TEACHERS’ PERCEPTIONS OF SCHOOL LEADERS’ DEVELOPMENT AND IMPLEMENTATION OF SCHOOL MISSION

Abstract

This study sought to measure teachers’ perceptions of school leaders’ development and implementation of school mission to stimulate the educational process. There are two research questions and the study’s null hypothesis are derived from the second question. These research questions are: 1. What are teachers’ perceptions of school leaders’ development and implementation of school mission? 2. Is there a statistically significant relationship between teachers’ perception of principal's performance in developing and implementing school mission, and years of teaching experience? The independent variable was years of teaching experience and the dependent variable consisted of responses to questionnaire items using a five-point Likert scale. I used a volunteer sample of (50) teachers in K-6 elementary school’s teachers, in an urban Ohio school district, in the academic year 2023-2024. The study followed the descriptive survey method. It used a questionnaire that consists of (35) items that describe the principal’s job practices, and an open-ended question regarding his or her practices as an instructional leader. The results indicated the average mean 3.84 and standard deviation .45 of principals’ performance. In descending order, leadership domains for principal performance were as follows: Preserves a clear presence, preserves education time, offers incentives for teachers, provides incentives to learn, promotes professional development, Follows up students' progress, and Application of the educational goals of the school. The findings of the study also indicated that there was no significant relationship between teachers’ perception of principal's performance in developing and implementing school mission and years of teaching experience.