Principal Vision, Environmental Robustness, and Teacher Sense of Autonomy at the High School.

N

44

Administrator Effectiveness; Analysis of Variance; High Schools; Leadership; Leadership Qualities; Multiple Regression Analysis; Organizational Climate; Principals; Professional Autonomy; Public Schools; Teacher Administrator Relationship; Teacher Attitudes

Findings of a study that examined the relationship among three variables of principal leadership--principal vision, environmental robustness, and teacher sense of autonomy--to school leadership are presented in this paper. Methodology involved an ex post facto analysis of a 1990 survey of 1,338 teachers in 34 Oregon public high schools. Interviews were also conducted with eight principals. Findings indicate that: (1) teachers' perceptions of their principals' effectiveness in advancing a school vision are positively correlated with their perceptions of a robust school climate; (2) a positive relationship exists between teachers' perceptions of their principals' effectiveness in advancing a school vision and their sense of autonomy; and (3) a significant positive relationship exists between teachers' sense of autonomy and their perceptions of a robust school climate. The initial purpose of the study was to view the principal's vision as the catalyst for leadership in the high school. However, robustness, which implies less routinization and monotony in the school structure, may play an essential role. Four tables are included. (Contains 58 references.) (LMI)

1993

ED348744