archives.northwestu.edu/handle/nu/59100 2022-2024. Tue, 07 Apr 2026 06:25:47 GMT 2026-04-07T06:25:47Z archives.northwestu.edu/handle/nu/67710 The Relationship Between High School Principal Situational Leadership Behavior and Teacher Self-Efficacy in China Xu, Yanmei This study explores the relationship between principals' situational leadership behaviors and teacher self-efficacy in high schools in Shenyang City, Liaoning Province, China. Two primary research questions guide this investigation: (1) to examine the relationship between overall situational leadership behavior and teacher self-efficacy, and (2) to analyze the relationships between specific situational leadership styles—Directing, Coaching, Supporting, and Delegating—and teacher self-efficacy. The study involves 311 certified high school teachers from Shenyang City, Northeast China and employees a quantitative approach, utilizing Spearman rank correlation and multiple regression analysis to assess the relationships. Results reveal a statistically significant association between both the overall situational leadership behavior and its subscales with teacher self-efficacy. Among the leadership styles, Coaching shows the strongest positive correlation with teacher self-efficacy, followed by Directing with a weaker positive correlation. In contrast, Delegating associates with the strongest negative impact on teacher self-efficacy, while Supporting shows a weaker negative association. This study suggests that principals who adapt their leadership approach to meet teachers' individual needs can positively influence teacher self-efficacy in the classroom. Future research should include more comprehensive measures to capture nuances within the four leadership styles and consider broader, cross-cultural samples to enhance understanding of how cultural contexts influence teachers' perceptions of leadership behaviors. A dissertation presented to the faculty of the Center for Leadership Studies at Northwest University in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership. Tue, 01 Oct 2024 00:00:00 GMT archives.northwestu.edu/handle/nu/67710 2024-10-01T00:00:00Z archives.northwestu.edu/handle/nu/65447 Superintendents' Use of Transformational Leadership and the Impact on Collective Teacher Efficacy Williams, David G. This study sought to determine whether there was correlation between a superintendent’s use of a transformational leadership and levels of collective teacher efficacy. Four research questions were answered in this study: Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ overall use of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of the five individual components of transformational leadership? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of transactional leadership behavior? Is there a statistically significant correlation between collective teacher efficacy and school district superintendents’ level of passive-avoidant leadership?; All superintendents in Oregon were invited to participate in the research through the Multifactor Leadership Questionnaire (79 responded). Collective teacher efficacy (CTE) was measured using a selected subset of questions from the 2023 Oregon Statewide Educator Survey and 34 districts with response overlapped with the superintendent respondents. Findings showed a statistically significant correlation between transformational leadership overall and CTE, and specifically with the transformational leadership subcomponents of intellectual stimulation and individualized consideration. This research has implications for leadership development, administrative licensure, and superintendent hiring and evaluation practices. Future research should explore the validity of a constructed CTE scale as well as qualitative analysis of the link between transformational leadership and CTE as found in this research. A dissertation presented to the faculty of the Center for Leadership Studies at Northwest University in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership. Sat, 01 Jun 2024 00:00:00 GMT archives.northwestu.edu/handle/nu/65447 2024-06-01T00:00:00Z archives.northwestu.edu/handle/nu/65444 The Impact of School Board Behaviors and Characteristics on Transformational Leadership in Superintendents Miles, Kristen K. This study sought to determine whether there was a statistically significant correlation between school board behaviors and characteristics, and a superintendent’s use of a transformational leadership model. The study was grounded in four research questions: Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ overall use of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of the individual components of transformational leadership? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of transactional leadership behaviors? Is there a statistically significant correlation between board behaviors and characteristics and school district superintendents’ level of passive-avoidant leadership?; All school boards in Oregon were surveyed about their behaviors through the Balanced Governance Board Self-Assessment, and all superintendents in Oregon were surveyed about their leadership styles through the Multifactor Leadership Questionnaire. Findings showed there was a statistically significant correlation between seven board behaviors and characteristics (with an emphasis on community engagement, the use of data, and cultural responsiveness) and the domain of inspirational motivation in transformational leadership, plus an overall correlation between the Balanced Governance Board Self-Assessment and inspirational motivation. Implications for the study include a focus on the nexus between these seven characteristics and board/superintendent professional development programs, plus methods for hiring and evaluating superintendents. Future research should expand beyond Oregon and include qualitative studies. A dissertation presented to the faculty of the Center for Leadership Studies at Northwest University in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership. Sat, 01 Jun 2024 00:00:00 GMT archives.northwestu.edu/handle/nu/65444 2024-06-01T00:00:00Z archives.northwestu.edu/handle/nu/65442 A Qualitative Study Exploring Lead Pastor Perceptions on the Influence of Their Leadership Style Freitas, Michael Pedro This study aimed to investigate lived experiences of lead pastors in the northwest region of the Assemblies of God (AG) on the effect of their leadership style on ministerial staff motivation. The purpose of the study was to gain a better understanding of which leadership styles lead pastors found most helpful in motivating their ministerial staff. The study employed a qualitative, phenomenological methodology to gather detailed data from participants who met research criteria and conveyed an expansive perspective of their lived experiences. The researcher amassed detailed information from multiple AG lead pastors from the AG northwest region, comprising the Northwest Ministry Network, Oregon Ministry Network, Alaska Ministry Network, Montana Ministry Network, Wyoming Ministry Network, and the Southern Idaho Ministry Network. The researcher conducted 16 interviews to collect data showing how pastoral leadership influences motivation of ministerial staff. The findings revealed emergence of staff development, downward empowerment, teamwork, psychological safety, and fair treatment as frequent to highly frequent motivational factors. Authoritarian leadership factors repeatedly surfaced as a highly frequent demotivational factor. Key findings suggest the preceding factors influence ministerial staff motivation. As a result of the findings, recent guidance recommends promoting and supporting staff development, downward empowerment, teamwork, psychological safety, and fair treatment, which may increase ministerial staff motivation. As such, lead pastors, district networks, practitioners, and church policy makers can cultivate these motivational factors in their interactions with ministerial staff members to help achieve the church organization’s mission. A dissertation presented to the faculty of the Center for Leadership Studies at Northwest University in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership. Tue, 01 Aug 2023 00:00:00 GMT archives.northwestu.edu/handle/nu/65442 2023-08-01T00:00:00Z