between goal setting
and task performance (Debara, 2022; Locke & Latham, 2002, 2019). It should be noted that the
intention of the goal-setting theory is to better understand the relationship between how the
process of setting goals influences one’s motivation and performance (Moeller et al., 2011; PageVoth & Graham, 1999). With this intent, the goal-setting theory identifies the types of goals that
motivate performance, therefore allowing organizations to gain an understanding of how to
motivate staff (Debara, 2022).
As mentioned, according to the goal-setting theory, goals should be challenging and
individualized to be fully effective (Debara, 2022; Locke & Latham, 2002, 2019). However,
Locke and Latham (2002) further developed the model by identifying five essential principles for
effective goals (Debara, 2022; Locke & Latham, 2002). The first is clarity, meaning effective
goals are clear and specific (Debara, 2022). The second states that goals should be challenging,
meaning the attainment of the goals is difficult and takes effort (Debara, 2022). Third, goals take
commitment, meaning staff must have a level of obligation to the goal to result in follow-through
(Debara, 2022). Fourth, goals should come with feedback toward completion progress and
acknowledgement of what is going well and areas of improvement (Debara, 2022). Fifth, goals
should have task complexity, meaning goals are manageable due to being divided into small
tasks that are not overwhelming (Debara, 2022). For instance, one study looked at factors that
influenced goal choice, function, and goal framing in school improvement initiatives (Locke &
Latham, 2006). Key findings note that teachers should have ample opportunity to participate in
the goal development and implementation for a school improvement initiative to succeed (Locke
& Latham, 2006).

25
To illustrate further, E. C. Burns et al. (2019) conducted an empirical study on the role of
teacher feedback with implications for goal setting within the lens of the goal-setting theory.
E. C. Burns et al. (2019) noted that there has been little research examining motivational
methods that link teacher input to achievement; however, through this study, the researcher
linked goal setting with positive outcomes on achievement. Goal-setting theory examines the
motivational purpose of intentionally setting goals and the outcomes by which goals influence
overall performance (E. C. Burns et al., 2019). Overall, goal-setting theory suggests that setting
specific and challenging yet attainable goals may boost motivation and maintain focus (Debara,
2022; Locke & Latham, 2019; Weinberg & Butt, 2014).
Self-Efficacy and Motivation: Impact on Teachers’ Burnout and Retention
Teacher burnout is a growing concern in education. Teacher burnout can be defined as
the physical, mental, and emotional fatigue teachers face (Carver-Thomas & Darling-Hammond,
2017). Further, many studies have identified burnout as one of the fundamental factors affecting
teacher attrition (Aulia & Haerani, 2023; Bryant et al., 2023; Carver-Thomas & DarlingHammond, 2017). For example, a study by Aulia and Haerani (2023) focused on the challenges
of teacher retention and turnover. The researchers found the reasoning for high turnover rates
directly correlated with concerns for salary and working conditions, as well as a poor school
culture and low teacher collaboration efforts (Aulia & Haerani, 2023). To combat these concerns,
the researchers provided solutions for schools, including providing resources to teachers as well
as support for their work to grow the overall school culture (Aulia & Haerani, 2023).
Along the same lines, McKinsey and Company surveyed 1,800 teachers to gain a better
understanding of the factors contributing to teacher burnout and attrition in the first 5 years of
their careers (Bryant et al., 2023). Bryant et al.’s (2023) research shows that nearly a third of K–

26
12 educators are contemplating leaving the profession. The reasons for staying or leaving the
profession included salary, unmanageable expectations, and a heavy workload (Bryant et al.,
2023). Bryant noted stability in school leaders as a major factor in long-term school success and
as playing a meaningful role in teacher retention. The study found that teachers noted job
satisfaction and intention to remain in their position when they felt they had a purposeful
connection with their colleagues and when they felt their principal found their work purposeful.
Ultimately, due to job demands and heightened stress levels, teachers are susceptible to feelings
of burnout in the first few years of their careers (Aulia & Haerani, 2023; Bryant et al., 2023).
Excessive demands, including long hours of lesson planning, paperwork, and extensive
professional development, can harm teachers’ well-being. Additionally, a report by CarverThomas and Darling-Hammond (2017) using data from a schools and staff survey from the
National Center for Education suggests that the added pressure of district and state expectations
for academic success, coupled with demands from administrators, parents, and stakeholders, add
to stress levels. Carver-Thomas and Darling-Hammond (2017) noted that it is important to
address early attrition as the country’s teacher shortage grows. Key findings regarding the causes
of teacher attrition include a lack of principal support, low salaries, and added pressure of
increased testing accountability (Carver-Thomas & Darling-Hammond, 2017). This level of
stress can lead to feelings of contempt, indifference, and a lack of accomplishment (Aulia &
Haerani, 2023; Bryant et al., 2023).
To reduce teacher burnout, it is important for schools and principals to provide ample
resources and support to teachers, engage in promoting a work-life balance, and foster self-care
practices often (Aulia & Haerani, 2023; Bryant et al., 2023; Carver-Thomas & DarlingHammond, 2017). Further, it has been proposed that strong self-efficacy can be an effective

27
defense against teacher burnout (Aulia & Haerani, 2023). By addressing teacher burnout and
attrition, schools can maintain a structured and sustainable environment that allows teachers to
grow their motivation for their work (Bryant et al., 2023).
Teacher retention is a concern that has increased interest in the research field of
education. Research has been conducted to gain an understanding of the influences on teacher
retention rates as well as to identify strategies to help schools improve teacher motivation and
overall job satisfaction (Aulia & Haerani, 2023; Eberhard et al., 2000; E. M. Skaalvik &
Skaalvik, 2017; Zee & Koomen, 2016). For instance, one study managed by the Learning Policy
Institute (Darling-Hammond, 2017) investigated reasons for increased teacher turnover rates.
The study concluded similar results to multiple other studies finding commonalities with lack of
support for beginning teachers, insufficient resources and opportunities for professional
development, and stressful working conditions (Darling-Hammond, 2017). In addition,
inadequate salary coupled with high-stakes accountability also contributed to teacher attrition
(Darling-Hammond, 2017; DeStercke et al., 2015).
To address these concerns, many schools have outlined initiatives aimed at improving
teacher retention (DeStercke et al., 2015; Eberhard et al., 2000; Zee & Koomen, 2016). Further,
schools may implement mentorship programs for new hires and beginning teachers to provide
support with curriculum and district expectations (Eberhard et al., 2000). Likewise, schools may
utilize high-performing teachers to host professional development sessions for staff to provide
instructional assistance and engagement support to colleagues (DeStercke et al., 2015). Valuable
professional development in-service sessions provide teachers with the essential expertise to
enhance their teaching practices and meet their students’ needs (Eberhard et al., 2000). Both
examples provide for the teachers’ psychological needs and may help to increase their feeling of

28
value and their self-efficacy in the profession (E. M. Skaalvik & Skaalvik, 2017; Zee & Koomen,
2016). For this reason, studies show that the implementation of such initiatives may substantially
reduce teacher turnover and improve teacher motivation (DeStercke et al., 2015; Eberhard et al.,
2000; E. M. Skaalvik & Skaalvik, 2017; Zee & Koomen, 2016).
In addition to these endeavors, studies have explored the inflfuence of school leadership
on teacher retention (Boyd et al., 2011; Lazcano et al., 2022; Lyons, 2022). Progressive and
helpful school leadership has been linked to decreased teacher turnover rates (Lyons, 2022).
Therefore, when teachers feel supported by their principals and have ample opportunities for
professional growth and collaboration, they increase the likelihood the teacher will grow in their
motivation for longevity in the field of education (Boyd et al., 2011; Lazcano et al., 2022; Lyons,
2022).
Effective Practices of Leaders
Earlier research has examined effective principal leadership behaviors through the lens of
acting principals, district leaders, and other top positions in states’ education departments (Kwan,
2012; Maxfield & Flumerfelt, 2009). For instance, Maxfield and Flumerfelt (2009) conducted a
qualitative study to give insight into principals’ effective behaviors as identified by other active
principals. Through the study, principals responded to five questions regarding what is and is not
working, as well as on incentives provided to staff (Maxfield & Flumerfelt, 2009). Key findings
noted principal behaviors being a major factor in teacher performance (Maxfield & Flumerfelt,
2009). The desired principal behaviors, as identified by current principals, include guiding
teachers toward improvement, rather than dictating direction, and showing distributive leadership
attributes to give teachers a voice in school decisions (Maxfield & Flumerfelt, 2009). The study’s
results provided useful information to principals who struggle to support emerging teacher

29
leaders (Maxfield & Flumerfelt, 2009). Similarly, Kwan (2012) organized a quantitative study to
gather input from acting school superintendents on the qualities they seek when hiring school
principals. The results provided four general skill sets desired for principal applicants from the
lens of school superintendents (Kwan, 2012). Kwan (2012) intended the study’s results to help
recruitment companies match top candidates to principal positions.
Kouzes and Posner (2012) provided five practices leaders must develop to be
transformational, known as personal best practices. The personal best practices are modeling,
inspiring visions, challenging processes, enabling others, and encouraging others (Kouzes &
Posner, 2012). According to Kouzes and Posner (2012), leaders model the way when they
establish an expectation for how the organization should strive to meet goals while modeling an
example for others. Leaders inspire a shared vision when they avidly believe their actions can
make a difference; therefore, they empower others and bring their vision into reality. Leaders
challenge the process when they strive for excellence by taking risks and implementing
innovative changes for improvement. Leaders enable others to act when they actively seek to
involve their team in planning and decision making while working to allow all team members to
feel heard through the process. Finally, when leaders acknowledge and celebrate the
contributions of others, they encourage the heart (Kouzes & Posner, 2012; Wiley, 2023). The
model outlined by Kouzes and Posner continues to prove itself as an effective evidence-based
pathway for transformation.
Principal Leadership Behaviors
Considering heightened school accountability and reform initiatives, school improvement
efforts and change management energies are largely placed on the plate of school principals
(Tschannen‐Moran & Gareis, 2004). With principals holding a central role in leading and

30
executing school improvement initiatives, identifying effective leadership behaviors of principals
is a necessary piece of school improvement and reform. According to Crowther et al. (2008), the
position of effective principals includes five roles: visioning, identity, alignment, distribution of
leadership, and networking. Reeves (2009) supported these roles and added that the job of
principals is “enormously important” as they work as “talent scouts” (p. 71) continuously
looking for effective teachers who can be grown into leaders for the school. A key finding that
emerges from these studies is that the school principal is viewed as an integral part of initiating
school improvements by providing heightened expectations of teachers and students (Crowther
et al., 2008; Reeves, 2009). Likewise, according to Grissom et al. (2021), strong principals are
the backbone of high-performing schools, and without their leadership, schools are unable to
provide a high return on their investment. Additionally, the research notes that school leaders do
not control school improvement processes; rather, they provide guidance and direction for
teachers as they are inevitably the ones who have control of school improvement (Maxfield &
Flumerfelt, 2009).
Grissom et al.’s (2021) literature review on school principals found that effective school
leadership has positive influences on student achievement and teacher satisfaction and
motivation. Among key findings is a comparison of the percentile of principal effectiveness to
student achievement, stating higher performing school leaders can yield increased student
learning in reading and math up to 4 months’ growth beyond a lower percentile ranked leader
(Grissom et al., 2021). Further, the study found that principals influence students indirectly
through their effects on teachers, specifically their hiring and retention practices and teacher
development and encouragement (Grissom et al., 2021). However, research on school principal

31
leadership is variable; therefore, there needs to be an investment in thorough research for further
analysis of the principal’s impact (Grissom et al., 2021).
One mostly unexplored possibility to understanding principal behavior and motivation is
a principal’s level of efficacy. Self‐efficacy is a perceived view of one’s abilities, specifically in
the areas of influencing change, which may be seen as an important characteristic of an effective
school principal (Tschannen‐Moran & Gareis, 2004). A principal’s self-efficacy may be
impactful toward their motivation and behaviors, as principals with elevated self-efficacy are
likely to be more confident and motivated in their overall abilities to effectively lead, grow, and
change their schools. This motivation stems from their belief in their competence to overcome
challenges and accomplish goals (Dimmock & Hattie, 1996). In addition, principals with higher
self-efficacy are likely to also act proactively regarding decision making and problem solving,
thus overall benefiting school improvement (Dimmock & Hattie, 1996). Equally important, C.
Skaalvik (2020) identified persistence and resilience as key factors in a school principal’s selfefficacy for instructional leadership, noting that high self-efficacy contributes to a principal’s
persistence when facing challenges. Overall, a principal’s self-efficacy can substantially affect
their motivation and behaviors, influencing their leadership style, approach to problem solving
and decision making, and their ability to inspire and motivate teachers (Akkaya, 2023).
Being a principal comes with great responsibility. Effective principals leverage skills to
influence staff in creating a culture and climate that affects their mindsets toward education
(Maxfield & Flumerfelt, 2009). While teachers have the greatest impact on overall student
growth and achievement, effective teachers need the guidance and support of strong leaders to
grow professionally and engage in school outcomes (Lalor & Sperrazza, 2022). Through this

32
study, determination will reveal what leadership skills teachers believe make a principal effective
in growing them professionally and developing their motivation and self-efficacy.
Transformational Leadership Conceptual Framework
Political sociologist James MacGregor Burns outlined transformational leadership in an
attempt to establish a link between leadership and followership (Northouse, 2022). Burns sought
to connect the roles of leaders and followers and defined transformational leadership as a process
where leaders and followers push one another to higher levels of motivation and emotional
elements of leadership (Northouse, 2022; Wiley, 2023). The transformational leadership
conceptual framework focuses on changing and transforming people by assessing motives,
satisfying needs, and treating people as unique individuals (Northouse, 2022). Transformational
leadership focuses on leadership’s charismatic and affective aspects to enhance and motivate
morale and performance (Northouse, 2022).
Transformational leaders hold a style of leadership that inspires positive changes in both
the employees and the organization by creating a culture of innovation (Bird, 2021).
Transformational leadership focuses on improving the performance of followers while realizing
their full potential (Bird, 2021; Northouse, 2022). The components of transformational
leadership are four key factors: idealized influence, inspirational motivation, intellectual
stimulation, and individualized consideration (Bird, 2021; Northouse, 2022).
• Idealized influence: Transformational leaders model ethical behavior and maintain a
dedication to the goals of the organization by showing enthusiasm about planned
strategies (Bird, 2021; Northouse, 2022). Specifically, idealized influence provides a
strong and appropriate role model for the team (Bird, 2021).

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• Inspirational motivation: Transformational leaders communicate a vision that provides a
strong sense of ownership and purpose for setting and achieving goals (Bird, 2021;
Northouse, 2022). Transformational leaders inspire followers to achieve goals by setting
high expectations for themselves (Bird, 2021; Northouse, 2022). Specifically, inspired
motivation creates a compelling vision for the team, so employees understand how their
contributions fit into the overall goals (Bird, 2021).
• Intellectual stimulation: transformational leaders emphasize providing employees with
opportunities to learn and grow rather than focusing on outcomes (Bird, 2021). These
leaders enable employees to maintain the goal of continuous learning by eliminating fear
and encouraging innovative ways of thinking (Bird, 2021; Northouse, 2022). Intellectual
stimulation means showing an interest in one’s work and challenging one's work to grow
professionally (Bird, 2021).
• Individualized consideration: a key part of transformational leadership is the professional
development of employees and the cultivation of positive relationships (Bird, 2021;
Northouse, 2022). Transformational leadership encompasses a growing culture in the
organization where each individual feels ownership of goals and is motivated to grow
(Bird, 2021; Northouse, 2022). Specifically, individualized consideration is taking an
interest in the team members (Bird, 2021).
This study utilizes transformational leadership theory to identify teachers’ needs in
connection with school leadership. There are numerous reasons transformational leadership
provides a valuable lens to examine and understand elementary principals’ necessary leadership
behaviors, as identified from the teacher’s perspective. Transformational leadership is suitable
for addressing this practical problem because it directly relates to creating and maintaining

34
connections that maximize motivation, influence, and the cultivation of positive relationships in
both leaders and followers (Northouse, 2022). Transformational leaders use inspirational
motivation to communicate high expectations to employees and inspire them through motivation
to become part of a shared vision for the organization (Northouse, 2022). Specifically,
educational leaders are challenged with ensuring the intellectual growth of teachers to maintain
or improve their motivation, self-efficacy, and commitment to the vision of the school
(S. Espinoza, 2013).
The research questions for this study focus on teachers’ perspectives on the principal’s
role and behaviors exhibited that influence teacher self-efficacy and job motivation. Figure 1
represents an original conceptual framework created for this study adapted from J. M. Burns’s
(1978) transformational leadership theory. The framework identifies Burns’s four Is of
transformational leadership theory and succinctly explains each section (Northouse, 2022).

35
Figure 1
Conceptual Framework
Summary
Research establishes that principals are primary influencers of student learning; therefore,
their teachers’ perceptions of them as effective leaders are important (Blase & Blase, 2000;
Darling-Hammond et al., 2022; Maxfield & Flumerfelt, 2009; Miller, 2017). To be effective in
leadership, principals must recognize the behaviors to gain their teachers’ support. The
leadership behaviors that principals must exhibit, from the teachers’ perspective, are
undetermined. Teacher blogs and social media sites host forums where teachers voice opinions
and critiques; however, there is a lack of clarity in terms of the exact leadership behaviors that

36
are essential for effectively leading an elementary school. Principals are one of the most
important influences on student learning; therefore, their effectiveness as leaders in the eyes of
their teachers is critical (Blase & Blase, 2000; Darling-Hammond et al., 2022; Maxfield &
Flumerfelt, 2009; Miller, 2017).

37
Chapter Three: Methodology
This chapter outlined the mixed methods research design for the study, including an
overview of the methodological approach, research setting, background information on the
researcher, and potential biases. Also included was an outline of the method and procedures for
data collection, the research participants, data analysis with validity and reliability factors, ethics,
and limitations. The purpose of the study was to identify effective elementary principal
leadership behaviors from the classroom teachers’ perspective and how those behaviors affected
a teacher’s motivation, self-efficacy, intellectual growth, and relationship development.
Research Questions
To better understand the teachers’ perspective on effective elementary principal leadership
behaviors, three specific research questions were developed to elaborate the research purpose:
1. From the teachers’ perspective, what is the influence of principal leadership behaviors on
teacher motivation?
2. From the perspective of teachers, what behaviors of elementary school principals are
necessary to ensure the professional growth of teachers to impact job performance?
3. From the teachers’ perspective, what behaviors of elementary principals are necessary to
ensure the cultivation of positive relationships with teachers?
Overview of Design
The methodological approach for this research was a mixed methods design using both
quantitative and qualitative methods. Quantitative research designs typically include large,
surveyed groups and are intended to gain data through statistical numbers (Creswell & Creswell,
2018). The quantitative design method aligned with this study because the data desired included
the perspective of a large population of teachers in Northeast North Carolina. The qualitative

38
design method aligned with this study through descriptive open-ended questions on the survey
that allowed for in-depth answers. For this study, data will be collected through an anonymous
online survey provided to certified teachers in the northeast region of North Carolina. The survey
was aimed at gaining insight into the teachers’ perspectives on effective principal leadership
behaviors. For this study, the survey included both closed and open-ended questions to gather
information. This format was ideal because it allowed for a range of respondent viewpoints and
for respondents to have the freedom to completely express their views and opinions. A survey
method was the preferred approach for this study as the desired participants were geographically
dispersed within the northeastern part of the state. Given the participants’ time constraints, as
many teachers had a variety of priorities, the survey was provided electronically. An additional
benefit of providing the survey electronically was that the data were collected and sorted quickly,
allowing for immediate analysis as compared to the extended time required to analyze data from
a paper-and-pencil survey (Wright, 2017).
The Researcher
The researcher is an elementary school principal in the northeast region of North Carolina
who embodies a unique identity combining the role of an educational leader and aspiring scholar.
Different from traditional researchers who work exclusively in research institutions, the
researcher demonstrates a commitment to understanding and enhancing principal behaviors and
practices that affect teachers in their school communities.
Positionality
Positionality defines who we are, as in identity, social standings, and authority and how
they shape identities and access in society (Villaverde, 2008). Villaverde’s (2008) definition of
positionality is “how one is situated through the intersection of power and the politics of gender,

39
race, class, sexuality, ethnicity, culture, language, and other social factors” (p. 60). In turn, the
social structures and environmental experiences in which we have been involved determine part
of our identity. A principal’s positionality refers to their personal background, beliefs,
experiences, and social identities and how these factors influence their perspectives and
decisions as school leaders.
The research places value on the role of the principal in public education and their impact
on teachers’ engagement. The researcher exhibits several qualities that are ideal for an
organizational leader. First, the researcher is a leader in the school community by implementing
a shared vision, fostering collaboration, and promoting continuous improvement. Next, the
researcher has an authentic dedication to growing their knowledge and staying informed about
relevant trends and methods. Third, the researcher works to make informed decisions and
implement initiatives that improve teaching and learning within the school. Finally, the
researcher fosters collaboration among teachers, stakeholders, and families to grow a partnership
within the school community.
The researcher is a Caucasian woman in her early 40s who was born and raised on a farm
in North Carolina. The researcher’s access to culture and her outlook on contentious topics in
society shaped her positionality. The researcher grew up privileged without a complicated
identity. As a heterosexual Caucasian woman from an upper-middle-class family, the researcher
has been rooted in family beliefs from childhood. The researcher’s combination of identities has
pushed her up the social and professional ladder while suppressing advancements with
competition from male counterparts. The researcher was raised in a home with both parents in
the household and attended nice schools with access to ample resources. As a young adult, the
researcher was afforded the opportunity to attend college, receiving multiple degrees. The

40
researcher believes that positionality can change over time but notes the importance of
understanding one’s positionality to better challenge biases as well as utilizing questioning and
listening strategies through the lens of those whose identities might make them vulnerable.
Bias
Bias can be defined as any systematic error in sampling when one outcome or answer is
encouraged over another (Pannucci & Wilkins, 2010). Research bias can occur when data are
analyzed and interpreted subjectively, thus affecting a company’s efforts (Krosel, Eads, et al.,
2023). It is essential for researchers to stay objective while leading research to create an effective
business plan and sustain positive relationships (Krosel, Eads, et al., 2023). As a school
principal, the researcher’s personal biases include self-confirmation bias, authority bias, and
experience bias. For self-confirmation bias, the researcher believes that her actions as a school
leader have substantial and positive impacts on the school. Likewise, the researcher’s authority
bias encompasses her belief that her authoritative role attributes to positive change in the school
environment and aids in improving teacher relationships. Finally, the researcher’s experience
bias includes her thinking that her impact over the past 8 years will lead to the school’s success
moving forward. The researcher believes that her leadership approach is an important factor in
driving improvements.
Other potential biases include procedural bias, order effect bias, leading bias, and halo
bias (Krosel, Eads, et al., 2023). Procedural bias occurs when given parameters cause errors in
study results (Krosel, Eads, et al., 2023). Another potential bias, order effect bias, happens when
the sequence of questions on a survey influences the participants’ responses (Krosel, Eads, et al.,
2023). Likewise, leading questions bias takes place when researchers compose questions in a
manner that prompts specific answers, typically based on their own perspective (Krosel, Eads, et

41
al., 2023). Finally, halo bias happens when researchers assume an initial response as the
participants’ overall perception of the topic (Krosel, Eads, et al., 2023).
To mitigate potential biases, the researcher created a thorough research plan by
identifying and remaining aware of potential biases toward the study (Krosel, Eads, et al., 2023).
This mixed methods study used random sampling to select participants. Further, the researcher
examined assumptions pertaining to the study and crafted questions to confirm or reject the
original hypothesis to reduce the possibility of bias (Krosel, Eads, et al., 2023). Similarly, the
researcher conducted the survey by crafting broad questions to introduce the topic of the study to
better frame the line of questioning in a logical process (Krosel, Eads, et al., 2023). Finally, the
survey questions were divided into categories to reduce the possibility of the halo effect bias and
allow for more time to fully understand the participant’s point of view (Krosel, Eads, et al.,
2023).
Data Sources and Instrumentation
The researcher provided the survey to participants via email since the participants are
teachers in the North Carolina public school system. Appendix A describes the introduction
email for the survey. To facilitate the data collection, the researcher used the survey product
Qualtrics. The researcher housed responses with the University of Southern California’s
protected Qualtrics database. Appendix B presents the survey questions. The survey includes a
variety of questions designed based on relevant literature with a focus on the overarching
research questions. The survey featured a variety of formatting for questions to encourage full
engagement from participants. Specifically, the survey included nominal, ordinal, and openended questions to measure responses in a variety of ways. The ordinal questions included a
Likert-style scale with a four-point scoring system, purposefully removing the neutral midpoint

42
for a forced-choice question. This system ensured that the participants provided an opinion
regarding each question rather than staying neutral throughout the survey.
The researcher designed the survey to position a question that will gauge the participants’
opinions of themselves, followed by a similar question incorporating the role of the principal to
determine whether and how the answers change. The researcher designed this survey; however,
she incorporated and modified some questions from other surveys to fit this study. The
researcher selected and modified four questions in Section 2 of the survey from the
Psychological Scales survey titled Teacher Motivation and Job Satisfaction (Mertler, 2001). The
original implementation of this survey on teacher motivation and job satisfaction occurred as part
of a study on the current state of teacher motivation in the new millennium in 2001 and part of a
presentation for the Mid-Western Educational Research Association (Mertler, 2001). The
researcher later obtained the survey for this study from the Psychological Scales website
(Mertler, 2001).
Additionally, the researcher adapted 11 questions from Section 5 of this survey from
questions on the Minnesota Department of Education (2016) survey titled Teacher Survey for
Principal Development and Evaluation. That survey was created to comply with legislation
requiring school districts to develop an evaluation system for principals. The survey is aligned
with the five Minnesota Department of Education principal performance measures and is used in
conjunction with other sources of data to provide principals with performance feedback
(Minnesota Department of Education, 2016). This survey is available for use in other districts
that are looking to collect similar data (Minnesota Department of Education, 2016). The
questions on the Minnesota Department of Education survey were written for teachers to provide
specific feedback regarding their acting principal. The researcher modified the questions to

43
frame them to assess the teacher’s perceptions of how necessary it is for principals to exhibit
each behavior.
Method: Online Survey
Online surveys are useful for researchers to connect with a wide range of participants in
their focus group (Krosel, Eads, et al., 2022). Online surveys also allow a researcher to target a
focus group or a specific demographic that pertains to the study (Krosel, Eads, et al., 2022).
Online surveys have become an increasingly popular method for research because of the wide
access to the internet and the increased popularity of internet use in everyday life (Krosel, Eads,
et al., 2022). The researcher considered multiple factors before deciding on the survey method
for research data collection. First, the researcher considered the overall arching goal of the
survey, which was input from as many participants as possible in the target audience of
elementary teachers in the northeast region of North Carolina. Next, the researcher considered
time constraints for data collection and analysis. The ideal time frame for data collection is 3 to 4
weeks. Therefore, a platform with quick outreach is preferred. Finally, the researcher considered
the selected questions. While there are open-ended questions to allow participants to expand on
opinions, most of the questions are closed-ended with a forced response. Considering these four
factors, the researcher determined that an online survey would be the best method for data
collection for this study.
Participants
The field for this study was K–5 public education, and the stakeholders are elementary
teachers in the northeast region of North Carolina. The NCDPI has divided the state into eight
districts. District 1 is the northeast region and will be the focus for participant sampling. The
northeast region consists of 19 school districts with 183 schools. For this study, the researcher

44
adopted a purposeful sampling approach. The individuals asked to complete this survey were
certified elementary school teachers currently employed in one of the 183 public elementary
schools.
Each district’s superintendent of schools was asked to assist in the recruitment of
participants. The researcher connected with each superintendent in the northeast region to
request that they send the survey to their teacher email groups. In return, the researcher will share
the data with each superintendent for their use in hiring and retaining successful school leaders.
The target sample is a minimum of 200 teachers to gain a variety of perspectives. The larger the
participant pool, the more accurate the data on teachers’ perspectives on leadership.
In a mixed methods design study, defining the participants’ characteristics is important to
ensure the study’s criteria are met (Creswell & Creswell, 2018). The goal of this study is to
identify effective principal leadership behaviors from teachers’ perspectives. Therefore, specific
criteria for participants have been outlined.
Criterion 1
Participants must hold a certified elementary teaching license issued by the North
Carolina Department of Public Instruction.
Criterion 2
Participants must be employed full-time as elementary teachers in a public elementary
school within Region 1 of North Carolina.
Data Collection Procedure
This survey was conducted online in the Spring of 2024 through the University of
Southern California’s protected Qualtrics database. The researcher allowed the survey link to
remain live for 4 weeks to collect a wide variety of responses. During that time, the researcher

45
asked each superintendent to send reminders and encouragement emails to potential respondents
to gather the most data possible. Using Qualtrics as the online survey platform ensured the data
was organized automatically, allowing for faster data analysis than if the survey were conducted
using the traditional paper method.
For this study, all questions were predetermined for each survey section. The survey
included open-ended questions at the conclusion of each section to allow participants to
elaborate on their views. This model allowed for consistency among the questions and in how
data was gathered from participants.
Data Analysis
The researcher reviewed all levels of response and calculated the frequency of responses
as well as means and standard deviation to identify commonalities for closed response questions.
For the open-ended questions, the researcher used a coding system to reduce a wide range of
responses into a set of attributes with commonalities. The researcher disaggregated the data and
compiled it into presentation tables to graphically display findings.
Validity and Reliability
To increase the validity and reliability of a mixed methods study, a researcher must pay
particular attention to the procedures set for the research and how the data are collected and
analyzed (Merriam & Tisdell, 2016). For this study, the researcher set criteria for participant
selection, designed procedures for survey distribution, and determined methods for data
collection. To protect the validity of the research, this study included a large participant sample,
proving an increased probability of participation and, in turn, increasing the confidence level of
the determined results. Finally, the researcher monitored the validity of the survey questions by
providing them to other principals to solicit feedback in advance of the study (Salkind, 2014).

46
The researcher pre-tested the survey with a select group of trusted teachers who are outside of
the candidate pool and who are not under the researcher’s direct supervision.
To reinforce reliability, the researcher standardized communication with potential
participants by corresponding entirely through email. The researcher communicated directly with
each district’s superintendent, gaining their support for dispersing the survey email to their
teacher pool. To improve the response rate, the researcher highlighted the value of the survey
and ensured the confidentiality of all survey responses (Pazzaglia et al., 2016). Subsequent email
reminders to encourage participation were scheduled throughout the survey window.
Ethics
When involving human participants in research, ethical considerations are important.
Researchers must prioritize the privacy, autonomy, and well-being of the participants involved
(Hasan et al., 2021). This study is founded on six ethical considerations:
• Informed consent: The researcher must ensure that participants completely
understand the nature of the study, any potential risks, and their right to leave the
study at any time (Hasan et al., 2021).
• Privacy and confidentiality: The researcher needs to implement methods to protect
the privacy of participants and ensure that their confidential responses are handled
securely (Burton et al., 2014; Hasan et al., 2021).
• Minimizing harm: The researcher must aim to limit any potential physical,
psychological, or emotional distress to participants during the study (Hasan et al.,
2021).

47
• Benefits: The researcher should consider the possible benefits the research may have
overall and ensure that the risks are justified by these potential benefits (Hasan et al.,
2021).
• Debriefing: Participants should be provided with post-study debriefing to ensure that
they understand the purpose of the study and to address any remaining questions or
concerns (Hasan et al., 2021).
• Institutional review: an institutional review board must approve the study to ensure
that the study meets ethical standards (Burton et al., 2014).
By considering and addressing these ethical considerations, researchers ensure that their
work is conducted responsibly and with the participants’ well-being in mind (Hasan et al., 2021).

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Chapter Four: Findings
This study examined the factors that teachers identify as contributing to a principal’s
effectiveness, shedding light on the specific qualities, behaviors, and strategies that foster a
positive and productive working environment. The study’s findings provide insights for aspiring
and experienced principals, offering practical guidance on cultivating strong relationships with
teachers, promoting collaboration, and creating a school environment that supports student
success. The data analysis reveals clear trends regarding the key behaviors that exemplify
effective principal leadership. Teachers identified open communication as a fundamental quality,
emphasizing accessibility and transparency. Additionally, supportive decision-making, fostering
a collaborative environment, and demonstrating a commitment to professional development were
repeatedly highlighted. Furthermore, many educators noted that principals who exhibit a strong
presence at the school, actively engaging with staff and students, boost morale, trust, and a sense
of community. These findings highlight how specific leadership behaviors shape a positive and
productive school atmosphere, providing guidance for current and future principals to enhance
their effectiveness in leading educational institutions.
Demographic Data
The study used a mixed-methods approach (a predominantly quantitative survey with
qualitative open-ended questions at the end) to answer the guiding research questions about
elementary principal leadership behaviors. For this research, elementary schools include prekindergarten, Kindergarten, and Grades 1–5. Grade 6 may be included if the participating school
district considers it elementary school and not middle school. For this study, teachers in Grades
Pk–3 are referenced as primary teachers, and teachers in Grades 4–6 are referenced as
intermediate teachers. In total, 115 elementary teachers responded to the survey. Of those

49
responding, 60% were primary teachers, and 40% were intermediate teachers. Table 1 identifies
the participants’ experience in their roles.
Table 1
Quantitative Survey: Experience Level as a Teacher
Years Percentage Number of
teachers
Experience level
1–3 years 5% 8 Comprehensive (beginner)
4–9 years 19% 22 Standard (experienced)
10–14 years 19% 22 Abbreviated (veteran)
15–19 years 21% 24 Abbreviated (veteran)
20+ years 36% 39 Abbreviated (veteran)

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The North Carolina Department of Public Instruction (NCDIP) identifies teachers in
evaluation cycles based on their years of experience. Comprehensive teachers are beginning
teachers within the first 3 years of their careers. Standard teachers are experienced teachers who
have completed their comprehensive status and are marked proficient or higher on their
summative evaluation cycle. Abbreviated are veteran teachers who have renewed their NC
teaching license through the Standard evaluation cycle and are marked proficient or higher on
their summative evaluation. According to Graham et al.’s (2020) research on the impact of a
teacher’s years of experience, there is no evidence of less competence for comprehensive
teachers from their more experienced colleagues; however, they may have lower teacher efficacy
and confidence in their abilities. This data may affect their perceptions of which principal
leadership behaviors are important.
Vázquez-Cano et al. (2023) examined the influence of teachers’ age, gender, and years of
experience on their perceptions of teaching and their impact as a teacher. The author found that
age and years of experience are important variables, noting that a teacher’s age affects their
perceptions of teaching (Vázquez-Cano et al., 2023). Therefore, this study has specified age as a
variable to consider when analyzing data. Table 2 identifies the participants’ age range. The data
analysis shows that 61% of participants are adults ages 40 or older.
Table 2
Quantitative Survey: Age Range of Teachers
Age Percentage
20–29 years old 8%
30–39 years old 31%
40–49 years old 25%
50+ years old 36%

51
The chapter highlights participants for qualitative responses. Table 3 identifies
participants and provides demographic data related to their teaching experience. Participants are
identified by the positional number given for the order in which they took the survey. For
example, the first person to take the survey is identified as Participant 1. Table 3 notes the
participants’ age, race, years of experience teaching, current grade, current school district, and
National Board Teacher status. To maintain the participants’ confidentiality, I assigned the
names of each school district a number.
Table 3
Qualitative Survey: Demographics of Quoted Participants
Participant
number Age range Race Years
teaching
Nc
District
Current
grade
Nation board
certification
4 30–40 Caucasian 10–14 3 2–3 Yes
5 40–50 Caucasian 20+ 3 4–5 In the process
12 40–50 Caucasian 15–19 3 4–5 No
13 20–30 Caucasian 1–3 3 Pk–1 In the process
31 50+ Caucasian 20+ 18 4–5 No
49 50+ Caucasian 20+ 1 4–5 No
50 50+ Caucasian 20+ 1 Pk-1 No
58 30–40 Caucasian 10–14 9 2–3 Yes
62 30–40 Asian 10–14 9 Pk-1 In the process
69 50+ Caucasian 20+ 14 4–5 No
89 50+ Caucasian 4–9 2 2–3 No
91 50+ Caucasian 20+ 3 2–3 No
98 30–40 Caucasian 4–9 3 4–5 No
101 20–30 Black 4–9 9 Pk-1 No
102 40–50 Caucasian 15–19 3 Pk-1 No
103 50+ Caucasian 15–19 3 2–3 No
104 30–40 Caucasian 10–14 3 2–3 No
105 30–40 Caucasian 4-9 3 2–3 No

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Research Question 1
The first research question asked, “from the teachers’ perspective, what is the influence
of principal leadership behaviors on teacher motivation?” The intent of this question was to
understand how the leadership behaviors of a principal can affect the motivation of teachers from
the perspective of teachers themselves. It aimed to explore the impact of a principal’s actions and
approach to leadership on the teaching staff’s motivation. The survey questions designed to
address this research question gauged a teacher’s self-motivation and efficacy compared to the
impact of their principal’s actions on their motivation and teacher efficacy.
Motivation and Self-Efficacy
Table 4 reports data findings from questions about the respondents’ feelings toward their
school and role as a teacher. The intention behind these questions was to gauge the impact of
self-motivating factors and the current emotional state of the participant group.
Table 4
Quantitative Survey: Teacher Emotional Responses
Element Almost never Occasionally Frequently Almost always
During the past week, how often did you feel ___ at work?
Safe 0% 3.7% 9.3% 87%
Happy 6.5% 20.6% 48.6% 24.3%
Excited 9.4% 33.6% 45.8% 11.2%
Overwhelmed 11.1% 31.5% 29.6% 27.8%
Exhausted 2.8% 27.8% 30.6% 38.9%
Stressed 11.1% 34.3% 29.6% 25%
Worried 32.4% 46.3% 11.1% 10.2%
Frustrated 19.4% 46.3% 25% 9.3%

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Highlights from Table 4 show that 96% of participants feel safe at work, which can
directly correlate to 73% of participants feeling happy at work. On the other hand, 57% of
participants noted feeling overwhelmed and exhausted (69%) regardless of also feeling happy. It
is noteworthy that although many respondents are exhausted and overwhelmed, the percentages
of them who feel worried (21%) or frustrated (34%) are low, which can directly affect teacher
motivation.
Overall, teachers find their work meaningful, which directly impacts motivation. Ninetynine percent of participants shared that their work is mostly meaningful (19.4%) or quite
meaningful (79.6%), and 87% noted they are satisfied with their career choice. Overall, 94% of
the participants stated they are motivated to fulfill their role as a teacher.
Principal Impact on Motivation and Teacher Efficacy
Table 5 highlights responses from participants about how influential the principal is on
their motivation as a teacher. As noted in the survey data, 88% of respondents feel that the
principal has some influence on their motivation with 48.8% of respondents noting that the
principal is very influential on their motivation as a teacher.
Table 5
Quantitative Survey: Influence of the Principal on Teacher Motivation
Element Not
influential
Not very
influential
Somewhat
influential
Very
influential
What influence does the
principal have on your
motivation as a teacher?
3.6% 8.3% 39.3% 48.8%

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When comparing teachers’ self-motivation to the principal’s impact on their motivation
and teacher efficacy, it is essential to recognize the interconnectedness of these factors. While a
teacher’s internal drive and determination play an important role in their motivation (Kumari &
Kumar, 2023), this study, as shown in Table 6, supports the principal’s leadership in cultivating
productive working conditions, interpersonal relationships with staff, professional growth, and a
growing a teacher’s sense of achievement and recognition can heavily influence the overall
motivation, and belief in their own capabilities (teacher efficacy) within the school environment.
Table 6 outlines the results gathered from the survey questions asking teachers to rank given
factors on a scale of most important to least important for their motivation as a teacher and
identify the influence they perceive the principal has over the factors as motivators. The results
are shown in percentages, specifically stating the percentage of teachers who ranked these
motivating factors as the most important and the areas where the principal has the highest
impact. Table 6 highlights the top five motivators with 80% or greater teacher rankings.
Table 6
Quantitative Survey: Principal Influence on Factors for Teacher Motivation
Motivating factor Percentage of importance
Working conditions 90.4%
Interpersonal relationships with principal 85.6%
Professional growth 85.6%
Sense of achievement 84.4%
Recognition 83.2%

55
As shown in Table 6, 90.4% of participants rated teacher working conditions as the most
important motivator that the principal influences. A principal can significantly affect teacher
working conditions by shaping the culture and climate of the school, which directly influences
the working conditions for teachers (Kraft & Falken, 2020). A 2016 study using data from the
North Carolina Teacher Working Condition Survey found that the principal leading a school can
influence teachers’ perceptions of their working conditions (Burkhauser, 2016). The study used
value-added modeling to explore the relationship between teachers’ perceptions and four
measures of their working conditions. The study found that teachers’ ratings of the school
environment depend on the principal, even when considering other school and district factors.
The study recommended that districts with teacher turnover issues should assess the situation and
use this information to provide support and advice to principals (Burkhauser, 2016).
Most, 85.6%, participants selected interpersonal relationships and professional growth as
equally important when determining the principal’s impact on teacher motivation factors.
Interpersonal relationships are the connections and interactions between individuals (JacksonDwyer, 2013). A 2015 study investigated the relationships between teachers and principals to
reveal their importance in education (Koula, 2015). The study investigated the quality of the
interpersonal relationships that teachers establish in schools, teachers’ perceptions regarding
these relationships, their views on the factors that support or hinder the development of such
relationships, and the significant impact of these relationships on students’ growth. Their
findings revealed that, in most schools, the relationships between teachers and principals are
formal yet amicable. The teachers’ and principals’ good conduct, qualifications, and personality
are key factors that facilitate positive relationships. The study indicated that fostering strong
interpersonal relationships enhances the school’s effectiveness by cultivating a positive and

56
welcoming school atmosphere and a learning environment conducive to the overall growth of
students’ characters (Koula, 2015).
Interpersonal relationships involve communication, support, respect, and shared
experiences to shape the work environment. Interpersonal relationships in education are realized
through interactions and connections between staff in the school setting. Healthy relationships
between teachers and administrators are necessary for effective school management. Open
communication, mutual respect, and collaboration between teachers and school leaders can lead
to better decision-making and a more supportive work environment. Principals can impact their
interpersonal relationships with teachers with their overall influence over the school climate and
culture, which directly relates to morale. Overall, fostering positive interpersonal relationships in
education requires empathy, communication, trust, and collaboration among all stakeholders
involved in the educational process. These relationships contribute to a supportive and engaging
learning environment that promotes academic achievement and well-rounded student
development.
Professional growth was equally important as interpersonal relationships when
determining a principal’s impact on teacher motivation factors. While professional growth will
be directly addressed in detail through Research Question 2, it is important to note that teachers
value professional growth opportunities offered by principals because they contribute to their
teaching effectiveness, career development, job satisfaction, student success, and school
improvement efforts. Prioritizing teacher professional development is key to building a strong
educational community focused on continuous learning and growth (D. Espinoza et al., 2017).
Research has found that professional growth opportunities can improve teachers’ instructional
practices, quality, and retention (García & Weiss, 2019; Gardner et al., 2017; Mizell, 2010).

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Data supports that 84.4% of participants feel that a sense of achievement is a noteworthy
factor in their motivation. Achievement can be defined as the act of reaching a goal or attaining
success in an identified area (Goh & Gardiner, 2004). Principals can directly impact a teacher’s
sense of achievement by working collaboratively to set measurable goals for the school and each
teacher as their own professional goal for the year. Based on the study’s results, a principal’s
influence on motivation through providing teachers with a sense of achievement is quite high
(84.4%). A principal’s acknowledgment of teachers’ accomplishments and contributions can
significantly influence their morale, motivation, and overall job satisfaction. By recognizing and
celebrating their teachers’ achievements, principals validate their work and dedication and foster
a sense of appreciation and support within the school community. This recognition can inspire
teachers to strive for excellence, boost their confidence, and create a positive work environment
where staff feel valued and respected. Ultimately, a principal who acknowledges and celebrates
teacher achievements can cultivate a culture of recognition, collaboration, and continuous growth
that benefits the entire school community. A 2023 study focused on the relationship between
achievement motivation and self-efficacy used convenience sampling to evaluate responses on a
standard scale (Li et al., 2023). The study found a sizable positive correlation between selfefficacy and achievement motivation. The study concluded that social support perception acts as
a mediating factor between motivation for achievement and overall self-efficacy (Li et al., 2023).
Directly tied to achievement, data supports that a principal’s influence on motivation
through recognition is quite high. Most participants, 83.2%, noted that recognition is an area in
which they feel the principal directly affects their motivation. Principals can motivate teachers
through recognition by acknowledging hard work and accomplishments through personalized
gestures. Not all teachers appreciate public acknowledgement; therefore, principals must

58
understand their teachers’ language of appreciation to know how everyone prefers to be
celebrated (Chapman & White, 2019). Effective leadership can inspire and empower teachers to
strive for excellence, contributing to a positive learning environment and ultimately enhancing
student outcomes. Chapter Five addresses recommendations for each of these motivational
factors.
Transformational Leadership
The transformational leadership conceptual framework focuses on changing and
transforming people by assessing motives, satisfying needs, and treating people as unique
individuals (Northouse, 2022). Transformational leadership focuses on improving the
performance of followers while realizing their full potential (Bird, 2021; Northouse, 2022). For
example, about their principal’s practices that support and encourage their overall professional
growth, Participant 98, a novice intermediate teacher from District 3, shared, “Having open
communication and being transparent has allowed for me to be able to ask questions and request
needed support. This has allowed for my professional growth to blossom.” This quote captures
the essence of transformational leadership by noting the need for communication and
transparency as foundational elements that support the growth of individuals. Transformational
leaders can facilitate a culture of continuous improvement, personal development, and collective
success by creating an environment where team members feel safe to communicate, ask
questions, and seek help.
Motivation and Self-Efficacy
Through the lens of transformational leadership, teachers’ perspectives on motivation and
self-efficacy include exploring how leaders inspire and engage educators to reach their full
potential. For example, when asked to describe practices by their principal that support and

59
encourage their overall professional growth, Participant 102, a veteran primary teacher from
District 3, stated,
My principal has discussions with us following observations that are incredibly helpful
and meaningful. She not only allows but also encourages teachers to try new ways of
teaching and thinking. She provides staff with books and resources to read and use, and
she holds effective PLC team meetings weekly.
Transformational leaders typically exhibit charisma, intellectual stimulation, individualized
consideration, and inspirational motivation to empower teachers (Northouse, 2022). These
leaders encourage teachers to believe in their capabilities and strive for excellence by fostering a
supportive and motivating environment. Understanding how transformational leadership
influences teachers’ motivation and self-efficacy can shed light on effective strategies for
enhancing educator performance and job satisfaction. An example of this is when asked what
advice they would give to any principal regarding specific ways to support teachers, Participant
31, a veteran intermediate teacher from District 18, stated,
Encourage and aid in areas of weakness but be sure to point out areas of strength as well.
Teaching is constantly changing; principals should help teachers understand and adapt to
new situations as it is incredibly important and helpful for our professional growth.
Providing opportunities for teachers to collaborate and communicate and allowing time
for teachers to discuss the positive and negative aspects of things (curriculum, teaching
strategies, etc.) is also so important. Teachers need to feel supported.
Principal Impacts on Teacher Motivation and Teacher Efficacy
When analyzing teachers’ perspectives on how principals influence their motivation and
teacher efficacy using the conceptual framework of transformational leadership, it is necessary to

60
consider principals as influential leaders in the school community. Principals who exhibit
transformational leadership qualities can significantly increase teachers’ motivation and selfefficacy (Northouse, 2022). Through transformational leadership, principals can inspire and
motivate teachers by fostering a shared vision, providing support and encouragement, and
creating a positive and empowering work environment. According to the survey data, 88% of
respondents believe that the principal has some influence on their motivation, with 48.8% stating
that the principal is very influential in motivating them as teachers. Principals can help teachers
develop strong self-efficacy and motivation to excel in their roles by demonstrating charismatic
leadership, intellectual stimulation, individualized consideration, and inspirational motivation.
Teachers who perceive their principals as transformational leaders are more likely to feel
valued, supported, and empowered, which can improve their motivation, job satisfaction, and
overall performance. According to the survey data, 75.8% of participants feel they belong at their
school, and 61% of participants shared that they feel very connected to the other adults in their
school. Overall, understanding and leveraging the principles of transformational leadership can
help principals cultivate a culture of excellence and continuous improvement within their
schools.
Research Question 2
The second research question asked, from teachers’ perspective, what behaviors of
elementary school principals are necessary to ensure the professional growth of teachers to
impact job performance? The intent of the research question is to understand the specific
behaviors that principals need to exhibit to support the professional growth of teachers and
ultimately improve their job performance. By focusing on the perspective of teachers, this
research aims to identify key actions and qualities that principals can demonstrate to create a

61
positive and effective learning environment for staff. The goal is to enhance teacher professional
development and, in turn, positively impact job performance. The survey questions designed to
address this research question were intended to gauge a teacher’s opinions and value level for
professional development, the role they feel a principal plays in growing them as teachers, and
the behaviors they feel have value for a principal to impact their job performance.
Professional Development
Professional development is important for teachers as it helps educators stay current with
the latest research, trends, and best practices in education, allowing them to continually enhance
their instructional strategies and adapt to students’ changing needs (Mizell, 2010). Additionally,
professional development provides opportunities for teachers to collaborate with colleagues,
share experiences, and learn from one another, fostering a supportive and inclusive school
culture. Continuous learning through professional development also helps teachers stay
motivated, inspired, and engaged in their profession, ultimately leading to improved student
outcomes and overall school success (Mizell, 2010). For example, the open-ended survey section
asked how a principal can support a teacher’s professional growth, and 69.3% of participants
noted providing relevant professional development as an important factor for their professional
growth. Specifically, Participant 62, a veteran primary teacher from District 9, noted that the
principal should be knowledgeable of the content being taught, suggesting that the principal may
benefit from participating in the professional development as well: “Make sure you have some
basic knowledge of the content they are teaching to guide you in your decisions of what feedback
and professional development is given to the teacher to ensure that it is relevant to their
practice.” This quote notes the need for the principal to have a foundational understanding of the
content teachers are instructing to inform the professional development opportunities provided to

62
them, ensuring that the support offered is pertinent and beneficial to their teaching practice. It
highlights tailoring feedback and initiatives based on specific content to increase the
effectiveness and relevance of the support given to teachers.
Participant 105, a veteran intermediate teacher from District 3, specially addressed
wanting choice in professional development options by writing, “I think principals should allow
teachers to grow in areas they are interested in and perhaps grow professionally in those areas. I
think we need choices besides what our district pushes out.” This quote notes the need to
empower teachers to pursue professional growth in areas of personal interest and choice,
advocating for principals to support and provide opportunities for educators to expand their
expertise in diverse areas rather than solely adhering to district-mandated initiatives. It stresses
the value of offering teachers the autonomy to tailor their professional development to align with
their individual passions and goals, fostering a culture of continuous learning and enrichment
within the school community.
Table 7 reports data findings from questions about the value and relevance teachers see in
professional development sessions regarding their professional growth and job performance. The
intention behind these questions was to gauge the impact teachers see professional development
opportunities have on professional growth and job performance.

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Table 7
Quantitative Survey: Professional Development Influence on Professional Growth
Element Not
valuable
Slightly
valuable
Mostly
valuable
Extremely
valuable
How valuable are your available
professional development
opportunities?
8.2% 31.2% 45.9% 14.7%
Element Not
relevant
Slightly
relevant
Mostly
relevant
Extremely
relevant
How relevant are your available
professional development
opportunities?
8.2% 26.2% 45.9% 19.6%
Findings support that 60.6% of teachers find offered professional development valuable,
either ranking it mostly valuable or extremely valuable on the given scale. However, the finding
that 31.2% noted that the professional development available to them is only slightly valuable
reveals that choice in professional development is important. Teacher choice is important in
selecting professional development opportunities because it increases engagement and buy-in
from teachers (D. Espinoza et al., 2017; Thompson, 2023). Table 8 presents responses to the
survey question inquiring about teacher choice in their school professional development sessions.
Table 8
Quantitative Survey: Teacher Choice in Professional Development Opportunities
Element Almost
never
Occasionally Frequently Almost
always
How much choice do you have
as a teacher in your
professional development
opportunities?
19.6% 54.1% 19.6% 6.5%

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With 73.7% of participants noting that they occasionally or almost never have a choice in
their professional development opportunities, we highlight a concern for professional growth that
directly ties to the rate (39.3%) of teachers who do not find much value in their professional
development.
When educators have a say in the types of professional development they participate in,
they are more likely to be motivated and enthusiastic about the learning process (D. Espinoza et
al., 2017). This can lead to better retention of information and more effective implementation of
new classroom strategies (D. Espinoza et al., 2017; Thompson, 2023). When asked to describe
principal practices that support and encourage professional growth, many responses included a
statement about choice in professional development. Specifically, Participant 102, a beginning
primary teacher from District 3, wrote,
Encourage and aid in areas of weakness but be sure to point out areas of strength as well.
Teaching is constantly changing, helping teachers understand and adapt to new situations
is incredibly important and helpful for professional growth. Provide opportunities for
teachers to choose the professional development opportunities that are relevant to their
classroom is also important.
Participant 69, a veteran intermediate teacher from District 14, shared, “Make professional
growth worth the effort of attending.” These quotes illustrate the need for a balanced approach to
teacher development, highlighting the need to support and address areas of weakness and
acknowledge and reinforce strengths. They stress the ever-evolving nature of teaching,
accentuating the significance of assisting teachers in navigating and adapting to evolving
educational circumstances for continuous professional growth. Additionally, they advocate for
personalized and relevant professional development opportunities, making the investment of

65
time and effort valuable and worthwhile for teachers. Additionally, allowing teachers to choose
their professional development opportunities caters to their individual needs and interests.
Different educators have varying strengths, weaknesses, and areas for growth, so providing
options allows them to focus on areas that are most relevant and beneficial to their professional
development (D. Espinoza et al., 2017). Empowering teachers to make choices about their
professional development also fosters a culture of continuous learning and growth within the
school community. Ultimately, teacher choice in selecting professional development
opportunities can lead to more personalized learning experiences, increased motivation and
satisfaction, and improved teaching practices and job performance (D. Espinoza et al., 2017).
Professional Growth
Another impact of professional development is the professional growth that teachers gain
from learning through each other while working as colleagues and learning from the principal as
their leader. As presented in Table 9, 98.2% of participants responded that they gained new
teaching strategies while working in their school. More than half, 63.8%, of participants
responded that quite a bit of their learning has come from their principal.
Table 9
Quantitative Survey: Professional Growth in the School
Element Almost no
strategies
A few
strategies
Many
strategies
A lot of
strategies
Through working at your school,
how many new teaching strategies
have you learned?
1.6% 32.8% 34.4% 31.2%
Element Learn almost
nothing
Learn a
little
Learn quite
a bit
Learn a lot
Overall, how much do you learn
from the principal at your school? 4.9% 31.2% 39.3% 24.6%

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Learning from colleagues can help teachers expand their knowledge and skills, ultimately
leading to their professional growth and development (Ferlazzo, 2022). By observing other
teachers in action, attending professional development sessions led by peers, or engaging in
collaborative lesson planning, teachers can learn new instructional strategies, classroom
management techniques, and ways to differentiate instruction to meet all students’ needs (Ford,
2024).
Learning from colleagues can help teachers expand their knowledge and skills, ultimately
leading to their professional growth and development (Ferlazzo, 2022). By observing other
teachers in action, attending professional development sessions led by peers, or engaging in
collaborative lesson planning, teachers can learn new instructional strategies, classroom
management techniques, and ways to differentiate instruction to meet all students’ needs (Ford,
2024). Overall, teachers learning from each other is essential for their professional development,
the sharing of effective teaching strategies, the building of a supportive community, the
promotion of innovation, and ultimately, the improvement of student outcomes (Ford, 2024).
Further, teachers learning from principals is essential for their leadership development,
professional development opportunities, and collaboration within the school community (Guidry,
2012). By leveraging the expertise and guidance of principals, teachers can enhance their
teaching practices and contribute to the success of their students and school.
School-Based Leadership Teams and Committees
School-based teams are groups of individuals within a school, usually consisting of
teachers, administrators, parents, and stakeholders who come together to make important
decisions regarding the school’s policies, practices, and overall vision for the school (Spiro &
Fisher, 2023). Additionally, these teams are necessary for professional growth and impact

67
teachers’ overall job performance (Spiro & Fisher, 2023). As Table 10 shows, 79% of
participants feel that it is essential that principals establish a structure for teacher teams for
planning professional development, school-based committees and instructional improvement
teams. It also highlights that participants feel that creating a shared vision benefits professional
growth and job performance. Most participants, 96.8%, noted that principals engaging teachers
in the development and implementation of a shared vision is moderately to extremely important.
It is also notable that no participants feel that it is not important to engage teachers in developing
a shared vision. By involving various stakeholders in the decision-making process, school
leadership teams can work to have all stakeholders on the same page with the school’s vision,
mission, and goals.
Table 10
Quantitative Survey: Established Systems for Teacher Teams
Element Not
important
Slightly
important
Moderately
important
Very
important
Extremely
important
How important is it that the
principal establishes
systems and structures for
teacher teams (professional
development, committees,
instructional teams) to
work together effectively?
3.2% 3.2% 14.5% 50% 29.1%
How important is it that the
principal engages teachers
in the development and
implementation of a shared
vision?
0% 3.2% 21% 48.4% 27.4%

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While teacher leadership teams and committees are important for professional growth
and job performance, another contributor is the influence the teachers have while serving on
these teams and working in the school. It can be important for teachers to have a say in decisions
made at school. Teachers often have valuable insights and experiences that can help inform
decisions about curriculum, instruction, and school policies (Ingersoll et al., 2018; Plotinsky,
2022). Involving teachers in decision-making processes can also help foster a sense of ownership
and collaboration within the school community and strengthen relationships within the school
(Plotinsky, 2022). According to Plotinsky (2022), Inviting teachers to collaborate on important
decisions made for the school is one way principals can grow relationships among staff.
Plotinsky (2022) identifies three ways that principals should involve teachers in decisionmaking, including hiring, reciprocal coaching, and functional communication. Data from this
research supports that 56% of respondents feel that they have at least some influence on
decision-making in their school. On the other hand, nearly 10% of respondents feel they have no
influence, which could decrease motivation and job performance (Kumari & Kumar, 2023). In
addition, 60.6% of participants shared that they feel they have very little to no influence on
school policies. Only 4.8% said they feel they have a lot of influence. Table 11 presents
responses from participants regarding the influence they have on school-level decisions and the
influence they have on school policies.

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Table 11
Quantitative Survey: Teacher Influence: Decision-Making and Policies
Element No influence Very little
influence
Some
influence
A lot of
influence
As a teacher, how much can you
influence the decisions that
are made in the school?
9.5% 34.5% 50% 6.0%
How much influence do you
have as a teacher on school
policies?
14.3% 46.4% 34.5% 4.8%
Teachers may not have much influence on school policies for a variety of reasons. Many
schools may have top-down hierarchy decision-making processes where district administrators or
school boards make most policy decisions without much input from teachers (Ferlazzo, 2022).
Another reason that may cause a barrier for teachers is the lack of time in their day for additional
duties. Teachers often have busy schedules with teaching responsibilities, leaving little time for
involvement in policymaking processes. On the other hand, in some cases, the principal may be a
barrier to teachers having a role in policy and decision-making practices. Teachers may not feel
empowered or supported by school leadership to participate in policymaking discussions, and
schools may lack the resources to effectively involve teachers in policy decisions. Ferlazzo
(2022) stated that policy creation and revisions need to involve teachers to gain buy-in rather
than pushing policy changes on teachers. He continued by noting that, ultimately, we fail to
involve teachers in educational policy even though they are the ones who directly impact
students. Overall, creating opportunities for teachers to have a seat at the policymaking table can
help ensure that the experiences and expertise of those directly working with students inform
policies (Ferlazzo, 2022).

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Job satisfaction and autonomy can determine whether teachers remain in or depart from
their positions. Teacher autonomy refers to the teacher’s perception of the degree of
independence and freedom one has to make decisions regarding their teaching techniques,
curriculum, instructional materials, and the independence to run their classroom in the way they
believe is best practice (Heubeck, 2023). It allows teachers to exercise their professional
judgment and expertise to adapt their teaching to best meet their students’ needs. Autonomy is a
key factor in empowering teachers (Heubeck, 2023).
A study by Pearson and Moomaw (2005) on the relationship between teacher autonomy
and stress, work satisfaction, empowerment, and professionalism found that there was a
correlation between teachers having curriculum autonomy and reduced stress, but there was little
association between curriculum autonomy and job satisfaction. The study did find that higher job
satisfaction was correlated with higher levels of empowerment (Pearson & Moomaw, 2005).
Teacher autonomy was another trend in this study. Table 12 presents participants’
responses to questions regarding autonomy for selecting content and skills taught, teaching
techniques, and overall instructional materials. Table 12 also provides teachers’ perceptions of
the level of trust they are given to teach in the manner they feel is best for their students.

71
Table 12
Quantitative Survey: Teacher Autonomy
Element No control Very little
control
Some
control
A lot of
control
Complete
control
How much control do you
feel you have in your
classroom for selecting
content, topics and
skills to be taught?
14.3% 17.9% 44.0% 17.9% 5.9%
How much control do you
feel you have in your
classroom for selecting
teaching techniques?
0.0% 4.8% 29.8% 40.4% 25.0%
How much control do you
feel you have in your
classroom for selecting
instructional materials?
3.6% 16.7% 42.9% 29.7% 7.1%
Element Not at all
trusted
Slightly
trusted
Somewh
at
trusted
Trusted
quite a bit
Extremely
trusted
To what extent are
teachers trusted to teach
in the way they think is
best?
2.8% 15.8% 22.2% 37.0% 22.2%
The participants shared that they feel they have a substantial amount of autonomy over
how and what they teach. More than half, 67.8%, of participants shared that they have at least
some control over the content, topics, and skills they teach, yet 14.3% noted having no control
over these factors. With this study spanning multiple school districts in the region, this
discrepancy likely comes from the school districts’ different policies and practices for choosing
curriculum. Most participants, 95.2%, shared that they have at least some control over selecting
the teaching techniques they use in their classroom, with no one saying they do not have any
control over these factors. Finally, 79.7% of participants shared that they have at least some

72
control over selecting the instructional materials used to teach the content in their classroom.
Also, 3.6% of participants shared that they have no control over instructional materials. Again,
this could be due to the curriculum decisions and practices in each district in the selected region.
It is important to consider that autonomy levels are based on perceptions.
Erturk (2023) completed a study with teachers aimed at determining the effect of teacher
autonomy on their professional dedication to the teaching profession. Data from that study were
collected through a survey model with 318 participants. According to the survey results,
teachers’ perceptions of their dedication to the profession are high. Survey results also note that
there is a direct correlation between autonomy and a teacher’s commitment to their profession
(Erturk, 2023). Where one teacher may think they have full autonomy over their classroom when
they are provided with instructional materials and state teaching standards, another teacher may
feel that their full autonomy has been stripped away with provided with resources.
In another example, the open-ended survey section asked how a principal can support a
teacher’s professional growth. Participant 101, a beginning primary teacher from District 9,
openly shared their dismay with their lack of autonomy by writing, “Gradually, teachers’
independence is diminishing as individuals who lack faith in our ability to plan effectively for
the children, we educate are eroding it.” This quote suggests a concern about diminishing
independence among teachers, attributing it to the influence of individuals who doubt educators’
capacity to make effective plans for the children they teach. It underscores the importance of
trusting teachers’ professional judgment and autonomy in decision-making to ensure the best
outcomes for students’ education and development. On the other hand, Participant 5, a beginning
primary teacher from District 9, provided the suggestion of more autonomy by sharing,
“Effective teachers not only know and love the subjects they teach, but they know that

73
sometimes academics are secondary to the emotional and mental support of a child on a given
day. Allow teachers the freedom to make decisions for their students.” Participant 5 also noted
their appreciation for the autonomy they have by writing, “My principal is great at positive
relationships with her staff. I appreciate that she trusts me as an educator to handle my classroom
and my lessons as I see fit.” These quotes note teachers’ multifaceted role in providing students
with emotional and mental support, prioritizing the child’s well-being alongside academic
instruction. They advocate for granting teachers autonomy in decision-making to best meet their
students’ needs.
Additionally, the second quote praises the current principal for fostering positive
relationships with the staff and demonstrating trust in educators’ professional judgment and
pedagogical choices. Overall, 59.2% of participants noted they feel they are trusted quite a bit or
more to do what is best for their students in their classrooms. On the other hand, Worth and Van
den Brande (2019) examined the influence of teacher autonomy on retention. Survey findings
present that teacher autonomy is strongly tied to teacher’s workload perception and intention to
return each year to the classroom (Worth & Van den Brande, 2019). Findings also reveal that
teacher autonomy over professional goals and professional growth is low, noting that teachers,
on average, have much lower autonomy than other professionals (Worth & Van den Brande,
2019).
Classroom Walkthroughs and Feedback
Classroom walkthroughs are important because they allow administrators and educators
to observe teaching practices, student engagement, and classroom culture in real-time (Smith,
2021). These walkthroughs also allow for feedback and support for teachers, helping them
improve their instruction and meet all students’ needs. Additionally, classroom walkthroughs can

74
help identify areas of strength and areas for growth within a school, leading to more targeted
professional development and school improvement efforts (Smith, 2021). Smith (2021)
explained that it is a misconception that teachers understand the walkthrough process, what data
is collected, and what they should expect as far as feedback, frequency, and the impact those
walkthroughs have on evaluations. Table 13 presents teachers’ responses on the importance of
the principal's systematic classroom visits. Just over half of the participants, 51.5%, noted that it
is very important or extremely important that these visits take place. However, 20.9% of
participants said it is slightly important or less, with 4.8% of those respondents saying that it is
not important at all, which connects with Smith’s (2021) work to inform teachers and
administrators about the purpose of classroom walkthroughs.
Table 13
Quantitative Survey: Classroom Walkthroughs
Element Not at all
important
Slightly
important
Moderately
important
Very
important
Extremely
important
How important is it that
the principal makes
systematic visits to
my classroom?
4.8% 16.1% 27.4% 30.7% 21.0%

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The open-ended survey section asked how respondents would like to see their current
principal grow. Multiple participants included statements regarding classroom walkthroughs.
Most of these statements were advocating to see their principal in their classroom more and
asking that their principal be more visible and present during the school day instead of focusing
as much on managerial tasks and being consumed with behavior concerns. Participant 91, a
veteran intermediate teacher from District 3, wrote, “I would like to see them out and about
more. I want all of my students to know who they are, not just the students that have difficult
days. I would like to feel appreciated and not replaceable tomorrow.” Likewise, Participant 50, a
veteran primary teacher from District 1, shared, “Spend less time in meetings and come by my
classroom once in a while.” These quotes express a desire for greater visibility and connection
from school leadership, emphasizing the need to build relationships with all students, not just
those facing challenges, to foster a sense of appreciation and value among the staff. It also
implies a need for a more personal touch and presence from the principal, highlighting the
impact of regular interactions and gestures of recognition on staff morale and job satisfaction.
Overall, nearly 20 comments mentioned the principal being visible in classrooms and completing
walkthroughs as areas where teachers felt their principal could grow in their role.
Classroom walkthroughs are typically tied to constructive principal feedback because,
without context and consistency, walkthroughs can be seen as evaluative and potentially damage
trust between the principal and teachers (George & Murphy, 2018). Most respondents, 86.8%,
noted that it is very or extremely important that the principal provides timely constructive
feedback following a classroom walkthrough or observation. Only 1.6% of participants said that
feedback is not important to them at all.

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The open-ended survey section asked respondents to describe the principal practices that
support and encourage overall professional growth. Multiple participants included statements
regarding being provided constructive feedback. Participant 31, a veteran intermediate teacher
from District 18, wrote, “Pose questions to me to help me better think about topics or situations
we are discussing.” This quote suggests the value of engaging in thoughtful dialogue and critical
thinking by encouraging others to pose questions that prompt deeper reflection and analysis on
the topics or situations being discussed, ultimately fostering a more comprehensive
understanding and insight. Participant 13, a beginning primary teacher from District 3, wrote,
My principal is honest in his feedback. He is also understanding of the classroom and
knows that perfection isn’t the goal but rather progress and growth. He informs me of
when I am being a successful and effective teacher and when I could work to further my
growth. He is kind, compassionate, and supports opportunities for me to flourish within
my school.
This quote notes the need for honest and supportive feedback from a principal who values
progress and growth over perfection in the classroom. It emphasizes the principal in recognizing
and communicating both successes and areas for improvement, fostering a culture of kindness,
compassion, and encouragement to facilitate teachers’ development and flourishing.
Principal feedback after classroom walkthroughs is important for several other reasons.
Feedback from principals helps teachers identify their strengths and areas where they can grow
(Klompus et al., 2024). This specifically helps teachers with identifying specific professional
development sessions to attend to enhance their teaching practices. Feedback from classroom
walkthroughs can also help principals identify trends and patterns across classrooms, which can
inform school-wide initiatives and improvements that affect all teachers’ job performance.

77
Additionally, principals can use feedback from walkthroughs to offer support and resources to
teachers, helping them feel valued and supported in their roles (Klompus et al., 2024). Overall,
principal feedback after classroom walkthroughs is a valuable tool for professional growth,
school improvement, and teacher support.
As part of the feedback process, principals encourage teachers to engage in reflective
practices, prompting them to carefully consider and evaluate their teaching practices and
strategies for continuing growth and improvement. Principals play a key role in supporting and
guiding teachers through ongoing professional development, and encouraging reflection as part
of their feedback is essential for continuous growth and performance (Archibald, 2024).
Principals can encourage teachers to reflect by providing specific and constructive feedback that
prompts educators to think deeply about their practices (Klompus et al., 2024). Rather than
simply pointing out areas for improvement, principals can ask thought-provoking questions that
encourage teachers to reflect on their decision-making process, instructional strategies, and
interactions with students. This type of feedback helps teachers develop a deeper understanding
of their strengths and areas for growth (Klompus et al., 2024). Additionally, principals can create
opportunities for teachers to engage in collaborative reflection with their colleagues (Archibald,
2024). By facilitating structured professional learning communities focused on sharing
successes, challenges, and insights, principals can foster a supportive environment where
teachers feel comfortable reflecting on their experiences and learning from one another. This
collective reflection can lead to meaningful discussions, problem-solving, and the sharing of best
practices that benefit the entire school community. Ultimately, by encouraging teachers to reflect
as part of their feedback, principals can empower educators to take ownership of their
professional growth and development. Reflection helps teachers improve their practice and

78
increases job satisfaction, confidence, and, ultimately, better student outcomes (Archibald,
2024).
Table 14 provides participants’ responses to questions focused on receiving timely
constructive feedback following a classroom walkthrough or observation and the principal
promoting reflective practices. Most participants, 95.2%, noted that the encouragement of
reflective practices from their principal was, at minimum, moderately important, with most
(67.8%) noting it was very important to extremely important.
Table 14
Quantitative Survey: Teacher Feedback and Reflection
Element Not at all
important
Slightly
important
Moderately
important
Very
important
Extremely
important
How important is it that
the principal ensures I
receive timely
constructive feedback?
1.7% 1.6% 9.9% 47.5% 39.3%
How important is it that
the principal encourages
me to reflect on my own
practices?
1.6% 3.2% 27.4% 43.6% 24.2%

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Principal Behaviors
This research question aims to identify the principal behaviors that impact a teacher’s
professional growth and job performance. Through the quantitative questions, teachers ranked
factors in order of importance for principal behaviors. In the qualitative section, teachers
answered open-ended questions regarding how principals can best support a teacher’s
professional growth and how they impact their job performance. Most of the teachers, 57.3%,
ranked the principal facilitating high-quality professional development opportunities for teachers
as the most important factor to impact their job performance. 52.8% of teachers ranked the
principal having a clear vision for the school as extremely important, and 51.4% of teachers
ranked effective coaching to improve instruction as very important for professional growth and
job performance. When asked how principals can best support a teacher’s professional growth
and how they affect their job performance, multiple participants included statements regarding
principals working with staff to create a shared vision, advocating for the school’s needs, and
transparent communication. Participant 49, a veteran intermediate from District 1, wrote,
“Having open communication and being transparent has allowed me to be able to ask and request
the professional development I have needed. This has allowed for my professional growth to
blossom.” Participant 4, a veteran intermediate teacher from District 3, wrote, “Transparency and
availability are major factors which encourage me with professional growth.” These quotes
emphasize the positive impact of open communication and transparency in enabling individuals
to confidently seek and receive the necessary professional development opportunities, ultimately
fostering significant growth in their professional skills and capabilities. They highlight that
transparency and accessibility are key in empowering continuous improvement and advancement
in one’s professional journey.

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Transparency and open communication in schools are important for accountability and
problem-solving (Aslanargun, 2015). Transparent communication holds educators and
administrators accountable for their actions and decisions. It promotes a sense of responsibility
and helps ensure that all stakeholders understand their role and the expectations of that role
within the building. Transparency and open communication enable issues to be addressed
quickly and effectively and allow for better support of student learning. Ultimately, open
communication fosters a sense of community where all staff support and align with the vision
(Aslanargun, 2015).
Transformational Leadership
Transformational leadership seeks to inspire change in individuals and within social
structures, pushing followers to achieve beyond expectations (Northouse, 2022). The conceptual
framework of transformational leadership revolves around the process of effecting change in
individuals by understanding their motivations, addressing their needs, and recognizing their
individuality (Northouse, 2022). This leadership approach emphasizes the charismatic and
emotional dimensions of leading to boost morale and drive performance.
Professional Development
Professional development for teachers is key to their growth and success. Through the
conceptual framework of transformational leadership, it becomes clear why ongoing professional
development is essential. Transformational leadership focuses on inspiring and motivating
people to achieve their full potential. In the context of education, this type of leadership is
instrumental in bringing about positive changes in teaching practices, student outcomes, and
school climate. Findings show that 69.3% of participants note that relevant professional
development is important for their growth, yet 40% feel that the professional development they

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receive is not valuable to their growth as teachers. Removing teachers from the classroom for
professional development sessions that they do not find valuable is concerning, as this takes
away instructional time and can lead to disengagement among educators.
On the other hand, 60.6% of participants felt that the professional development sessions
they attend are at least mostly valuable to their profession. Through opportunities for
professional development, these teachers are better equipped to embrace innovative teaching
methods, incorporate new technologies, and foster a collaborative learning environment. When
teachers engage in continuous professional development, they are more likely to stay current
with the latest research and best practices. This benefits the teachers and has a direct impact on
student learning outcomes. By enhancing their skills and knowledge, teachers can create more
engaging and effective learning experiences for their students. When asked to describe practices
by their principal that support and encourage their overall professional growth, Participant 104, a
veteran primary teacher from District 3, wrote, “My principal plans professional development
sessions that are useful in the classroom.” This quote, while simple, emphasizes the need for
relevant professional development that will engage teachers in their work. Furthermore,
professional development opportunities can help teachers build confidence in their abilities,
strengthen their leadership skills, and cultivate a growth mindset. This leads to a more
empowered and motivated teaching workforce, ultimately improving the overall quality of
education. In summary, the need for teacher professional development through the lens of
transformational leadership is evident. By investing in educators' growth and development,
schools can positively impact student learning, school climate, and educational outcomes.

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Professional Growth
Analyzing teacher growth through the conceptual framework of transformational
leadership revealed the significant impact this leadership style can have on educators’
professional development and overall classroom effectiveness. Transformational leadership is
characterized by inspiring and motivating individuals to reach their highest potential, fostering a
culture of continuous improvement and innovation (Northouse, 2022). When applied to teachers,
this leadership approach can drive significant growth in several key areas. First, transformational
leaders encourage teachers to reflect on their beliefs, values, and attitudes toward teaching
(Northouse, 2022). When asked what specific actions your principal has taken to help you
improve, Participant 12, a veteran intermediate teacher from District 3, talked about their
principal growing them professionally and challenging them to reflect: “Every teacher can
improve as a lifelong learner. My principal trusts me as a professional. When something can be
improved, she gives me feedback and asks questions that prompt reflection. This approach
allows for growth while still providing autonomy.” This quote notes the need for a collaborative,
trust-based relationship between teachers and administrators, where feedback facilitates growth,
encourages reflection, and allows educators to maintain a sense of autonomy in their professional
journey. By promoting self-awareness and reflection, teachers can identify areas for personal
growth and development, leading to increased confidence and a deeper sense of purpose in their
work. Second, Transformational leaders support teachers in pursuing ongoing professional
development opportunities to enhance their knowledge and skills (Northouse, 2022). Educators
can stay abreast of current educational practices and trends through training, workshops, and
resources, ultimately improving their instructional strategies and student outcomes.

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Next, transformational leadership emphasizes collaboration and teamwork (Northouse,
2022). the findings emphasized collaboration, with 63.8% of participants sharing that they learn
quite a bit and 24.5% of that 63.8% adding they learn a lot from their principal. Taking that a
step further for team collaboration, 64.2% of participants shared that they provide some help to
other teachers with their skills, while 25% shared that they provide much help to other teachers.
By fostering a culture of collaboration among teachers, leaders can create opportunities for peer
learning, mentoring, and sharing best practices. This collaborative environment encourages
teachers to learn from one another and continuously improve their teaching practices. Lastly,
Transformational leaders empower teachers to think creatively, take risks, and try new
approaches in the classroom. By encouraging innovation and experimentation, educators can
discover effective teaching methods, engage students in new ways, and adapt to their learners’
changing needs. To conclude, the conceptual framework of transformational leadership provides
a powerful lens through which to analyze teacher growth. By embracing the principles of
inspiration, motivation, and continuous improvement, educators can experience significant
personal and professional development, leading to enhanced teaching effectiveness and
ultimately improving student outcomes.
Teacher Feedback
In the context of transformational leadership, providing teachers with feedback is
essential for their growth and development. Here is an analysis of the need for feedback within
this conceptual framework. First, transformational leaders inspire and motivate others to reach
their full potential (Northouse, 2022). Constructive feedback plays a central role in this process
by offering educators insights into their strengths and areas for improvement. Findings show that
teachers believe feedback is valuable. Most participants, 86.8%, shared that it is very important

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that the principal ensures teachers receive timely constructive feedback after classroom
observations. Specific, actionable, and supportive feedback motivates teachers to strive for
excellence and continually enhance their teaching practices. Second, transformational leaders
prioritize individualized support for their team members (Northouse, 2022). Feedback tailored to
each teacher’s needs and goals allows for personalized professional development opportunities.
When asked what specific actions their principal has taken to help them improve,
Participant 89 referred to their principal providing feedback and additional resources as a key
action by writing, “The principal has given her best advice and helped me seek further classes to
help with teaching techniques.” This quote explains that by understanding each educator’s
strengths, challenges, and aspirations, leaders can provide targeted feedback that accelerates
growth and fosters a sense of empowerment and autonomy. Third, feedback serves as a catalyst
for reflection and growth among teachers. Survey results show that 67.6% of participants feel it
is important for the principal to encourage teachers to reflect on their practices. Out of that
67.6%, 24.1% noted that the principal encouraging reflection is extremely important.
Transformational leaders create a culture where feedback is viewed as a valuable tool for selfassessment and improvement (Northouse, 2022).
By encouraging teachers to reflect on their practice in light of feedback received, leaders
promote a continuous cycle of learning and growth that improves classroom effectiveness.
Effective feedback mechanisms build trust and collaboration within the school community. In a
transformational leadership framework, feedback is delivered constructively and respectfully,
emphasizing a shared commitment to growth and excellence. Leaders cultivate a culture of
collaboration, openness, and mutual support among teachers by fostering an environment where
feedback is welcomed and valued. Finally, Transformational leaders embrace a culture of

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continuous improvement and innovation (Northouse, 2022). Feedback aids in identifying
opportunities for refinement and innovation in teaching practices. By receiving feedback that
encourages risk-taking and creativity, teachers are empowered to explore new approaches, adapt
to changing demands, and drive positive change in their classrooms. Overall, within the
conceptual framework of transformational leadership, providing teachers with feedback is
integral to their growth and development. By leveraging feedback as a tool for inspiration,
individualized support, reflection, trust-building, and continuous improvement, leaders can
empower educators to enhance their effectiveness and ultimately improve student outcomes.
Principal Behaviors
Analyzing how principal behaviors impact a teacher’s professional growth through the
conceptual framework of transformational leadership offers valuable insights into the dynamics
of leadership in schools. Transformational leaders serve as role models for teachers. When asked
how the principal can effectively cultivate positive relationships among faculty, Participant 62, a
veteran primary teacher from District 9, simply stated, “walk the talk and balance the time,”
while Participant 58, a veteran intermediate teacher from District 9, wrote, “Model expectations
instead of just telling us.” These quotes serve as a reminder that effective teaching involves more
than verbal directions. By modeling expectations, principals set a clear and professional
precedence. Therefore, principals who exhibit characteristics of effective leadership, such as
enthusiasm, vision, integrity, and empathy, set a powerful example for educators to emulate. By
modeling desired behaviors and attitudes, principals can inspire teachers to strive for excellence
and continuous growth in their professional practice.
Transformational leaders prioritize building strong, trusting relationships with their team
members (Northouse, 2022). Principals who engage in supportive, collaborative, and respectful

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interactions with teachers create a positive school culture that fosters professional growth. When
asked what advice teachers would give principals for supporting their teachers, Participant 98, a
beginning primary teacher from District 14, talked about building relationships for
communication: “I truly believe having a positive relationship allows for open communication.
This open communication enables the teacher to voice their opinions and allows them to feel
comfortable asking for any needed resources or support.” Hence, by establishing open lines of
communication, actively listening to teachers’ concerns and ideas, and providing constructive
feedback, principals cultivate a sense of trust and partnership that motivates educators to invest
in their own growth. Transformational leaders are committed to supporting the growth and
success of their team members (Northouse, 2022). Principals who allocate resources, offer
professional development opportunities and provide coaching and mentoring to teachers
demonstrate a genuine investment in their professional growth. When asked what advice teachers
would give principals for supporting their teachers, Participant 101, a veteran primary teacher
from District 9, mentioned allocating resources by stating, “Ask them what they need, listen, and
support them financially in any way possible.” Likewise, participant 104, a veteran intermediate
teacher from District 3, wrote, “Please know your teachers and what they need. Then provide it.”
These quotes simply advocate for principals to openly listen to teachers’ needs and provide
resources, whether fiscally or through human resources with coaching or training. By aligning
support to teachers’ individual needs and aspirations, principals empower educators to enhance
their skills, knowledge, and practices in ways that benefit both themselves and their students.
Transformational leaders celebrate the achievements and contributions of their team
members (Northouse, 2022). Principals who acknowledge teachers’ hard work, dedication, and
professional successes boost morale, instill a sense of pride and accomplishment, and reinforce a

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culture of excellence. By recognizing and celebrating success, principals motivate teachers to set
ambitious goals, pursue ongoing learning opportunities, and actively engage in their professional
growth. Overall, within the transformational leadership framework, principal behaviors shape
teachers’ professional growth. By modeling positive behaviors, fostering relationships, providing
support and resources, encouraging innovation, and recognizing success, principals can create an
environment where educators feel valued, empowered, and inspired to continually enhance their
skills, expand their knowledge, and excel as instructional leaders.
Research Question 3
The third research question asked, “from the teachers’ perspective, what behaviors of
elementary principals are necessary to ensure the cultivation of positive relationships with
teachers?” The intent of the research question was to understand the specific behaviors principals
need to cultivate positive relationships with teachers. By focusing on the perspective of teachers,
this research aims to identify key actions and qualities that principals can demonstrate to create a
positive climate among staff. The goal is to enhance teacher relationships and school climate
and, in turn, positively impact the school. The survey questions designed to address this research
question were intended to gauge a teacher’s opinions of the role they feel a principal plays and
the skills a principal should have for growing relationships among teachers and improving the
overall climate of the building.
School Culture and Climate
School culture refers to a school community’s beliefs, attitudes, traditions, and behaviors
(Spicer, 2016). It involves the shared values, norms, and expectations that impact interactions
among students, teachers, administrators, and other stakeholders within the school environment
(Spicer, 2016). School climate, on the other hand, reflects the overall "feel" of the school and is

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created by the quality of the relationships, the learning environment, and the degree of respect
and support among all staff (DePaoli & Darling-Hammond, 2020). A positive school climate
promotes student engagement, well-being, and academic success (Spicer, 2016).
Essentially, school culture is the underlying foundation that shapes school climate, as it sets the
tone for the attitudes and behaviors that contribute to the overall environment and atmosphere of
the school (DePaoli & Darling-Hammond, 2020). Both school culture and climate are necessary
for creating a productive and supportive school for all staff (DePaoli & Darling-Hammond,
2020; Spicer, 2016).
Teachers need connections with other adults in the building for support, collaboration,
and networking (Spicer, 2016). Survey questions asked teachers to rate how connected they feel
to other adults at their school. Almost a third of the participants, 28.7%, shared that they feel at
least somewhat connected to the other adults at their schools. Most participants, 61%, noted that
they feel quite to extremely connected to other adults in their buildings, suggesting that there is a
positive climate in their school. A few participants shared that they only feel slightly connected
to other adults in their buildings, with 1.8% saying they feel no connection at all. Table 15 shows
the percentage breakdown for each category in the survey question asking how connected
teachers feel to other adults in their school.
Table 15
Quantitative Survey: Adult Connections Within the School
Element Not connected
at all
Slightly
connected
Somewhat
connected
Quite
connected
Extremely
connected
How connected do you
feel to other adults at
your school?
1.8% 8.3% 28.7% 45.3% 15.7%

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Connections with other adults in the school are essential for teachers to grow and thrive
in their profession and create a positive and supportive work environment; however, those
connections and relationships must be grounded in respect. Furthermore, professional
relationships between teachers and principals should be based on respectful interactions.
Respectful relationships promote trust and communication in the school climate (Spicer, 2016).
These relationships set a positive example for the rest of the school community (DePaoli &
Darling-Hammond, 2020). Teachers rated the level of respect in the relationships between
teachers and the principal. The results were that 13.8% of the participants shared that they feel
the relationships between teachers and principals are at least somewhat respectful. Also, 76.7%
of participants noted that they feel these relationships are quite respectful to extremely respectful.
Of note, 90.5% noted that there is a solid base level of respect among teachers and the principal.
A small group of participants shared that they feel the respect level between teachers and the
principal is slightly respectful, and 2.7% said they feel teacher and principal relationships are not
respectful at all. Table 16 shows the percentage breakdown for each category regarding how
respectful the relationships between teachers and the principal are, including appreciation for
staff and collaboration among staff.

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Table 16
Quantitative Survey: Respect and Appreciation for Teachers
Element Not at all
respectful
Slightly
respectful
Somewhat
respectful
Quite
respectful
Extremely
respectful
How
respectful
are the
relationships
between
teachers and
the
principal?
2.7% 6.4% 13.8% 35.1% 41.6%
Element Not at all
important
Slightly
important
Moderately
important
Quite
important
Extremely
important
How
important is
it that the
principal
shows
appreciation
for staff?
1.6% 0% 9.8% 32.7% 55.7%
Table 16 also shows that 88.4% of participants feel that it is very to extremely important
that the principal shows appreciation for staff. Only 1.6% of participants noted that it is not
important at all for appreciation to be demonstrated leading to believe that the one percent outlier
possibly has a disgruntled relationship with their current principal.
Positive relationships foster a strong school climate (Spicer, 2016). When a school
promotes a positive and supportive environment, it creates a foundation for open communication,
trust, and mutual respect between teachers and the principal (DePaoli & Darling-Hammond,
2020; Spicer, 2016). This study supports that teachers find value in a principal who cultivates
positive relationships, grows the school climate and values and supports their teachers. This
sense of belonging and connection can increase teacher motivation and job performance. In

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conclusion, school climate influences the quality of relationships between teachers and their
principals. By fostering a positive and supportive environment, schools can promote meaningful
connections, build trust, and enhance the overall academic experience for everyone involved
(DePaoli & Darling-Hammond, 2020; Spicer, 2016).
Principal Behaviors Impacting Relationships
The principal must cultivate positive relationships with teachers as it helps to create a
positive and supportive work environment (Van Beck, 2011; Zeis, 2020). When teachers feel
valued and respected by the principal, they are more motivated and engaged in their work (Van
Beck, 2011). Building strong relationships also fosters open communication, trust, and
collaboration, which are essential for working together effectively to support student learning
and success (Zeis, 2020). Additionally, positive relationships can lead to higher job satisfaction,
increased teacher retention, and better student outcomes (Van Beck, 2011).
Teachers ranked principal behaviors in order of importance for fostering positive
relationships. 92.5% of respondents ranked the effectiveness of the principal at setting a positive
tone for the school culture and climate as the highest importance. 82.3% ranked the effectiveness
of the principal fostering staff input as the second most important factor in cultivating positive
relationships. Behaviors tied to providing teachers with feedback and developing procedures fell
in the middle of the ranking for importance, while the principal influencing and impacting a
teacher’s classroom practices was ranked last, with only 11.7% of participants noting it as very
important. Likewise, the survey asked whether respondents would still become teachers if they
could restart their careers and the principal’s influence over their desire to stay and their job
satisfaction. Most participants, 66.7%, shared that it was somewhat likely to very likely they
would still become teachers, with 82% expressing that their principal is somewhat to very

92
influential over that decision. However, 15.4% of participants shared that it is not likely at all
that they would still become teachers if they could make the choice again. Table 17 shows the
percentage of responses for each of these areas for career choice and how the principal affects
those decisions.
Table 17
Quantitative Survey: Principal Influence on Teacher Career Decisions
Element Not at all
likely
Not very
likely
Somewhat
likely
Very likely
If you had the opportunity to start
over in a new career, would you
choose to become a teacher?
15.4% 17.8% 29.7% 36.9%
Element Not
influential
at all
Not very
influential
Somewhat
influential
Very
influential
What influence does the principal
have on your desire to stay a
teacher?
4.7% 13.1% 39.2% 42.8%
What influence does the principal
have on your level of satisfaction
as a teacher?
2.3% 8.3% 35.7% 53.5%

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When asked to describe what school principals can do to best support a teacher’s wellbeing, multiple participants included statements regarding principals advocating for teachers and
listening to their concerns. Participant 102, previously quoted from District 3, wrote, “Listen to
teachers. Advocate for teachers to be responsible for making changes or implementing new
curriculum, not leaving this in the hands of people who are removed from the classroom.”
Likewise, Participant 91, previously quoted from District 3, wrote,
Stand up for us. Be a voice when the higher ups come up with another thing we have to
do. More specifically, when new programs are decided by people that have never taught
at the elementary level. We need our principal to be our voice because she is our only
hope.
These quotes illustrate advocacy and support from school leaders in defending teachers against
excessive burdens imposed by new programs created by individuals without firsthand teaching
experience. It highlights the principal representing the needs and concerns of the teaching staff,
who rely on them as their advocate in navigating challenges arising from decisions made at
higher levels.
There were also multiple responses to this question that focused on principals routinely
checking in with staff and showing supportive behavior toward teachers and their mental health
or personal situations. Participant 103, a veteran intermediate teacher from District 3, wrote, “Be
understanding of the pressures teachers face when a variety of people all think that their
issue/paperwork takes priority and there are only so many hours in the day.” This quote stresses
the need to recognize and sympathize with the teachers’ burdens as they juggle demands and
priorities from various individuals, all within the constraints of limited time. It calls for
understanding the challenges teachers encounter in managing their responsibilities effectively

94
amid these pressures. Similarly, Participant 31, previously quoted from District 18, wrote,
“Connect with me personally. Just recognize struggles and be supportive. Be compassionate and
understanding of the mental, emotional, and physical exhaustion caused from this job.” This
quote notes the value of personal connections built on empathy and support and of
acknowledging and being compassionate toward the challenges teachers face, including the toll
these take on their mental, emotional, and physical well-being.
When asked to describe how principals can effectively cultivate positive relationships
among faculty, many participants mentioned being visible and engaging and facilitating
alignment among teachers. Specifically, Participant 49, previously quoted from District 1, wrote,
“Positive relationships can be cultivated through spending time to get to know the staff and
through taking time to acknowledge the difficulty and struggles teachers face today,
professionally and personally.” This quote notes the need to invest time in developing positive
relationships by understanding and appreciating the challenges that teachers encounter both in
their professional and personal lives. It underlines the significance of empathy, recognition, and
support in nurturing a conducive environment for fostering strong connections with educators.
Ultimately, data from this research question on cultivating positive relationships revealed that
principals must have effective communication, foster leadership, and hold interpersonal skills.
Each of these factors will be addressed through recommendations in Chapter Five.
Transformational Leadership: Climate and Relationships
The conceptual framework of transformational leadership focuses on utilizing a
leadership approach that drives positive change in educational settings. This framework
emphasizes fostering a supportive and empowering school climate by inspiring and motivating
individuals to exceed their potential. When asked how the principal can effectively cultivate

95
positive relationships among faculty, multiple participants shared sentiments referring to
spending time with teachers and getting to know them personally. Specifically, Participant 103, a
veteran intermediate teacher from District 3, wrote, “Take time to get to know everyone and not
show favoritism.” This quote is important because it presents the sentiment that it is important
that principals do not show favoritism to teachers because equitable treatment fosters a culture of
trust and collaboration, ensuring that all educators feel valued and motivated to contribute to a
positive school environment and ultimately enhance student learning outcomes. By nurturing
strong relationships and promoting collaboration, transformational leadership aims to enhance
student engagement, boost teacher morale, and create a conducive learning environment that
benefits the entire school community.
Teachers’ perspectives on how principals influence school climate and foster positive
relationships through the lens of transformational leadership are essential for creating a
conducive and thriving educational environment. Principals who embody transformational
leadership qualities can shape the school climate by promoting teamwork, trust, collaboration,
and open communication among staff members. Through transformational leadership, principals
can inspire a shared vision and values that promote a positive school climate characterized by
innovation, creativity, and continuous improvement. Study findings show that 75.7% of
participants find it, at minimum, very important, with 27.4% of that 75.7% noting it is extremely
important that the principal engages teachers in the development and implementation of a shared
vision. Likewise, 79% of participants noted it was, at minimum, very important that the principal
establishes systems and structures for teacher teams to work together effectively. By
demonstrating empathy, compassion, and authenticity, principals can build positive relationships
with teachers and staff, fostering a sense of belonging and commitment to the school community.

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When teachers perceive their principals as Transformational leaders who prioritize
building a positive school climate and nurturing positive relationships, they are more likely to
feel motivated, engaged, and supported in their work. This, in turn, can enhance teacher morale,
job satisfaction, and, ultimately, student achievement. Understanding the impact of
transformational leadership on school climate and relationships can guide principals in creating a
vibrant and inclusive school culture that fosters growth and success for all members of the school
community.
Conclusion
Survey responses show that teachers’ perception of effective principal leadership
behaviors is important and influences their overall performance. After considering the data, the
emerging trends were relevant to the three research questions. First, the influence of principal
leadership behaviors on teacher motivation indicates a need for a more supportive and
collaborative work environment directly impacting teachers’ perceptions of their working
conditions. Teachers seek a safe and inclusive work environment where they feel supported by
their principal, where resource allocation is effective, and where teachers have a voice. Survey
responses indicate a need for stronger interpersonal relationships where communication is clear
and effective, and principals recognize and acknowledge teacher accomplishments and
contributions. Finally, teachers invite opportunities to enhance their skill set and embrace new
educational trends by seeking professional growth opportunities.
Second, the principals’ behaviors that ensure teachers' professional growth are important
as they impact their job performance. Teachers indicated a desire for relevant professional
development sessions and opportunities for choice within their professional development.
Teachers shared that they tend to be more engaged and willing to participate in professional

97
development that they feel will benefit their teaching practices. Teachers also indicated a need
for their principal to set a clear vision and direction for the school. Teachers revealed a need for
principals to cultivate a team approach by creating effective teacher leadership teams and schoolbased committees that participate in policy and practice decision-making for the school. By
involving various stakeholders in the decision-making process, school leadership teams can
ensure that everyone is on the same page in terms of the school’s vision, mission, and goals.
Finally, teachers noted a desire to receive prompt and effective feedback and coaching from their
principal. Principals can provide feedback and support to teachers to help them enhance their
teaching practices. Teachers can receive constructive feedback and guidance on improving their
instruction by learning from principals through classroom observations, evaluations, and one-onone coaching sessions.
Third, principals must cultivate positive relationships with the teachers in their building.
Survey responses indicate that teachers want their principal to create a positive climate in the
building by setting and modeling a positive tone, building personal connections with all teachers,
and insisting on mutual respect between teachers and between teachers and the principal.
Teachers indicated a need for their principal to advocate for them and the building, supporting
their autonomy in their classroom and pushing back on district initiatives when needed. Finally,
teachers look for a principal who is visible in the school and in their classrooms to grow their
knowledge of teacher achievements and needs. Chapter 5 summarizes the completed study,
covering the conclusions drawn, the practical implications, and suggestions for future research.

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Chapter Five: Recommendations
The purpose of this study was to generate a better understanding of the behaviors and
actions that make an effective elementary school principal from the perspective of teachers. This
study is important because it can lead to actionable insights that benefit the entire school
community. For instance, gaining teachers’ perspectives on effective principal leadership
behaviors fosters a positive school environment and enhances educational outcomes. Teachers,
as primary stakeholders in the school, possess unique insights into the dynamics of leadership
that directly influence their teaching practices, job satisfaction, and overall school climate. By
understanding their viewpoints, principals can identify and adopt leadership strategies that better
align with the needs and expectations of their staff, promoting collaboration, trust, and
commitment to school goals. Additionally, incorporating teachers’ feedback into leadership
practices empowers them and supports continuous improvement at the school, ultimately leading
to a more cohesive working environment. The responses to the research questions were obtained
using a mixed-methods design, which included a survey that incorporated both closed-ended and
open-ended questions. This chapter reviews the findings, connecting them to prior research and
the conceptual framework. It will also address the study’s limitations, provide recommendations
for practice, and suggest areas for future research. Lastly, the chapter will end with the overall
conclusions of the study.
Discussion of Findings
This study’s findings align directly with the conceptual framework designed to serve as
the guide for this research. The conceptual framework was developed based on political
sociologist James MacGregor Burns’s theory of transformational leadership. Burns outlined
transformational leadership to establish a link between leadership and followership (Northouse,

99
2022). Burns sought to connect the roles of leaders and followers and defined transformational
leadership as a process where leaders and followers push one another to higher levels of
motivation and emotional elements of leadership (Northouse, 2022; Wiley, 2023). The
conceptual framework of transformational leadership revolves around the process of effecting
change in individuals by understanding their motivations, addressing their needs, and
recognizing their individuality (Northouse, 2022). The charismatic and emotional dimensions of
leading to boost morale and drive performance. The components of transformational leadership
are four key factors: idealized influence, inspirational motivation, intellectual stimulation, and
individualized consideration (Northouse, 2022; UMass Global, n.d.).
It is essential to identify the relationship between the study’s findings and its conceptual
framework. The findings alignment illustrates the interaction between leaders and followers and
illustrates several key aspects of transformational leadership that enhance motivation,
collaboration, and overall performance. The transformational leadership framework revolves
around four key components: idealized influence, inspirational motivation, intellectual
stimulation, and individualized consideration (Northouse, 2022). Each of these is key to
understanding how principal leadership behaviors can benefit teacher motivation and
performance.
Transformational leaders serve as role models who embody the values and ethical
standards expected in the school. The study’s finding that educators desire a supportive and
positive workplace aligns with idealized influence, as principals who effectively model
supportive behaviors demonstrate commitment to educators’ well-being. The recognition that
principals who exhibit support foster better relationships with teachers directly reinforces this

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component. When teachers perceive their principals as supportive, it cultivates trust and
encourages collaboration, thereby enhancing their performance.
The concept of inspirational motivation is evident in the study’s findings that stress the
need for principals to communicate a clear and compelling vision of a supportive environment.
Educators expressed the need to establish an encouraging tone and promote mutual respect
among all staff members, which directly relates to how transformational leaders inspire their
followers. When principals articulate a vision that promotes collaboration and engagement, they
motivate teachers to strive for excellence in their educational practices.
Additionally, the findings that emphasize professional growth and the desire for timely
and effective feedback resonate with the need for inspirational motivation. By providing
constructive feedback and support, principals foster a culture of improvement and professional
development, which elevates teacher morale and satisfaction. This aligns with findings that
teachers expressed a desire for regular communication and recognition of their efforts,
reinforcing their commitment to the school’s objectives and values.
The findings also highlight the need for intellectual stimulation, wherein principals
encourage teachers to innovate and engage in continuous professional development.
Transformational leaders challenge assumptions and support teachers in exploring new
educational practices. For instance, when principals involve teachers in decisions regarding
resource allocation and professional growth initiatives, they promote a culture of intellectual
engagement that empowers teachers to take ownership of their careers.
Individualized consideration is key to the transformative process, as it brings forth the
need for principals to attend to each teacher’s needs. Survey respondents indicated the value of
strong interpersonal relationships, clear communication, and recognition of teachers’

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contributions. This stresses the need for principals to understand their teachers’ individual
strengths, challenges, and aspirations, thus personalizing support efforts to enhance motivation
and engagement.
In summary, the findings from the various studies affirm that transformational leadership
aids in creating a supportive and collaborative work environment. By embodying principles of
idealized influence, inspirational motivation, intellectual stimulation, and individualized
consideration, principals can significantly affect teachers’ perceptions of their working
conditions. This ultimately leads to improved teacher motivation, satisfaction, and performance,
critical factors for fostering a positive educational atmosphere. The alignment between these
findings and the transformational leadership framework points out the principals’ role in shaping
the educational landscape and enhancing teacher engagement and success.
Survey feedback indicates that teachers’ view of effective principal leadership behaviors
influences their overall performance. Similarly, Pardosi and Utari (2022) explored the
meaningful impact of a principal’s leadership behaviors on teacher performance and student
achievement. It aimed to identify effective school leadership behaviors impacting these areas.
Conducted as quantitative descriptive research, it sampled 281 out of 317 teachers, using
questionnaires, observations, and performance appraisals for data collection. Analyzed through
Structural Equation Modeling, the results indicate a positive influence of the principal’s
leadership behaviors on teacher performance. The results showed a noteworthy impact of the
principal’s leadership behaviors on student achievement and a strong effect of teacher
performance on student achievement (Pardosi & Utari, 2022). The study by Pardosi and Utari
(2022) aligns with the notion that teachers’ view of effective principal leadership behaviors
influences their overall performance.

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The study emphasizes the substantial impact of principals’ leadership behaviors on
teachers’ effectiveness and job satisfaction. It discusses the various attributes of effective leaders,
including communication skills, support for teachers, and the establishment of a positive working
environment. The finding that 86.8% of respondents noted that it is very to extremely important
that the principal provides timely constructive feedback following a classroom walkthrough or
observation supports the claim that effective principal leadership is characterized by clear
communication and feedback systems. Similarly, findings include that 85.6% of participants
selected interpersonal relationships as important when determining the principal’s impact on
teacher motivation factors. This is directly supported by Pardosi and Utari’s (2022) study that
suggests that principals who create a supportive environment foster better relationships with
teachers, which can lead to increased collaboration, job satisfaction, and ultimately better student
outcomes.
Analyzing the data revealed trends related to the three research questions. First, the
impact of principal leadership behaviors on teacher motivation suggests a necessity for a more
supportive and collaborative work environment, which directly affects teachers’ perceptions of
their working conditions. Likewise, Nachshoni (2024) explored how the motivation of school
principals affects teachers, emphasizing that motivation is an intricate process that drives
individuals toward achieving their goals. The study explained that motivated teachers are
essential for effective education, as their engagement directly impacts student learning and
classroom dynamics. The study investigated how school principals’ motivation influences
teacher motivation. Nachshoni (2024) concludes that principals can inspire and encourage
teachers, impacting their enthusiasm, commitment, and effectiveness.

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The study by Nachshoni (2024) aligns closely with findings regarding the meaningful
impact of principal leadership behaviors on teacher motivation and the necessity for a supportive,
collaborative work environment. Nachshoni (2024) emphasized that the motivation of school
principals influences teacher motivation. The study suggests that principals who are motivated
can inspire and support their teachers, leading to increased enthusiasm, commitment, and
effectiveness in the classroom. This directly correlates with the findings that when principals
exhibit leadership behaviors that prioritize support and encouragement, they create a work
environment that positively influences their teachers’ perceptions of working conditions.
Research from Nachshoni’s (2024) study indicates that motivated principals foster an
environment where teachers feel supported, which is essential for driving teacher engagement.
Similarly, study findings suggest that when principals focus on developing a collaborative
atmosphere, it enhances teachers’ experiences within the school. For example, a supportive
environment characterized by open communication, recognition of efforts, and opportunities for
collaboration leads to improved motivation levels among teachers.
The study supports the idea that the motivational practices of principals significantly
affect teachers’ perceptions of their working conditions. 90.4% of participants rated teacher
working conditions as the most important motivator that the principal influences. When
principals actively engage in behaviors that promote respect, collaboration, and appreciation,
teachers are more likely to report positive views about their work environment. In contrast, a
lack of support and recognition can lead to disengagement and dissatisfaction among teachers,
ultimately impacting their willingness to invest effort into their roles (Kraft & Falken, 2020). In
conclusion, findings by Nachshoni (2024) reinforce principal leadership behaviors in shaping a
supportive and collaborative work environment that positively affects teacher motivation. The

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relationship between a principal’s motivation and teacher engagement reveals that leadership
practices that inspire and support educators foster teacher enthusiasm and effectiveness and
create an environment conducive to positive perceptions of working conditions (Nachshoni,
2024).
The research relied on literature highlighting that motivation includes intrinsic and
extrinsic factors that affect individual behaviors and attitudes. The study pointed out that a
school’s overall organizational climate, shaped by rewards and management practices, can
significantly influence teachers’ motivation. One of the main challenges addressed in the
research was establishing a clear causal relationship between principals’ behaviors and teachers’
motivation. This becomes complex in diverse educational settings, where various factors could
affect motivation beyond the principal’s influence.
Despite the challenges, the study provides valuable insights into how principals can
impact teacher motivation levels. It emphasizes the need for effective leadership practices to
foster a motivating environment for teachers, ultimately contributing to better educational
experiences for students (Nachshoni, 2024). On the other hand, Hoque and Raya (2023)
examined the relationship between four leadership styles (instructional, democratic,
transformational, and laissez-faire) and teachers’ behavior. Using a quantitative research method,
the study employed questionnaires and then analyzed the data with descriptive and inferential
statistics. The finding that applies to the current study was that school principals who practice a
transformational leadership style tend to have a favorable reaction or support for positive social
behaviors exhibited by teachers, such as collaboration and teamwork. However, the data
indicated that while there is a connection between transformational leadership and teachers’ prosocial behavior, this connection is not very strong or significant. In other words, transformational

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leaders may encourage positive interactions among teachers, but the extent of this influence is
limited (Hoque & Raya, 2023).
The study by Hoque and Raya (2023) provided pertinent insights that align with and
elaborate on this study’s findings. Hoque and Raya (2023) found that principals who adopt a
transformational leadership style tend to react positively toward social behaviors exhibited by
teachers, such as collaboration and teamwork. This claim directly supports the findings that show
that 75.7% of participants find it, at minimum, very important, with 27.4% of that 75.7% noting
it is extremely important that the principal engages teachers in the development and
implementation of a shared vision. Findings support the claim that principals who embody
transformational leadership qualities can shape the school climate by promoting teamwork, trust,
collaboration, and open communication among staff members. Through transformational
leadership, principals can inspire a shared vision and values that promote a positive school
climate characterized by innovation, creativity, and continuous improvement. Likewise, 79% of
participants noted it was, at minimum, very important that the principal establishes systems and
structures for teacher teams to work together effectively. This finding directly supports the
assertion made by Nachshoni (2024) that effective principal behaviors, specifically those
characteristics of transformational leadership, can significantly enhance teacher motivation levels
while fostering a positive school environment.
This study notes that educators desire a workplace where they feel backed by their
principal, where resources are utilized efficiently, and where the environment is safe, inclusive,
and allows their voices to be heard. This directly aligns with the transformational leadership
component of idealized influence, as the survey feedback revealed the necessity for principals to
create a supportive and collaborative work environment. By fostering a safe, inclusive, and

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respectful atmosphere where teachers feel backed, principals act as role models, embodying the
values and ethical standards expected of transformational leaders. This influences teachers’
perceptions of their working conditions positively. To discuss how the desire for a supportive
workplace among educators aligns with transformational leadership, it is important to break
down the key elements of the conceptual framework and relate them to the insights from the
study. Key characteristics for the conceptual framework of this study, based on J. M. Burns’s
(1978) 4 Is of transformational leadership, include inspirational motivation, individualized
consideration, intellectual stimulation, and idealized influence (Hero, 2024; Northouse, 2022; &
Towler, 2019).
Aligned with the conceptual framework, according to the study, educators desire support
from their principal by being provided with a workplace where they feel encouraged and
supported. Transformational leaders model supportive behaviors, showing that they care about
educators’ well-being (Idealized Influence). Likewise, by providing mentorship and support,
principals can create a nurturing environment that enables teachers to thrive (Individualized
Consideration). According to the study, educators desire efficient resource utilization. This
means using resources wisely to support teachers and education. Specifically, transformational
leaders involve educators in discussions about resource allocation and innovative practices,
ensuring that resources are utilized in a way that benefits the teaching and learning environment
(intellectual stimulation).
According to the study, educators desire a safe and inclusive environment. In alignment
with the conceptual framework, this means that teachers want a space that is welcoming and
protects individual rights. Specifically, transformational leaders articulate a vision of inclusivity
and safety, encouraging a culture that values diversity and fosters a sense of belonging for all

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educators (Inspirational Motivation). For example, by modeling inclusive practices, leaders can
establish grounds for a supportive and safe environment (Idealized Influence). Finally, according
to the study, educators desire for their voices to be heard and for opportunities for feedback and
contributions to decision-making. Aligned with the conceptual framework, by actively listening
to educators, transformational leaders promote an open dialogue and ensure that all voices are
valued (Individualized Consideration). Another example is a principal communicating a vision
that prioritizes collaboration and feedback that allows educators to feel involved in decisionmaking (inspirational motivation). The alignment between educators’ desires for a supportive
and effective workplace and transformational leadership principles indicates that schools led by
transformational leaders may foster higher morale, commitment, and job satisfaction among
educators. Likewise, utilizing this study’s conceptual framework allows for a comprehensive
understanding of how transformational leadership principles can meet educators’ needs, creating
an environment where they feel valued and empowered to succeed.
The survey responses also highlight the need for stronger interpersonal relationships
characterized by clear and effective communication, as well as principals recognizing and
valuing teachers’ achievements and contributions. This statement emphasizes building strong
interpersonal relationships between principals and teachers. For example, the need for stronger
interpersonal relationships refers to the connections between teachers and principals built on
trust, respect, and mutual understanding. When these relationships are strong, they can lead to a
more positive and collaborative work environment. Effective communication is equally
important in any organization (Bucata & Rizescu, 2017; Cooks-Campbell, 2022). In this context,
it means that principals should communicate clearly and openly with teachers, ensuring that

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everyone is on the same page regarding expectations, goals, and feedback. This helps reduce
misunderstandings and fosters a sense of belonging and trust.
Further, teachers’ motivation and morale benefit from acknowledging and celebrating
their accomplishments and contributions (Bosso, 2017; Laberis, 2024; Whitaker & Steele, 2019).
Principals recognizing teachers’ efforts validates their hard work and builds loyalty and
commitment to the school’s mission (Whitaker & Steele, 2019). The transformational leadership
framework emphasizes the capacity of leaders to inspire and motivate their followers to exceed
expectations and drive significant change (Steinmann et al., 2018). The elements in the statement
relate to transformational leadership in several ways. Transformational leaders inspire staff by
articulating a compelling vision (Inspirational Motivation). Specifically, recognizing and valuing
teachers’ contributions aligns with this aspect as it fuels enthusiasm and a shared commitment to
the school’s goals.
The conceptual framework component, individual consideration, focuses on attending to
followers’ individual needs. For example, strong interpersonal relationships enable principals to
understand and support teachers better, adapting their leadership style to meet various needs
within the staff. Transformational leadership thrives in an environment of collaboration and
teamwork (Steinmann et al., 2018). For example, by fostering strong relationships and effective
communication, principals can create a culture where collective effort is valued and all members
feel invested in the school’s success.
The need for stronger interpersonal relationships, clear communication, and recognition
of achievements directly supports the principles of transformational leadership. By addressing
these areas, principals can create a more positive school culture that enhances teacher satisfaction
and performance. Ultimately, transformational leadership rooted in strong relationships ensures

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that leaders and teachers work collaboratively toward a shared vision, fostering an environment
conducive to growth and excellence. Similarly, Nappo (2020) investigated the relationship
between job stress and interpersonal relationships at work, suggesting that social connections can
enhance individual well-being and mitigate work-related stress. Utilizing an ordered probit
model, the research analyzes data from the Sixth European Working Conditions Survey
conducted in 2015. The findings reveal several significant correlations, support from a manager
is associated with a reduced likelihood of job stress, while support from co-workers may increase
job stress. The study notes a limitation in determining the connection between job stress and
interpersonal relationships but notes that these social connections can serve as valuable resources
for managing workplace stress. Overall, the research adds new insights to the understanding of
occupational stress and interpersonal relationships (Nappo, 2020).
Subsequently, teachers are eager for opportunities to develop their skills and adopt new
educational practices by pursuing professional growth initiatives. This directly aligns with the
transformational leadership component of individualized consideration because transformational
leaders attend to each teacher’s individual needs and provide personalized support. Professional
growth refers to the continuous process of developing skills, knowledge, and competencies in
one’s career (Brooks, 2023; Popescu, 2024). It encompasses various activities, including formal
education, training programs, mentoring, networking, and experiential learning (Brooks, 2023).
Professional growth is essential for individuals striving to advance their careers and is
particularly relevant in fields that rapidly evolve or demand new skills (Brooks, 2023).
Within the framework of transformational leadership, individualized consideration
pertains to the leader’s ability to recognize and respond to team members’ individual needs
(Northouse, 2022; Steinmann et al., 2018). Transformational leaders inspire and motivate their

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followers by fostering a supportive and empowering environment (Northouse, 2022; Steinmann
et al., 2018). Transformational leaders often provide personalized mentorship and coaching to
their team members (Steinmann et al., 2018). For example, a principal might notice that a teacher
is interested in developing leadership skills. The principal demonstrates individualized
consideration by tasking the teacher to lead a small project, providing them with resources, and
offering regular feedback. This approach supports the teacher’s professional growth and
enhances the school’s overall performance. Similarly, from a transformational leadership
perspective, leaders encourage continuous learning by promoting access to further education and
training opportunities (Kareem et al., 2023). For instance, a principal might advocate for their
teacher to attend workshops, obtain certifications, or enroll in relevant courses. By doing so, the
principal shows individualized consideration by understanding each teacher’s aspirations and
aligning growth opportunities with their career objectives.
In line with individualized consideration, transformational leaders may work with
employees to create personalized development plans that outline specific goals and strategies for
professional growth (Kareem et al., 2023). This tailored approach ensures that each employee’s
aspirations and weaknesses are addressed, allowing for a more targeted and effective growth
path. Likewise, inspirational motivation is a key component of the conceptual framework, which
involves leaders communicating a vision that inspires and motivates their teams (Northouse,
2022; Steinmann et al., 2018). This directly aligns with transformational leadership as the data
highlights principals motivating teachers by establishing clear and effective communication and
recognizing and valuing teachers’ achievements. In the context of school principals and teachers,
this component fosters a positive and productive educational environment. Specifically, effective
communication is essential for setting a vision and goals within an organization (Goris &

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Arcasoy, 2023). For example, principals who communicate clearly can ensure that teachers align
with the school’s mission and understand their roles in achieving it. This clarity reduces
confusion and helps create a conducive working environment. In another example, a principal
holds regular meetings with teachers to discuss school goals and objectives for the year. During
these meetings, the principal outlines the vision for improving student outcomes and engages
teachers in dialogue about their thoughts and ideas.
The principal establishes a collaborative culture by providing a platform for teachers to
share their insights. Additionally, various communication channels, such as newsletters, bulletin
boards, or school websites, can help reinforce important messages and updates regarding school
initiatives. Through inspirational motivation, transformational leadership involves principals
creating a supportive environment where effective communication and recognition of
achievements are paramount. By actively engaging teachers through these practices, principals
can inspire and motivate their staff, resulting in a more collaborative and successful educational
atmosphere.
This study presented several key findings that supported the claim that transformational
leadership involves principals creating a supportive environment through inspirational
motivation. Such an environment inspires and motivates staff, leading to a more collaborative
and successful educational atmosphere. The study emphasized open communication and
collaboration among teachers and staff. According to Spicer (2016), teachers need connections
with other adults in the building for support and networking. The survey results revealed that
61% of participants felt quite to extremely connected to other adults in their schools. This
connection indicates a positive school climate, which is essential for creating a supportive
educational environment. The high level of perceived connectivity suggests that transformational

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leadership practices that prioritize collaboration and team engagement are being effectively
implemented.
The study noted the need to recognize and celebrate achievements to foster a supportive
environment. A considerable 88.4% of participants felt that it is very to extremely important for
the principal to show appreciation for staff. This aligns with transformational leadership
principles, where recognition motivates and inspires educators. The findings indicated that
respectful relationships between teachers and principals are fundamental to creating a supportive
environment. Most participants, 76.7%, shared that they feel their relationship with their
principal is quite to extremely respectful. This mutual respect promotes trust and open
communication, key components of a positive school climate (DePaoli & Darling-Hammond,
2020). Such respect supports a collaborative atmosphere and enhances teacher motivation and
job satisfaction, which are critical elements of transformational leadership. The data points to
principals’ significant role in cultivating a supportive school climate by engaging teachers in
developing a shared vision. Also, 75.7% of participants felt it was very important for the
principal to engage them in this process. This involvement reflects transformational leadership
principles regarding collaboration toward shared goals, ultimately enhancing relationships and
contributing to a successful educational atmosphere.
Next, the actions of principals that foster the professional growth of teachers are
essential, as they directly influence job performance. Similarly, Akiba et al. (2015) conducted a
statewide longitudinal survey involving 923 middle school mathematics teachers in Missouri
from 2009 to 2011. The primary focus was to analyze the level of organizational resources
available for professional development that teachers received and how these resources influenced
their participation in high-quality professional development activities. The data revealed that

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teachers who received more organizational resources, such as training, materials, or support,
were more likely to engage in high-quality professional development (Akiba et al., 2015). The
study established a clear relationship between the provision of these resources and the teachers’
engagement in professional development. As organizational support increased, so did the
likelihood of teachers participating in effective training and development opportunities (Akiba et
al., 2015). The findings call for schools and districts to consistently provide organizational
resources to foster and enhance teachers’ participation in high-quality professional development.
According to Akiba et al. (2015), this study’s results confirm that school principals’ support
promotes the professional growth of teachers, which ultimately benefits the school.
Oftentimes, teachers are driven by the financial rewards and benefits they receive for
their work. Through this study, teachers expressed a need for relevant professional development
sessions and options that allow them to choose their professional development paths. They noted
that they are more engaged and eager to participate in professional development that they believe
will positively affect their teaching practices. This directly aligns with the transformational
leadership component of Intellectual stimulation. Teachers expressed a desire for opportunities to
develop their skills and adopt new educational practices. This aligns with intellectual stimulation,
where transformational leaders encourage innovation and creativity. Principals can stimulate
teachers intellectually by promoting professional growth initiatives and providing opportunities
for continuous learning and development.
Furthermore, in the context of education, transformational leadership calls for
empowering teachers, which aligns with their desire for choice in their professional development
(Leithwood & Jantzi, 1999). Research indicates that when teachers have a voice in choosing their
professional development, they are more likely to engage and apply what they learn (Desimone,

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2009). This autonomy can lead to more meaningful and relevant learning experiences
(Desimone, 2009). Additionally, options in their professional development paths can enhance
motivation and commitment, which are key components of transformational leadership
(Ingvarson et al., 2005). Moreover, teachers emphasized the need for their principal to establish a
clear vision and direction for the school.
Inspirational motivation involves articulating a vision that is appealing and inspiring to
followers (UMass Global, n.d.). Principals can inspire and motivate their staff to strive for
excellence by creating a shared vision of a supportive workplace and celebrating teachers’
successes. Survey responses highlighted the necessity for principals to promote a collaborative
approach by forming effective teacher leadership teams and school-based committees that are
involved in making decisions about policies and practices. By engaging various stakeholders in
decision-making, school leadership teams can ensure alignment with the school’s vision,
mission, and goals. Similarly, Scallon et al. (2021) investigated the relationship between
administrative leadership practices and teacher turnover in a large urban public school district. It
addressed the empirical gap regarding how principals’ specific practices influence teacher
retention. The research involved in-depth case studies and interviews with 32 teachers from two
high-turnover and two low-turnover middle schools. The study focused on teachers’ perceptions
of their principals’ leadership practices and how these correlate with turnover. Principals in lowturnover schools exhibited three notable practices, two of which directly related to the current
study. According to Scallon et al. (2021), schools with a lower turnover rate had principals who
recognized the knowledge and encouraged the contributions of teachers, clearly communicated
the school’s vision, and established goals centered around high-quality instruction. Overall, the

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study suggests that these practices affect teacher turnover, with specific leadership behaviors
contributing to a more stable teaching environment.
Principals promoting a collaborative approach by forming effective teacher leadership
teams and school-based committees exemplifies idealized influence. By involving teachers in
decision-making processes, principals act as role models, demonstrating a commitment to shared
leadership and collective responsibility. This behavior aligns with the values and ethics of
transformational leadership, inspiring trust and respect among teachers. Engaging various
stakeholders in the decision-making process to ensure alignment with the school’s vision,
mission, and goals reflects inspirational motivation.
Transformational leaders articulate a compelling vision and motivate their followers to
work toward common goals (UMass Global, n.d.). By fostering a collaborative environment and
ensuring that decisions align with the school’s overarching objectives, principals inspire and
motivate teachers to contribute meaningfully to the school’s success. This statement introduces
several key aspects of transformational leadership that can motivate teachers to contribute
meaningfully to a school’s success. Fostering a collaborative environment and aligning decisions
with overarching objectives enhances teacher motivation by creating a sense of ownership. When
principals foster collaboration, teachers feel a greater sense of ownership and responsibility for
their work. They are more likely to engage when their input is valued and considered in decisionmaking processes. This sense of ownership can translate into a deeper commitment to school
goals and initiatives. Sahlin (2022) examined teachers’ understanding and interpretation of
principals’ leadership styles and practices in fostering collaboration at the school and with
external partners. The primary objective was to gain a deeper understanding of how teachers
perceive and make sense of the leadership practices employed by principals in a collaborative

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educational setting (Sahlin, 2022). The interview and survey data were collected over 3 years.
The findings illustrate that intentional efforts to foster collaboration within the school community
and with external entities can shape the values, beliefs, and cultural aspects of the school
environment (Sahlin, 2022). This suggests that collaborative practices change behaviors and the
underlying culture of the school. Overall, the study contributes to understanding how school
leaders can influence academic outcomes and the broader educational environment through
collaborative practices and effective communication with their staff (Sahlin, 2022).
Similarly, Shepherd-Jones and Salisbury-Glennon (2018) examined the need for school
principals to adopt teacher-supportive leadership practices to enhance student learning. It
combines insights from educational leadership and educational psychology to explore how
different principal leadership styles affect teachers’ motivation through the lens of selfdetermination theory. The research involved surveys to gather data on teachers’ perceptions of
their principals’ leadership styles and the effects on their motivation. Additionally,
administrators were interviewed to gain deeper insights into their practices. The study found a
significant relationship between principals’ leadership styles and various aspects of teacher
motivation, specifically teacher autonomy (feeling self-directed), relatedness (feeling connected
to others), competence (feeling capable), and social isolation. Teachers reported higher levels of
autonomy, relatedness, and competence when working under principals who employed a
democratic leadership style where teachers were part of the decision-making processes.
Interviews with administrators highlighted how they encouraged teachers’ autonomy and
collaboration and other strategies to boost motivation. Overall, the findings suggest that a
principal’s democratic leadership style fosters a more motivating and supportive environment for

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teachers, which is essential for effective teaching and, ultimately, student learning (ShepherdJones & Salisbury-Glennon, 2018).
Lastly, teachers conveyed a desire for timely and effective feedback and coaching from
their principals. This support can be instrumental in helping teachers enhance their instructional
methods. Through classroom observations, evaluations, and one-on-one coaching sessions,
principals can offer constructive feedback and guidance to help teachers improve their teaching
practices. Teachers’ desire for timely and effective feedback and coaching from their principals
connects to intellectual stimulation. Transformational leaders encourage innovation and critical
thinking by challenging assumptions and providing opportunities for professional growth
(Northouse, 2022; UMass Global, n.d.). Through classroom observations, evaluations, and oneon-one coaching sessions, principals stimulate teachers intellectually by offering constructive
feedback and guidance, helping them to enhance their instructional methods and adopt new
practices.
Finally, principals must foster positive relationships with their teachers. Survey responses
reveal that teachers desire their principal to establish a positive atmosphere by setting and
modeling an encouraging tone, creating personal connections with each teacher, and promoting
mutual respect among teachers and between teachers and the principal. Again, the study by
Nachshoni (2024) explored how the motivation of school principals affects teachers and found
that the overall organizational climate of a school can significantly influence motivation levels
among teachers. Likewise, this study calls attention to the value of creating a positive school
climate that encourages and supports teachers in their professional roles. Establishing a positive
atmosphere and setting an encouraging tone aligns with inspirational motivation.

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Transformational leaders inspire and motivate their followers by communicating a clear
and compelling vision (Northouse, 2022). Teachers expressed the need for their principal to be
their advocate, supporting their autonomy in the classroom and, when necessary, challenging
district initiatives. By advocating for teachers, supporting their autonomy, and challenging
district initiatives, principals inspire confidence and motivate teachers to engage fully and
creatively in their work. Additionally, teachers appreciate a principal who is present in the school
and their classrooms to better understand teacher achievements and identify their needs.
Supporting teachers’ autonomy in the classroom and being present to understand their
achievements and needs ties to intellectual stimulation. Transformational leaders encourage
innovation and independent thinking by supporting their staff’s autonomy and challenging them
to think critically and creatively (Northouse, 2022; UMass Global, n.d.). By understanding
teachers’ achievements and needs, principals can provide opportunities for intellectual growth
and professional development.
Recommendations for Practice
The next section presents recommendations for practices derived from this study’s
findings. These recommendations have been crafted based on the four essential elements of the
conceptual framework of transformational leadership: idealized influence, inspirational
motivation, intellectual stimulation, and individualized consideration.
The overarching recommendation is a comprehensive school strategic plan identifying
long-term goals and objectives outlined and referred to as recommendations throughout this
section. A school strategic plan is beneficial as it provides a clear roadmap for achieving
educational excellence and fostering a thriving school community (M. King, 2023; Mathias,
2023). A strategic plan encourages informed decision-making by utilizing data-driven insights to

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identify areas for improvement and allocate resources effectively (Mathias, 2023). Additionally,
a well-crafted strategic plan promotes accountability and transparency, allowing stakeholders to
monitor progress and measure outcomes over time (M. King, 2023). The recommended school
strategic plan will serve as a guiding framework to establish clear priorities, define objectives,
and ensure that all stakeholders align their efforts to foster academic excellence. By developing a
strategic plan, schools will be better equipped to address their needs and identify deficit areas for
improvement. A strategic plan will empower educators, strengthen leadership, and ultimately
lead the school to a more positive and impactful environment.
In developing an effective school strategic plan, it is essential to focus on goals that foster
an environment conducive to both student and staff success (M. King, 2023; Mathias, 2023).
This plan centers around three key recommendations. The first is optimizing positive working
conditions that prioritize staff well-being and collaboration. The second is empowering teachers
through targeted professional growth opportunities that enhance their skills and effectiveness.
The third is creating a positive school climate that promotes inclusivity, respect, and a sense of
belonging for all school community members. Principals can align their efforts with these
recommendations to cultivate an energetic educational atmosphere that supports teachers’
motivation and efficacy and nurtures their personal and professional development.
Recommendation 1: Optimizing Positive Working Conditions
Recommendation 1 is for the principal to implement strategies to optimize positive
working conditions that foster collaboration, ensure the proper allocation of resources, prioritize
a safe and inclusive environment, and grow interpersonal relationships. Optimizing positive
working conditions aligns with the key element of individualized consideration in
transformational leadership. This element involves recognizing and addressing each team

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member’s needs, fostering a supportive environment, and ensuring that employees feel valued
and cared for (Northouse, 2022; Steinmann et al., 2018). Fostering positive working conditions
for teachers requires school principals to adopt a multifaceted approach that prioritizes support,
collaboration, and inclusivity.
First, the principal should provide a supportive and collaborative work environment.
They can do so by encouraging open communication and teamwork among staff. Regularly
scheduled meetings where teachers can share ideas, collaborate on projects, and discuss
challenges will help build a sense of community and strengthen professional relationships.
According to Training (2024), a collaborative work environment enables an organization’s
success and growth as it promotes open communication, fosters creativity, and enhances
problem-solving abilities. Training (2024) noted that in today’s fast-paced business landscape,
collaboration helps companies remain competitive and innovative. Achieving a collaborative
environment goes beyond scheduling meetings and setting up shared spaces; it necessitates a
cultural shift emphasizing trust, respect, and mutual support (Training, 2024).
Providing a supportive and collaborative work environment primarily aligns with the key
element of individualized consideration in transformational leadership. This element calls for
understanding and supporting team members’ individual needs (Northouse, 2022; Steinmann et
al., 2018). Leaders create a positive environment that encourages teamwork, open
communication, and personal growth by fostering a collaborative atmosphere where team
members feel valued and supported. Additionally, a collaborative work environment can also be
seen as a reflection of inspirational motivation, as it promotes a shared vision and collective
effort toward common goals.

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Second, the principal must ensure appropriate resource allocation. This includes
providing teachers with access to the materials, technology, and professional development
opportunities they need. Gupta (2024) shared that survey data reveals that 83% of business
leaders view proper resource allocation as essential for growth. Resources such as human capital,
financial assets, and equipment are central to an organization’s success, requiring careful
planning and distribution for project effectiveness. Effective resource allocation involves
balancing competing priorities, optimizing utilization, and continuously monitoring and
adjusting resources throughout a project’s lifecycle (Gupta, 2024). By recognizing and
addressing teachers’ diverse needs, the principal can enhance the teachers’ ability to deliver
high-quality education to students. Providing and allocating resources aligns with the key
element of individualized consideration in transformational leadership. This element involves
recognizing and addressing the team members’ needs, including ensuring they have the resources
to perform their tasks effectively (Northouse, 2022; Towler, 2019). By providing adequate
resources and support, leaders demonstrate their commitment to the success and development of
their followers, helping to create a conducive environment for growth and achievement
(Northouse, 2022; Towler, 2019).
Additionally, creating a safe and inclusive environment is paramount. The principal
should implement policies and practices that ensure all teachers feel heard and valued. According
to Gavin (2023), fostering a safe and inclusive work environment involves cultivating a culture
that appreciates diversity and ensures equal opportunities for every employee. Employers should
aim to establish a workplace where all individuals feel valued and accepted, and it is essential to
promote open conversations to enhance understanding and appreciation of different perspectives
(Gavin, 2023). Establishing channels for feedback, such as anonymous surveys or suggestion

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boxes, allows teachers to voice their concerns and contribute to decision-making processes. This
approach fosters a culture of respect and encourages teachers to engage more fully in their roles.
Creating a safe and inclusive environment aligns with the key element of idealized influence in
transformational leadership. This element involves leaders serving as role models and
embodying values that promote respect, trust, and inclusion (Northouse, 2022; Steinmann et al.,
2018). By fostering an environment where everyone feels safe and valued, leaders inspire others
and cultivate a culture that encourages collaboration, innovation, and shared vision (Lewis, 2022;
Northouse, 2022). Additionally, this approach aligns with the transformational leader’s
commitment to developing their team and empowering individuals, ultimately leading to higher
engagement and performance.
Finally, strong interpersonal relationships with teachers are important. The principal
should connect individually with each staff member, demonstrating genuine interest in their
well-being and professional growth. Simple gestures, such as regular check-ins and celebrating
achievements, can go a long way in creating a positive atmosphere where teachers feel
appreciated and motivated. Regarding the principal’s interpersonal skills on school climate,
Mehmood et al. (2023) highlighted that a positive school climate facilitates school improvement,
and school principals’ interpersonal skills are key in this process. This study aimed to create a
framework based on literature regarding the impact of principals’ interpersonal skills, such as
communication, trustworthiness, empathy, and problem-solving, on enhancing school climate.
The study considered teachers’ perspectives on how their perceptions of principals’ interpersonal
skills affect the overall school climate. Additionally, the study incorporated Bronfenbrenner’s
ecological systems theory to offer a holistic view of school climate, highlighting how various
internal and external systems can be influenced to optimize it.

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Fostering interpersonal relationships primarily aligns with the key element of idealized
influence in transformational leadership. This element involves leaders serving as role models
and establishing trust and respect with their followers (Cherry, 2024; Northouse, 2022). By
building strong interpersonal relationships, leaders demonstrate authenticity and a commitment
to the well-being of their team members, which encourages loyalty and positive connections
within the group (Cherry, 2024; Northouse, 2022). Additionally, fostering interpersonal
relationships can relate to individualized consideration, as it involves understanding and
addressing team members’ individual needs and concerns. Cherry (2024) emphasized that
transformational leadership builds interpersonal relationships through supportive interactions,
effective communication, and trust within the group. This leads to overall group success, loyalty,
and commitment among members. By implementing these strategies, principals can cultivate a
positive working environment that supports teacher well-being, enhances job satisfaction, and
ultimately improves student outcomes.
This recommendation is based on the finding that 90.4% of participants identified teacher
working conditions as the most important motivator influenced by the principal. Additionally,
85.6% of participants considered interpersonal relationships and professional growth to be
equally important factors in assessing the principal’s impact on teacher motivation. Furthermore,
the recommendation is supported by data indicating that 84.4% of participants believe a sense of
achievement directly influences their motivation, while 83.2% noted that recognition is an area
where they feel the principal directly affects their motivation.
Recommendation 2: Empowering Teachers Through Targeted Professional Growth
Recommendation 2 is for the principal to prioritize targeted professional growth
opportunities for teachers by implementing a comprehensive strategy that includes setting a clear

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vision for the school, offering relevant professional development with teacher choice, cultivating
a team approach, and actively engaging with teachers through classroom visits and feedback. By
offering tailored workshops, mentorship programs, and collaborative learning communities,
individual strengths and areas for development can be addressed (Purbasari, 2024). This
investment in educators fosters a culture of continuous improvement and encourages innovation
and engagement in teaching practices (Purbasari, 2024). Supporting teachers in their profession
will ultimately lead to improved student learning outcomes and a more dynamic school
environment (Dennison, 2023).
First, the principal should establish a clear vision for the school that articulates shared
goals and aspirations. This vision should be communicated effectively to all staff, providing a
roadmap that aligns professional development efforts with the school’s objectives. By involving
teachers in developing this vision, the principal can cultivate a sense of ownership and
commitment to the goals (Mullikin, 2020). According to Zmorenski (2012), great leaders possess
vision, which is a powerful tool in leadership and a skill that can be learned. A vision statement
describes an organization’s future aspirations but often lacks actionable elements. In contrast,
vision is a vivid mental image that inspires action when communicated clearly and passionately.
A visionary leader articulates their vision effectively to motivate and inspire employees, helping
everyone work together toward a common goal and contributing to the organization’s success
(Zmorenski, 2012). Providing a clear vision for a school primarily aligns with the key element of
inspirational motivation in transformational leadership. This element involves leaders
articulating a compelling vision and inspiring others to strive toward that vision (Northouse,
2022; Towler, 2019). Leaders motivate and engage their team members by offering a clear
direction and purpose, fostering a sense of commitment and enthusiasm for achieving shared

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goals (Northouse, 2022; Towler, 2019). A well-defined vision helps to create a common purpose
among staff, students, and the broader school community, driving collaboration and collective
effort.
Next, professional development opportunities must be relevant and incorporate teacher
choice. By offering a variety of workshops, training sessions, and independent in-service tailored
to the specific needs and interests of teachers, the principal can empower them to pursue growth
in areas that resonate with their teaching practice (Purbasari, 2024). This approach enhances
engagement and fosters a culture of lifelong learning among educators (Fry, 2022). Thompson
(2023) shared that professional development sessions facilitate teachers’ growth, but many find
them irrelevant and uninspiring. Engaging teachers in professional development can be
challenging for administrators and coaches, but incorporating choice, similar to what is effective
in student learning, can boost engagement. Choice empowers teachers and increases their
investment in the material (Thompson, 2023). Providing professional development aligns with
the key element of intellectual stimulation in transformational leadership. This element
encourages leaders to foster an environment where team members are supported in their learning
and growth, allowing them to enhance their skills, think critically, and innovate (Northouse,
2022; Steinmann et al., 2018). By promoting professional development, leaders challenge their
followers to expand their capabilities and engage in continuous learning (Northouse, 2022).
In addition, the principal should cultivate a team approach that encourages collaboration
and teacher leadership. Creating teacher leadership teams allows teachers to work together to
share best practices, brainstorm solutions to challenges, and support one another’s professional
growth (Fry, 2022). This collaborative environment can significantly enhance teaching
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Regarding effective leadership teams, S. King (2018) shared that when structuring a
leadership team, the focus should be on the team’s purpose, roles, and operational rhythm rather
than individual titles. A strong team framework promotes a better workplace culture, enhances
creativity, encourages collaboration, and supports data-driven decision-making. Conversely, a
poorly designed leadership team can lead to wasted time, missed opportunities, poor
communication, and a lack of organizational direction. S. King (2018) noted that forming a
leadership team requires thoughtfully evaluating each member’s personality and leadership
styles, defining their roles and responsibilities, and establishing the processes by which they will
collaborate to achieve a shared vision for the business. Creating a leadership team requires a
thoughtful approach to ensure it effectively contributes to the organization’s goals (S. King,
2018). For example, specific ways principals can establish a leadership team, determine what the
team will do and how they will contribute to achieving goals, along with actionable
recommendations may include:
First, it is essential to identify the team’s primary focus areas. Principals should
determine the school’s priorities, such as curriculum development, student engagement, staff
development, or community outreach. For instance, if improving student achievement is a top
priority, the leadership team should concentrate on roles related to academic programs,
assessment strategies, and teacher development.
Once the focus areas are established, team member selection is important. This means
selecting individuals from various backgrounds and areas of expertise, including teachers,
administrators, and support staff. By including a special education teacher, a curriculum coach,
and a media specialist, the team can address multiple facets of teaching and learning effectively.

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Next, the roles and responsibilities of each team member should be clearly defined.
Assigning specific roles based on individual strengths ensures a well-organized structure. For
example, appointing a member as the data analyst will allow them to gather and share
performance metrics during meetings, which aids in informed decision-making.
Establishing regular meetings and communication channels is another important step.
Scheduling consistent meetings and utilizing platforms such as a shared Google Drive for
agendas and notes ensures ongoing collaboration and that all team members have access to
information.
Setting measurable goals is also key to the team’s success. These goals should align with
the overall objectives of the school or district. For instance, setting a goal to increase student
attendance rates by 10% over the next semester through targeted outreach initiatives provides a
clear target for the team to aim for.
To achieve these goals, it is important to create detailed action plans. These plans should
outline the necessary steps to attain each goal, including timelines and the resources needed. For
instance, if the goal is to enhance family engagement, the action plan might include hosting
monthly workshops, sending newsletters, and conducting surveys for feedback.
Encouraging collaboration and innovation within the team fosters success. Principals
should foster a culture where team members feel empowered to share innovative ideas and best
practices. Organizing brainstorming sessions during meetings can lead to new strategies for
improving classroom engagement inspired by successful methods from other schools.
Monitoring progress and ensuring accountability among team members is another critical
aspect. By continuously tracking the team’s progress toward their goals and holding members
responsible for their tasks, principals can ensure that everyone remains focused and committed.

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A shared progress tracker can be useful in documenting completed tasks and providing updates
during meetings.
Providing professional development opportunities for team members enhances their skills
and knowledge. Principals might arrange workshops on leadership strategies and team dynamics
or encourage attendance at relevant conferences to develop their team’s capabilities.
Finally, recognizing and celebrating the achievements of the leadership team is essential
to maintain morale and motivation. Organizing a small celebration at the end of the school year
can be an effective way to acknowledge the team’s hard work and contributions toward
improved student outcomes and staff morale.
By following these actionable recommendations, principals can create and empower a
leadership team that collaborates toward achieving the school’s vision and goals, ultimately
contributing to enhanced student learning and a positive school culture. Creating leadership
teams among teachers primarily aligns with the key element of intellectual stimulation in
transformational leadership. This element encourages innovation, creativity, and the sharing of
ideas among team members (Northouse, 2022). By establishing leadership teams, the principal
promotes collaborative problem-solving and empowers teachers to contribute to decision-making
processes. This approach stimulates educators’ critical thinking and professional growth and
fosters a sense of ownership and shared responsibility for the school’s vision and goals. It helps
create a culture of continuous improvement and collective efficacy within the educational
environment.
Finally, regular classroom visits by the principal, accompanied by prompt feedback and
coaching, increase teacher empowerment (Schantz, 2024). By observing teaching practices
firsthand, the principal can offer constructive feedback that is specific and actionable. This direct

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interaction helps teachers improve their skills and reinforces the principal’s commitment to their
professional development (Steiner & Kowal, 2024). Additionally, providing coaching sessions
based on these observations can further support teachers in implementing new strategies and
reflecting on their practices (Schantz, 2024). Regarding teacher observations, Scott (2022) stated
that the most important aspect of a teacher observation is fostering a supportive and constructive
environment for feedback. Scott (2022) recommended that principals approach observations not
merely as evaluative tools but as opportunities for professional growth and development.
By engaging in meaningful conversations with teachers, principals can help identify
strengths, discuss areas for improvement, and collaboratively set goals, creating a culture of trust
and respect (Scott, 2022). Specifically, the GROW Model, originally developed by Sir John
Whitmore and his colleagues in the late 1980s and has since established itself as the leading
framework for goal setting, problem solving, and performance enhancement in organizations
around the globe, further popularized by Whitmore's influential book, "Coaching for
Performance" (Jackson & Hancock, 2024). Principals can effectively incorporate the GROW
(Goal, Reality, Options, Way forward) model into their teacher coaching and feedback by
following these structured steps (Jackson & Hancock, 2024). First, establishing clear objectives
(Goal). Begin by collaborating with teachers to set specific, measurable, and achievable goals for
their professional development. This could involve improving specific teaching practices, student
engagement levels, or classroom management strategies. Ensure that the goals established are
aligned with the school's overall vision and improvement plans, fostering a sense of collective
purpose. Next, assess current performance (Reality). Facilitate discussions to help teachers
reflect on their current performance related to the set goals. This could involve self-assessments,
classroom observations, and collecting student feedback. Use a variety of data sources, including

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student outcomes, peer observations, and teacher reflections, to paint a comprehensive picture of
current realities in the classroom. Third, explore alternatives for improvement (Options).
Encourage teachers to brainstorm a wide range of strategies and tools they could use to improve
their practice. This might involve sharing best practices, innovative teaching methods, or
professional development opportunities that others have found effective. Work together to
evaluate the potential options and consider what aligns best with their teaching style and the
needs of their students. Discuss the pros and cons of each option to ensure thoughtful decisionmaking. Finally, develop an action plan (Way forward). Help teachers create a clear action plan
that outlines the steps they will take to achieve their goals. Include timelines, resources needed,
and potential barriers to be addressed. Define what success looks like for each goal and how it
can be measured. This could include student assessments, self-reflection check-ins, or peer
reviews. Schedule regular check-ins to review progress towards goals. During these sessions,
continue to provide constructive feedback and support, discussing what is working and what may
need to be adjusted in the action plan. By integrating the GROW model into their coaching and
feedback processes, principals can support teachers in a structured yet flexible manner, fostering
professional growth and ultimately enhancing student learning outcomes.
Providing teachers with feedback and coaching aligns with the key element of
individualized consideration in transformational leadership. This element recognizes each
individual’s needs and development goals (Northouse, 2022). By offering tailored feedback and
coaching, leaders support teachers’ professional growth, helping them to improve their skills and
effectiveness in the classroom (Schantz, 2024). This supportive approach fosters a culture of
continuous improvement and contributes to building strong, trusting relationships between
leaders and their team members. By implementing these recommendations, principals can create

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a nurturing environment that empowers teachers through professional growth, leadership, and
collaboration.
This recommendation is grounded in findings that reveal that 69.3% of participants
identified relevant professional development as an element required for their professional
growth. Additionally, 31.2% expressed that the professional development offered to them is only
somewhat valuable, calling for providing teachers with options in their professional development
choices. Furthermore, the finding that 73.7% of participants indicated that they occasionally or
almost never have a say in selecting their professional development opportunities raises concerns
about professional growth, which correlates with the 39.3% of teachers who do not find much
value in their professional development experiences.
Recommendation 3: Creating a Positive School Climate
Recommendation 3 is for the principal to prioritize creating a positive school climate by
actively cultivating positive relationships among all stakeholders, being visible and available
within the school community, and advocating for both teachers and the school’s vision. Creating
a positive climate aligns with the key element of inspirational motivation in transformational
leadership. This element focuses on inspiring and motivating team members by fostering an
optimistic and supportive atmosphere (Northouse, 2022). Leaders who create a positive climate
encourage a shared vision, enhance team morale, and promote a sense of unity, which ultimately
leads to improved motivation and engagement among team members (Prothero, 2020). Creating
a positive climate in a school is essential for fostering a supportive and productive learning
environment (Prothero, 2020). The following sections present specific actionable strategies that
principals can implement to achieve this.

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First, promoting open communication is essential. Principals should implement regular
communication channels, such as weekly newsletters, staff meetings, and open-door policies that
encourage dialogue among all team members. For instance, monthly town hall meetings create
an inclusive setting where staff can voice their concerns, share ideas, and discuss school goals.
In addition to communication, encouraging collaboration and teamwork are necessary.
Principals can create opportunities for teachers and staff to work together on projects and share
their best practices. Organizing professional learning communities focused on specific
challenges or subjects allows staff to collaborate and learn from one another, enhancing their
teaching skills and problem-solving abilities.
Recognizing and celebrating achievements also plays an important role in building a
positive school culture. Developing a recognition system helps to acknowledge teachers and staff
who demonstrate outstanding performance or contribute positively to the school environment.
For example, a “Shout-Out” board in the staff lounge provides a space where colleagues can
publicly acknowledge each other’s contributions, fostering a culture of appreciation.
Fostering professional development is yet another key element. Providing valuable
opportunities that align with teachers’ interests and school goals can significantly enhance staff
morale and skills. Conducting surveys to identify areas of interest ensures that workshops and
training sessions meet the staff’s needs. Inviting guest speakers or facilitators on relevant topics
can further enrich the professional growth of teachers.
Support for work-life balance is essential in promoting the well-being of staff.
Encouraging practices that facilitate a healthy balance, such as flexible scheduling or wellness
initiatives, can make a significant difference. For instance, offering mental health days enables

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staff to take a day off to recharge when they feel overwhelmed, underscoring that mental wellbeing is important.
A welcoming environment fosters a positive school culture. The school’s physical
environment should be inviting and reflect a positive atmosphere. Involving students and staff in
decorating common areas with uplifting messages, artwork, and photographs showcasing school
events and achievements can enhance the sense of community.
Establishing mentorship opportunities can further support staff development and
integration. Creating structured mentoring programs that pair experienced teachers with newer
staff provides valuable guidance and support. Regular meetings between mentors and mentees
allow for discussions about teaching practices, challenges, and professional growth.
Regularly soliciting staff feedback helps shape the school climate and inform policies.
Conducting anonymous surveys twice a year encourages teachers to provide input on various
aspects of the school environment, which can be instrumental in guiding improvement plans.
Principals must model positive behavior, as their actions set the tone for the entire school.
By demonstrating a growth mindset and openly sharing personal challenges and learning
experiences, principals can show that everyone is a continual learner, fostering a culture of
resilience and growth.
Engaging in community-building activities also plays a significant role in strengthening
staff relationships. Organizing events that bring staff together outside of work, such as monthly
social gatherings or potlucks, allows colleagues to relax and connect in a non-working setting,
building camaraderie and support among staff.
Finally, developing clear expectations and accountability ensures the maintenance of
standards throughout the school. Principals can create a respectful and professional environment

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by setting concise behavioral expectations for staff and students and consistently communicating
these ideals. For example, creating a code of conduct handout that outlines expectations for
respect, collaboration, and professionalism and displaying it prominently in the school reinforces
these standards.
By taking these specific actions, principals can create a positive school climate that
supports staff morale, enhances collaboration, and ultimately improves student outcomes. These
actions will strengthen relationships and build a collaborative and inclusive atmosphere where
educators feel empowered and motivated to contribute to students’ success (Steiner & Kowal,
2024).
First, the principal should cultivate positive relationships with and among teachers.
Building trust and open lines of communication is fundamental (Prothero, 2020). When teachers
feel valued and respected, they are more likely to collaborate, support one another, and engage in
a shared vision for the school’s success (Purbasari, 2024). Acknowledging individual
contributions and celebrating successes fosters a sense of community and belonging (Schantz,
2024). Regarding traits of a positive school climate, Prothero (2020) highlighted that a positive
school environment is crucial for effective teaching and learning. It outlines key traits for
fostering such a climate, including a sense of safety and security, supportive relationships among
students and staff, effective communication, inclusivity, community engagement, positive
reinforcement, and a shared vision and values (Prothero, 2020).
By focusing on these traits, school leaders can create an atmosphere that enhances wellbeing, collaboration, and academic success for both students and educators (Prothero, 2020).
Cultivating positive relationships with staff aligns with the key element of individualized
consideration in transformational leadership. This element emphasizes understanding and

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supporting the team members’ needs, which involves building trust and rapport (Northouse,
2022). By fostering strong, positive relationships, leaders create an environment where staff feel
valued and respected, promoting collaboration, open communication, and a sense of community
(Prothero, 2020). These relationships also enhance the overall morale and effectiveness of the
team, contributing to a supportive and motivating workplace climate (Prothero, 2020).
Second, the principal must be visible and available throughout the school. Increased
visibility allows the principal to engage with students and staff, creating an open and
approachable atmosphere (Oliver, 2007). Regularly walking the halls, visiting classrooms, and
participating in school activities demonstrates the principal’s commitment to the school
community (Oliver, 2007). This presence strengthens relationships and allows the principal to
better understand the dynamics of the school, identify potential issues early, and foster a
proactive approach to maintaining a positive environment (Prothero, 2020). Regarding high
visibility, Oliver (2007) stated that principals should actively engage with their school
community by being present and approachable. High visibility helps build trust and rapport with
students, staff, and parents, making it easier for them to communicate their needs and concerns.
Being accessible allows principals to observe interactions, understand the school climate
firsthand, and reinforce their commitment to the school’s mission. This approach enhances the
principal’s leadership effectiveness and supports a positive learning environment (Oliver, 2007).
Being a visible and available leader aligns with the key element of idealized influence in
transformational leadership. This element involves leaders serving as role models for their team
members (Northouse, 2022). By being accessible and present, leaders demonstrate commitment,
approachability, and transparency, which helps build trust and credibility (Oliver, 2007). When
leaders are visible and engaged, they inspire others through their actions, fostering a culture of

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collaboration and support within the team (Northouse, 2022). This presence can motivate staff,
as they are more likely to feel valued and connected to the organization’s leadership and vision
(Mullikin, 2020).
Finally, advocating for teachers and the school creates a positive climate (Superville,
2023). The principal should actively represent teachers’ needs and concerns to district leadership,
parents, and the wider community. This advocacy can include pushing for additional resources,
professional development opportunities, and support systems that benefit teachers and students.
By advocating for their needs, the principal affirms that teachers are valued partners in the
educational process and encourages them to voice their ideas and challenges (Superville, 2023).
Regarding principal advocacy, Gavins (2014) recommended that principals actively support their
staff in professional growth and well-being. They should create conditions that empower
teachers, such as providing access to professional development opportunities, ensuring their
voices are heard in decision-making processes, and defending their interests in district
discussions.
By advocating for teachers, principals foster a positive and productive work environment,
enhance job satisfaction, and ultimately improve student learning outcomes. This supportive
leadership approach helps build a stronger, more cohesive teaching staff (Gavins, 2014). The
principal’s advocacy aligns with the key element of idealized influence in transformational
leadership. This element involves leaders acting as role models for their team members
(Northouse, 2022; Towler, 2019). A principal’s advocacy for teachers demonstrates support,
respect, and a commitment to their professional well-being (Superville, 2023). This advocacy
can inspire and motivate teachers as they see their leader actively working to support their
interests, needs, and development. It also fosters a positive school culture where educators feel

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valued and empowered, enhancing overall morale and effectiveness within the school
community (Superville, 2023). In summary, by cultivating positive relationships among teachers
and with the principal, ensuring visibility and availability, and advocating for teachers and the
school’s vision, principals can create a positive school climate where both educators and students
thrive. Such an environment enhances teaching and learning and fosters a sense of pride and
community within the school (Prothero, 2020).
This recommendation is supported by findings indicating that 88.4% of participants
believe it is very important for the principal to express appreciation for the staff. In the
quantitative survey, teachers ranked various principal behaviors based on their importance for
nurturing positive relationships. A sizable 92.5% of respondents identified the principal’s
effectiveness in establishing a positive school culture and climate as the most important factor.
Additionally, 82.3% ranked the principal’s ability to encourage staff input as the second most
critical aspect of building positive relationships. Furthermore, 66.7% of participants indicated
that it is somewhat likely to very likely they would still become teachers, with 82% stating that
their principal is somewhat to very influential in that decision.
Limitations and Delimitations
In any research study, contextualizing findings and guiding future inquiries requires
acknowledging limitations and delimitations. Limitations refer to potential weaknesses or
constraints that may affect the interpretation and generalizability of the study’s results, such as
sample size, methodological constraints, or biases (Merriam & Tisdell, 2016). Delimitations, on
the other hand, are the boundaries set by the researcher to narrow the focus of the study,
including specific parameters like the population, geographic location, or particular variables
under investigation (Merriam & Tisdell, 2016). Understanding these aspects helps clarify the

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scope of the research, offers insights into the conditions under which the results apply, and
serves as a foundation for further exploration in the field.
This study’s methodology was designed to produce detailed responses from a narrowed
participant group on perceptions of the principal’s impact on job performance, motivation,
efficacy, relationships, and intellectual and professional growth. Still, limitations and
delimitations are present. A limitation of the mixed-methods study is the inability to connect
with the participants. The survey was provided online, and I did not have direct contact with
participants. Participant isolation prevented the observation of non-verbal cues and tone of voice
in the manner an interview would provide, possibly affecting the participants’ candor.
Another limitation of this study was the sample size. Sample size can be a limitation in
research because it affects the results’ validity and reliability (Creswell & Creswell, 2018). For
this study, a too-small sample will not yield data that accurately represents the larger population,
leading to generalized findings. This study had an adequate sample of 115 participants; however,
more participants could have narrowed the results further.
The research has multiple delimitations. As the purpose of this study was to focus on the
teachers’ perspective, its scope is limited to current teachers in the northeast region of North
Carolina. The study asked for the perception of teachers on specific effective principal leadership
behaviors and did not include additional stakeholders such as support staff, students, and
families. Stakeholders such as support staff (non-homeroom and elective teachers) may have
different perspectives on principals’ effective behaviors that may be important to consider
through additional research. Another delimitation was the design for collecting data. I identified
specific survey questions based on the three research questions. Teachers will have varying
opinions on principals’ qualities and behaviors that affect them as educators. However, I limited

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the questions to focus on specific behaviors and their effects on teachers’ motivation, efficacy,
professional growth, and relationship development.
Recommendations for Further Research
Drawing from this study’s findings and conceptual framework, this section discusses
three recommendations for future research. These recommendations have been formulated
considering the limitations and delimitations identified in the study. Some key concerns include
the limiting geographical parameters, including some participants’ prior relationship with me, the
use of closed-ended questions causing participants to feel they were limited in their responses,
and the scope of participants focusing specifically on the perspective of classroom teachers.
The first recommendation is to replicate the study using participants from another region
of North Carolina. Educational environments vary based on geographic location, school
demographics, and socioeconomic factors. Replicating the study in a different area allows
researchers to explore how these variables impact teacher perceptions of leadership behaviors. It
can also uncover challenges and successes that may not be evident in the original study. Viera
(2023) explained that research findings are stronger when they can be replicated across different
contexts. Researchers can assess whether the original findings hold true in another setting by
conducting the study in a different geographical area. This can enhance the generalizability and
applicability of the results to a broader range. Furthermore, different regions may have distinct
teaching cultures, administrative practices, and community expectations. Replicating the study
allows for a collection of diverse teacher perspectives that can enrich the understanding of
effective principal leadership. This diversity can contribute to more comprehensive strategies for
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Additionally, identifying effective leadership behaviors through replication can identify
best practices across schools and districts. If similar leadership behaviors are effective in
multiple settings, this knowledge can inform training programs for current and aspiring
principals. Plus, every study has limitations, and replicating research allows for identifying gaps
or areas for improvement. Researchers can refine methodologies or expand the scope to address
these limitations, leading to more robust outcomes. Another reason to replicate this study is that
insight into the relationship between principal leadership behaviors and teacher satisfaction, and
performance can have policy implications. A replicated study can inform educational policies
aimed at improving school leadership. Ultimately, replicating the study on teacher perspectives
of principal leadership behaviors in another area can contribute to a richer understanding of
effective leadership practices, enhance the generalizability of findings, and ensure that
educational leaders are equipped to meet the teaching staff’s diverse needs.
Based on this study’s limitations, the second recommendation is to expand the current
study via interviews. Expanding the study to include deeper qualitative elements, such as
selecting and interviewing participants on effective principal leadership behaviors, can greatly
enhance the richness and depth of the research findings. First, quantitative research provides
statistical evidence and can highlight trends and correlations across a large sample (Verhoef &
Casebeer, 1997). However, it often lacks the depth of understanding that qualitative data can
provide (Verhoef & Casebeer, 1997). By interviewing participants, researchers can gain insights
into the lived experiences and perceptions of effective principal leadership behaviors, allowing
for a more rounded understanding of the topic.
Likewise, qualitative data can serve to validate or challenge quantitative findings. For
instance, if a quantitative study identifies a particular behavior as statistically significant in

141
driving teacher motivation, interviews can help uncover the underlying reasons behind this
correlation, further validating the research or suggesting alternative interpretations. Similarly,
leadership behaviors can vary significantly based on context, such as school climate, community
needs, and individual differences among principals. Interviews can offer context that quantitative
measures may overlook. Understanding how and why certain leadership behaviors are effective
in specific situations can inform better practices and policies.
Another important consideration is that principal leadership is a complex structure that
involves various interpersonal dynamics, decision-making processes, and emotional intelligence.
Interviews allow for exploring these distinctions, providing a platform for participants to discuss
their experiences and reflect on what effective leadership means in practice. Engaging with
participants through interviews fosters a sense of ownership and involvement in the research.
Participants may feel more valued and heard, which can lead to richer data and greater insights
as they share their stories and perspectives on effective principal leadership. It is important to
note that diving deeper into the data by interviewing survey respondents also enhances the
credibility of the research. Triangulating data from different sources can provide a complete
overall picture, thereby strengthening the validity of the findings. Overall, expanding a study to
include interviews will allow researchers to connect with the participants’ tone of voice and nonverbal actions to capture the complexity of educational leadership, leading to more informed
conclusions and practical recommendations.
One delimitation of this study is the scope of participants. As the purpose of this study
was to focus on the teachers’ perspective, its scope is limited to current teachers in the northeast
region of North Carolina. The study asked for the perception of classroom teachers on specific
effective principal leadership behaviors and did not include additional stakeholders such as

142
support staff (non-homeroom teachers and elective teachers) within the school. The third
recommendation is to recreate this study to collect survey responses from support staff teachers
within the Northeast region of North Carolina. Recreating a study to include the perspectives of
non-homeroom teachers and elective teachers can provide a more comprehensive understanding
of the educational environment in many ways. First, each group of teachers brings unique
perspectives based on their specific roles and interactions with the principal. Non-homeroom and
elective teachers often observe different aspects of principal behavior, leading styles, and school
dynamics, which can enrich a study’s overall findings.
Understanding how different educators collaborate and support each other can reveal
insights about team dynamics and the overall effectiveness of teaching approaches. Including
these perspectives in the study can highlight how interdisciplinary approaches benefit the climate
at the school. Additionally, insights from these additional teachers can inform specific
professional development needs and areas where support is required, promoting a more equitable
and effective educational environment. Likewise, including a broader range of teacher
perspectives can inform better policymaking and curriculum development, ensuring that all
educators’ experiences and viewpoints are considered, leading to more effective and inclusive
educational strategies.
Overall, by broadening the scope of the study, researchers can better understand the
complexities of the educational environment and develop more targeted interventions that benefit
all stakeholders involved. In conclusion, this study can guide future research in several
meaningful ways. The four recommendations derive from this study’s findings, limitations, and
delimitations. These suggestions provide an opportunity to explore the study’s findings from
different perspectives and viewpoints, which may enhance understanding of principals’

143
leadership behaviors that influence teacher motivation, efficacy, professional growth, and
relationship development.
Conclusion
This study of effective principal leadership behaviors from the teachers’ perspective
highlighted the link between leadership and teacher motivation, efficacy, job performance, and
overall personal and professional growth. When teachers feel supported and valued, they are
more likely to thrive in their roles, which improves student success and school performance. This
study’s findings hold meaningful implications for educational stakeholders, noting the need for
strategic investments in teacher empowerment, leadership development, and relationships. By
prioritizing these areas, school leaders enhance the educational environment for their staff and
contribute to the broader goal of improving student outcomes, ultimately benefiting the entire
community. Therefore, district leaders must note these findings and advocate for comprehensive
strategic plans that put these recommendations into action.
In conclusion, school principals must create a strategic plan that optimizes positive
working conditions, empowers teachers through targeted professional development, and fosters a
positive school climate. A school strategic plan is closely tied to transformational leadership as it
encapsulates the vision, values, and goals that transformational leaders aim to instill within their
educational communities. Transformational leaders inspire and motivate staff and students to
exceed their own limitations, fostering an environment of shared responsibility and collaboration
(Northouse, 2022). By developing a strategic plan, these leaders create a framework that
articulates a compelling vision for the future and provides a structured approach to achieve it.
This plan encourages innovation and change by promoting professional development
opportunities for teachers, enabling them to grow in their roles and contribute meaningfully to

144
the school’s goals. Moreover, transformational leaders leverage the strategic plan to engage
stakeholders; teachers, students, parents, and the community, ensuring their voices are heard and
fostering a culture of inclusivity and support. By aligning the strategic plan with the principles of
transformational leadership, schools can effectively navigate challenges, embrace change, and
ultimately enhance overall school effectiveness.

145
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Appendix A: Recruitment Email
Subject: Invitation to Participate in Teacher Survey
Dear Esteemed Educators,
My name is Greta Nelson, and I am a student at the University of Southern California. I
am conducting a research study on the teacher’s perspectives on effective principal leadership
behaviors. The name of this research study is “The Underrepresentation of Teacher Perspectives
of Effective Elementary Principal Leadership Behaviors in Rural School Districts.” I am seeking
your participation in this study.
You may be eligible to participate in this study if you meet the following criteria:
• Participants must hold a certified elementary teaching license issued by the North
Carolina Department of Public Instruction.
• Participants must be employed full-time as an elementary teacher in a public school
within Region 1 of North Carolina.
• You are over 18 years old.
The focus of my study is on teacher perspectives of effective principal leadership
behaviors. The survey will cover topics specifically on principal behaviors and how they impact
a teacher’s motivation, self-efficacy, intellectual growth, and relationship development.
By participating in this anonymous online survey (30 minutes), you will be contributing
to the possible advancement of educational leadership. As an elementary principal myself, your
input will help me gain a better understanding of the needs and experiences of educators like
you.
Participation in this survey is completely confidential and there will be no identifying
information shared throughout the findings.
I know that your time is incredibly valuable, and I would greatly appreciate your valuable
input. Your perspective as a teacher is incredibly important to my study as I believe that your

171
insights can help shape the future of leadership in schools. I am confident that your contribution
will make a meaningful impact.
If you are willing to participate, please click on the following link to access the survey:
[Survey Link]
Thank you for considering this invitation, and I hope to have the privilege of benefiting
from your knowledge and experiences. Please reach out to me with any questions.
Kindly,
Greta Nelson
Ed.D. Candidate, USC
ggnelson@usc.edu

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Appendix B: Survey Questions
Appendix B: Survey Questions
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
Section 1: Teacher Well-Being & Positive Relationships
During the past
week, how often
did you feel ____
at work?
a. Engaged
b. Excited
c. Exhausted
d. Frustrated
e. Happy
f. Overwhelmed
g. Safe
h. Stressed out
i. worried
Closed Ordinal a. Almost never
b. Occasionally
c. Frequently
d. Almost always
1, 3 Motivation
Well-being
How effective do
you feel at you
job right now?
Closed Ordinal a. Not effective at
all
b. Slightly
effective
c. Moderately
effective
d. Very effective
e. Extremely
effective
1, 3 Motivation
Well-being
How much does
your work matter
to you?
Closed Ordinal a. None at all
b. A little
c. A moderate
amount
d. Matters a lot
e. Matters a great
deal
1, 3 Motivation
Well-being
How meaningful for
you is the work
that you do?
Closed Ordinal a. Not at all
meaningful
b. A little
meaningful
c. mostly
meaningful
d. Quite
meaningful
e. Extremely
meaningful
1, 3 Motivation
Well-being

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Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
How connected do
you feel to other
adults at your
school?
Closed Ordinal a. Not at all
connected
b. Slightly
connected
c. Somewhat
connected
d. Quite connected
e. Extremely
connected
1, 3 Motivation
Well-being
Positive
relationships
Overall, how much
do you feel you
belong at your
school?
Closed Ordinal a. Do not belong at
all
b. Slightly belong
c. Somewhat
belong
d. Belong quite a
bit
e. Completely
belong
1, 3 Motivation
Well-being
Positive
relationships
To what extent are
teachers trusted
to teach in the
way they think is
best?
Closed Ordinal a. Not at all trusted
b. Slightly trusted
c. Somewhat
trusted
d. Trusted quite a
bit
e. Extremely
trusted
1, 3 Motivation
Well-being
Positive
relationships
How respectful are
the relationships
between teachers
and
administrators?
Closed Ordinal a. Not at all
respectful
b. Slightly
respectful
c. Somewhat
respectful
d. Quite respectful
e. Extremely
respectful
3 Well-being
Positive
relationships
When new
initiatives to
improve teaching
are presented at
your school, how
engaged are you?
Closed Ordinal a. Not at all
engaged
b. Slightly
engaged
c. Somewhat
engaged
d. Quite engaged
1, 2, 3 Motivation,
Job
performance,
Positive
relationships

174
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
e. Extremely
engaged
Section 2: Motivation and job satisfaction
What is your
overall level of
satisfaction with
your career as a
teacher?
Closed Ordinal a. Very
dissatisfied
b. Dissatisfied
c. Satisfied
d. Very satisfied
1 Job satisfaction
What influence
does the principal
have on your
overall level of
satisfaction in
your career as a
teacher?
Closed Ordinal a. Not influential
at all
b. Not very
influential
c. Somewhat
influential
d. Very influential
1 Job satisfaction
If you had the
opportunity to
start over in a
new career,
would you
choose to become
a teacher?
Closed Ordinal a. Not at all likely
b. Not very likely
c. Somewhat
likely
d. Very likely
1 Job satisfaction
What influence
does the principal
have on your
overall desire to
stay in your
career?
Closed Ordinal a. Not influential
at all
b. Not very
influential
c. Somewhat
influential
d. Very influential
1 Job satisfaction
Overall, how
motivated are you
to fulfill your role
as a teacher?
Closed Ordinal a. Highly
unmotivated
b. Unmotivated
c. Motivated
d. Highly
motivated
1, 2 Motivation,
Efficacy,
Job satisfaction
How much can you
influence the
decisions that are
made in the
school?
Closed Ordinal a. No influence
b. Very little
influence
c. Some influence
d. A lot of
influence
1 Motivation,
Efficacy,
Influence
How much do you
help other
Closed Ordinal a. Not at all
b. Very little help
1, 2, 3

175
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
teachers with
their teaching
skills?
c. Some help
d. A lot of help
Motivation,
efficacy,
influence,
Job
performance
Relationships
How much
influence do you
have towards
enhancing
collaboration
between teachers
and the
administration to
make the school
run effectively?
Closed Ordinal a. No influence
b. Very little
influence
c. Some influence
d. A lot of
influence
1, 2, 3 Motivation,
efficacy,
influence,
Job
performance
Relationships
How much
influence do you
have as a teacher
on school
policies?
Closed Ordinal a. No influence
b. Very little
influence
c. Some influence
d. A lot of
influence
1, 2 Motivation,
efficacy,
influence,
Job
performance
How much control
do you feel you
have in your
classroom over
each of the
following areas
of your planning
and teaching?
a. Selecting
instructional
materials
b. Selecting
content, topics,
and skills to be
taught
c. Selecting
teaching
techniques
Closed Ordinal 1. No control
2. Very little
control
3. Some control
4. A lot of control
5. Complete
control
1, 2 Motivation,
efficacy,
influence,
Job
performance

176
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
Using the scale
provided, rate the
following items
in order of
importance for
teacher input, 1
being the most
important and 3
being the least
important to have
teacher input.
a. Selecting
instructional
materials
b. Selecting
content,
topics, and
skills to be
taught
c. Selecting
teaching
techniques
Closed Ordinal 1–3 Most
important to
least important
1, 2 Motivation,
Efficacy,
Influence,
Job
performance
What influence
does the principal
have on your
motivation as a
teacher?
Closed Ordinal a. Not influential
at all
b. Not very
influential
c. Somewhat
influential
d. Very influential
1, 2 Motivation,
Efficacy,
Influence,
Job
performance
To what degree do
the following
factors serve as a
motivating factor
for your role as a
teacher?
a. Recognition
b. Professional
growth
c. Supervision
by superiors
d. Interpersonal
relationships
Closed Ordinal a. Highly
unmotivating
b. Unmotivating
c. Motivating
d. Highly
Motivating
1, 2 Motivation,
Efficacy,
Influence,
Job
performance

177
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
with
colleagues
e. Status
f. Interpersonal
relationships
with
administrator
s
g. Sense of
achievement
h. Working
conditions
Use the scale to
rank the
following factors
in order of
importance for
your motivation
as a teacher, 1
being the most
important and 8
being the least
important.
a. Recognition
b. Professional
growth
c. Supervision by
superiors
d. Interpersonal
relationships
with colleagues
e. Status
f. Interpersonal
relationships
with
administrators
g. Sense of
achievement
h. Working
conditions
Closed Ordinal 1-8 Most
important to
least important
1, 2 Motivation,
efficacy,
influence,
Job
performance
To what degree
does a principal
influence the
Closed Ordinal a. Not influential
at all
1, 2 Motivation,
efficacy,
influence,

178
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
following factors
as motivators for
you as a teacher?
a. Recognition
b. Professional
growth
c. Supervision by
superiors
d. Interpersonal
relationships
with colleagues
e. Status
f. Interpersonal
relationships
with
administrators
g. Sense of
achievement
h. Working
conditions
b. Not very
influential
c. Somewhat
influential
d. Very influential
Job
performance
Section 3: Principal behaviors
To what extent do you feel your principal should engage in the following behaviors? Choose
the response that best applies to each statement.
a. Sets a personal
example of
what he/she
expects of
others.
b. Talks about
future trends
that will
influence how
our work gets
done.
c. Seeks out
challenging
opportunities
that test his/her
own skills and
abilities.
d. Seeks out
challenging
opportunities
Closed Ordinal a. Rarely
b. Occasionally
c. Most of the time
d. Almost always
1, 2, 3 Teacher
perception of
principal
leadership
Knowledge
and skills of
principals
Teacher
intellectual
growth
Teacher
professional
development
Positive
relationships

179
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
that test
teachers’ skills
and abilities.
e. Develops
cooperative
relationships
among the
people he/she
works with.
f. Recognizes
people for a job
well done.
g. Spends time
and energy
holding
teachers
accountable to
adhering to set
standards.
h. Challenges
teachers to try
new and
innovative
methods.
i. Actively listens
to diverse
points of view.
j. Makes it a point
to let teachers
know about
his/her
confidence in
their abilities.
k. Follows
through with
commitments
made.
l. Treats teachers
with dignity
and respect.
m. Asks for
feedback on
how his/her

180
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
actions impact
teacher
performance.
n. Gives teachers
a great deal of
freedom and
choice in
deciding how
to do their
work.
o. Ensures that
people grow in
their jobs by
learning new
skills and
developing
themselves.
p. Requires
professional
development
for teacher
based on need,
even if the
teachers
doesn’t agree
with their being
a need.
q. Communicates
effectively with
staff and
remains
transparent.
r. Evaluate
teachers fairly
and avoid
evaluation
inflation.
s. Review lesson
plan to ensure
alignment to
standards.

181
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
Rank the listed behaviors in order of importance, that you feel your principal should manage.
Move the most important behavior to the top and move the least important behavior to the
bottom.
a. Sets a personal
example of
what he/she
expects of
others.
b. Talks about
future trends
that will
influence how
our work gets
done.
c. Seeks out
challenging
opportunities
that test his/her
own skills and
abilities.
d. Seeks out
challenging
opportunities
that test
teachers’ skills
and abilities.
e. Develops
cooperative
relationships
among the
people he/she
works with.
f. Recognizes
people for a job
well done.
g. Spends time
and energy
holding
teachers
accountable to
adhering to set
standards.
Closed Ordinal Ranking by
importance
1, 2, 3 Teacher
perception of
principal
leadership
Knowledge
and skills of
principals
Teacher
intellectual
growth
Teacher
professional
development
Positive
relationships

182
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
h. Challenges
teachers to try
new and
innovative
methods.
i. Actively listens
to diverse
points of view.
j. Makes it a point
to let teachers
know about
his/her
confidence in
their abilities.
k. Follows
through with
commitments
made.
l. Treats teachers
with dignity and
respect.
m. Asks for
feedback on
how his/her
actions impact
teacher
performance.
n. Gives teachers
a great deal of
freedom and
choice in
deciding how to
do their work.
o. Ensures that
people grow in
their jobs by
learning new
skills and
developing
themselves.
p. Requires
professional
development for

183
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
teachers based
on need, even if
the teachers
doesn’t agree
with their being
a need.
q. Communicates
effectively with
staff and
remains
transparent.
r. Evaluate
teachers fairly
and avoid
evaluation
inflation.
s. Review lesson
plan to ensure
alignment to
standards.
Use the scale to rank the following factors in order of importance for principal behaviors, 1
being the most important and 5 being the least important.
a. The principal
has a clear
understanding of
the group’s
direction.
b. The principal
gives positive
feedback when a
teacher performs
well.
c. The principal
has a vision for
the school.
d. The principal
seeks new
opportunities for
the group.
e. Teachers are
inspired by their
principal with
Closed Ordinal Rank from 1-5 for
importance
2, 3 Teacher
perception of
principal
leadership
Knowledge
and skills of
principals
Teacher
intellectual
growth
Teacher
professional
development
positive
relationships

184
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
their vision for
the school.
Section 4: Instructional leadership and shared vision
How important is it
that the principal
establishes
systems and
structures for
teacher teams
(professional
development,
committees,
instructional
teams) to work
together
effectively?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
d. Extremely
important
3 Professional
development
Positive
relationships
Culture
How important is it
that the principal
engages teachers
in the
development and
implementation
of a shared
vision?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
d. Extremely
important
1, 2, 3 Job
performance
Intellectual
growth
Professional
growth
Positive
relationships
How important is it
that the principal
makes systematic
visits to my
classroom?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
d. Extremely
important
1, 2, 3 Job
performance
Intellectual
growth
Professional
growth
Positive
relationships
How important is it
that the principal
shows
appreciation for
staff members?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
1, 2, 3 Job
performance
Intellectual
growth
Professional
growth

185
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
d. Extremely
important
Positive
relationships
How important is it
that the principal
ensures I receive
timely
constructive
feedback after
classroom
observations?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
d. Extremely
important
1, 2, 3 Job
performance
Intellectual
growth
Professional
growth
Positive
relationships
How important is it
that the principal
encourages me to
reflect on my
own practices?
Closed Ordinal a. Not at all
important
b. Slightly
important
c. Moderately
important
c. Very important
d. Extremely
important
1, 2, 3 Job
performance
Intellectual
growth
Professional
growth
Positive
relationships
Rank the following
behaviors in
order of
importance for a
principal’s
behavior. 1 being
the most
important and 5
being the least
important.
a. Facilitates
high-quality
professional
development
opportunities
for teachers.
b. Ensures I
receive
effective
coaching to
Closed Ordinal Rank importance
1-5
1, 3 Job
performance
Motivation
Professional
growth

186
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
improve
instruction.
c. Principal is
effective data
analysis.
d. Principal
provides me
autonomy in
my classroom
for teaching.
e. How clearly
school leaders
identify their
goals for
teachers
Rank the following
behaviors in
order of
importance for a
principals
behaviors:
a. How effective
the principal is
at fosters staff
input.
b. How effective
the principal is
at setting a
positive tone
for the school
culture.
c. How response
the principal is
to teacher
feedback.
d. How effective
the principal is
at developing
procedures for
the school.
e. How effective
the principal is
at having an
Closed Ordinal Rank importance
1-5
1, 3 Job
performance
Motivation
Professional
growth

187
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
influence on
my teaching.
At your school, how
valuable are the
available
professional
development
opportunities?
Closed Ordinal a. Not valuable
b. Slightly
valuable
c. Mostly valuable
d. Extremely
valuable
3 Job
performance
Professional
growth
How much choice
do you have as a
teacher in your
professional
development
opportunities?
Closed Ordinal a. Almost never
b. Occasionally
c. Frequently
d. Almost always
3 Job
performance
Professional
growth
Overall, how
supportive has
your principal
been of your
growth as a
teacher?
Closed Ordinal a. Not supportive
b. Slightly
supportive
c. Mostly
supportive
d. Extremely
supportive
3 Job
performance
Professional
growth
How relevant have
the professional
development
opportunities
been to the
content that you
teach?
Closed Ordinal a. Not relevant
b. Slightly relevant
c. Mostly relevant
d. Extremely
relevant
3 Job
performance
Professional
growth
Overall, how much
do you learn from
the leaders at
your school?
Closed Ordinal a. Learn almost
nothing
b. Learn a little
c. Learn quite a bit
d. Learn a lot
3 Job
performance
Professional
growth
Through working at
your school, how
many new
strategies for
your job have you
learned?
Closed Ordinal
a. Almost no
strategies
b. A few strategies
c. Many strategies
d. A lot of
strategies
3 Job
performance
Professional
growth
Section 5: Open-ended questions

188
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
Describe practices
by your principal
that support and
encourage your
overall
professional
growth.
Open Nominal NA 1, 2, 3 Job
performance
intellectual
growth
Professional
growth
If you have
struggled in an
area of teaching,
what specific
actions has your
principal taken to
help you
improve?
Open Nominal NA 1, 2, 3 Job
Performance
intellectual
growth
Professional
growth
What advice would
you give any
principal
regarding specific
ways to support
teacher
professional
growth?
Open Nominal NA 3 Professional
growth
When it comes to
state, national, or
other regulations
that impact the
work you do,
how can the
principal best
support the work?
Open Nominal NA 1, 2, 3 Job
performance
Intellectual
growth
Professional
growth
How can an
administrator
effectively
cultivate positive
relationships
among faculty?
Open Nominal NA 3 Positive
relationships
In what ways would
you like to see
your current
administrator
develop?
Open Nominal NA 1, 2, 3 Job
performance
Intellectual
growth
Professional
growth

189
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
Self-efficacy
What can school
principals do to
better support
your well-being?
Open Nominal NA 1 Motivation
Well-being
Section 6: Demographic Information
What is your age? Closed Nominal a. 20–30 years old
b. 30–40 years old
c. 40–50 years old
d. 50+
What is your
ethnicity?
Closed Nominal a. Caucasian
b. African
American
c. Latino or
Hispanic
d. Asian
e. Indigenous
f. Hawaiian or
Pacific Islander
g. Two or more
h. Other
i. Prefer not to
answer
How many years
have you been
employed as a
teacher?
Closed Nominal a. 1–3 years
b. 4–9 years
c. 10–14 years
d. 15–19 years
e. 20+ years
In which NE North
Carolina school
district are you
employed?
Closed Nominal a. Beaufort
b. Bertie
c. Currituck
d. Camden
e. Dare
f.
Edenton/Chowa
n
g. Elizabeth
City/Pasquotank
h. Gates
i. Halifax
j. Hertford
k. Hyde
l. Martin

190
Question Open
or
closed
Level of
measurement
Response options
(if closed)
RQ Concept being
measured
m. Northampton
n. Pitt
o. Roanoke Rapids
p. Tyrrell
q. Washington
r. Other
What grade do you
currently teach?
Closed Nominal a. Pk–1
b. 2–3
c. 4–5
d. Other
Are you nationally
board certified?
Closed Nominal a. Yes
b. No
c. Currently
working through
the process

191
Appendix C: Institutional Review Board Approval
University of Southern California Institutional Review Board
3720 S. Flower Street,
Suite 325 Los Angeles,
CA 90089
Telephone: (323) 442-0114
Fax: (323) 224-8389
Email: irb@usc.edu
Date: Feb 15, 2024, 11:21am
Action Taken: Approve
Principal Investigator: Greta Nelson, Rossier School of Education
Faculty Advisor: Emmy Min, Rossier School of Education
Co-Investigator(s):
Project Title:Teacher Perspectives on Effective Elementary Principal Leadership Behaviors
Study ID: UP-24-00107
Funding:
Your submission was reviewed and determined to be exempt §46.104(d) (2) on 02/15/2024 by
the University of Southern California Institutional Review Board (IRB).
Any Unanticipated Problems Involving Risks to Subjects or Others, Deviations from the
approved submission, or complaints, must be reported to the IRB in accordance with University
of Southern California Human Research Protection Program policies and procedures.
If there are significant changes that increase the risk to subjects, revisions to study
materials/documents, or if the funding has changed, you must submit an amendment to the IRB
for review (see hrpp.usc.edu). It’s the PI’s responsibility to maintain an accurate account of
study personnel within the iSTAR application.
The study team will be contacted 2 years after the approval date in this letter as per the USC
HRPP Progress Update. The Progress Update is part of USC’s HRPP commitment and
responsibility to protect participants in research, you can review more about this initiative on our
website hrpp.usc.edu.
During the Progress Update, the PI/study team will be prompted to close the study if research
activities have been completed and all data have been collected and de-identified. When this
study is complete the USC HRPP/IRB recommends the PI/study team close the study. If
research activities are continuing 2 years after the initial approval of this study, the study team

192
will be prompted to fill out a form so that the study may remain open. iStar Application and
contents dated 02/08/2024 were reviewed.
The following edits/modifications were made to the iStar application by IRB staff.
1. iStar section 6: IRBA modified this section to reflect the online survey data
collection.
2. iStar # 21.2: The IRBA made minor changes to the recruitment email
3. iStar # 22b.2 The IRBA marked Yes since the PI is the principal of one of the schools
being recruited.
4. iStar # 40: The IRBA made minor changes to the information sheet.
Attachments
:
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approved registries in order to be published in an ICJME journal. The ICMJE will not accept
studies for publication unless the studies are registered prior to enrollment, despite the fact that
these studies are not applicable “clinical trials” as defined by the Food and Drug Administration
(FDA). For support with registration, go to www.clinicaltrials.gov or contact Jean Chan
(jeanbcha@usc.edu, 323-442-2825).
Approved Documents: view
Important
The principal investigator for this study is responsible for obtaining all necessary approvals before
commencing research. Please be sure that you have satisfied applicable requirements, for example conflicts of
interest, bio safety, radiation safety, biorepositories, credentialing, data security, sponsor approval,
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Abstract (if available)

Abstract This study explored teachers' perspectives on the effective leadership behaviors of principals within the Northeast region of North Carolina, focusing on a sample of 115 educators. Utilizing a mixed-methods design, the research combines quantitative surveys with open-ended qualitative responses, framed by transformational leadership theory. Three primary trends emerged in relation to the research questions. First, teachers highlighted the need for supportive and collaborative work environments that positively influence motivation and perceptions of working conditions. They emphasized the importance of clear communication, recognition of their contributions, and opportunities for professional growth, favoring a climate of inclusivity and support. Secondly, teachers expressed a desire for principals to facilitate relevant professional development that aligns with their instructional needs while establishing a clear vision for the school. Collaborative decision-making through teacher leadership teams was deemed vital to fostering engagement and collective ownership of educational practices. Finally, the study found that the cultivation of positive relationships and a respectful climate within the school is essential for effective leadership. Teachers seek principals who are present, advocate for their needs, and actively engage in their professional journeys through constructive feedback and coaching. These insights culminate in recommendations for a comprehensive strategic plan aimed at enhancing academic excellence, prioritizing positive working conditions, empowering professional growth, and fostering an inclusive school climate. This framework serves to align the efforts of all stakeholders in supporting teachers and ultimately improving student outcomes.

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Asset Metadata

Creator Nelson, Greta Garrett (author)

Core Title The underrepresentation of teacher perspectives on effective elementary principal leadership behaviors in rural North Carolina school districts

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-12

Publication Date 09/25/2024

Defense Date 09/11/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag leadership,OAI-PMH Harvest,Principal,principal behaviors,teacher efficacy,teacher perspective,transformational leadership

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Min, Emmy (committee chair), Dewing, Stephanie (committee member), Foulk, Susanne (committee member)

Creator Email ggnelson@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC11399B6BW

Unique identifier UC11399B6BW

Identifier etd-NelsonGret-13541.pdf (filename)

Legacy Identifier etd-NelsonGret-13541

Document Type Dissertation

Format theses (aat)

Rights Nelson, Greta Garrett

Internet Media Type application/pdf

Type texts

Source 20240925-usctheses-batch-1213 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu