The Relationship between Administrator Interpersonal Skills and School Climate, Student Learning, and Teacher Retention

 Student Name: Miss Charinya Katherine Demaine Student Number: 244511002

Link: https://dc.etsu.edu/cgi/viewcontent.cgi?article=5565&context=etd

Research 4 - The Relationship between Administrator Interpersonal Skills and School Climate, Student Learning, and Teacher Retention 

By Marsha Justice

A Dissertation 

Submitted to the Gardner-Webb University School of Education 

in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

Analyzed and presented by: Miss Charinya Katherine Demaine 

Abstract:

The dissertation examines the impact of principals' interpersonal skills, including trustworthiness, communication, empathy, and problem-solving, on school climate, student learning, and teacher retention in 13 North Carolina elementary schools. Results show a strong correlation between trust and problem-solving skills, student performance, and teacher morale, underlining the importance of these skills in fostering a supportive school environment.

Research Objective: 

The primary research objective of this study was to investigate whether specific interpersonal skills of principals—trustworthiness, communication, empathy, and problem-solving—are essential characteristics for:

1. Creating and maintaining a positive school climate.

2. Improving student learning outcomes.

3. Enhancing teacher retention.

Theory or Related Literature Reviews

Emotional Intelligence Theory (Goleman, 1998): This theory highlights the role of emotional competencies, such as self-awareness, empathy, social skills, and relationship management, in effective leadership.

Social Systems Theory (Getzels & Guba, 1956): This theory describes the interaction between the organizational and individual dimensions of a system. It assumes that effective leaders align organizational goals with individual needs, balancing institutional expectations with the personal and emotional well-being of members.

This dual framework underscores the importance of both emotional and systemic leadership qualities in educational contexts.

Interpersonal Skills and Leadership in Schools: Principals significantly shape school climate through their leadership style and interpersonal interactions.

Teacher Retention and School Climate: Factors influencing teacher retention include working conditions, administrative support, and school climate.

Student Learning and Principals: Principals indirectly influence student learning by supporting teachers, fostering collaboration, and addressing community emotional needs.

Conceptual Framework and Variables

The conceptual framework focuses on how principals' interpersonal skills influence key educational outcomes: school climate, student learning, and teacher retention. The framework is guided by the idea that principals' behaviors, shaped by their interpersonal skills, directly and indirectly impact the overall effectiveness of a school.

Independent Variables (Interpersonal Skills):

• Trustworthiness: Principals’ reliability and integrity.

• Communication: Clear and effective verbal and non-verbal interactions with stakeholders.

• Empathy: Understanding and responding to the emotional needs of teachers and students.

• Problem-Solving: The ability to address challenges and conflicts effectively.

Dependent Variables:

• School Climate: The overall atmosphere and environment within the school, characterized by collaboration, trust, and positivity among staff and students.

• Student Learning: Academic performance, as measured by standardized End-of-Grade (EOG) tests in reading and math.

• Teacher Retention: The rate at which teachers remain at their schools, reflecting job satisfaction and workplace conditions.

Research Methodology

This study employed a mixed-methods research design to explore the relationship between principals' interpersonal skills and their impact on school climate, student learning, and teacher retention. The combination of quantitative and qualitative approaches allowed for a comprehensive understanding of the topic.

Research Design - Convergent parallel mixed-methods design.

Participants and Setting

• Population: Teachers from 13 elementary schools in a North Carolina county.

• Sample: Teachers were selected based on voluntary participation in surveys and interviews.

• Context: Data were collected in elementary schools to focus on leadership dynamics at the foundational education level.

Data Collection Methods

Quantitative Data: The study focused on three main questions:

• What is the relationship between principal interpersonal skills, as perceived by teachers, and school climate?

• What is the relationship between principal interpersonal skills, as perceived by teachers, and student learning?

• What is the relationship between principal interpersonal skills, as perceived by teachers, and teacher retention?

Principal’s Observable Soft Skills Scale (POSSS): Measured teachers’ perceptions of principals’ interpersonal skills (trustworthiness, communication, empathy, and problem-solving).

School Level Environment Questionnaire (SLEQ): Assessed school climate, including factors like trust, collaboration, and morale.

Qualitative Data 

Teacher Interviews: Conducted to gather in-depth insights into how teachers perceive the influence of principals’ interpersonal skills on school climate, student performance, and teacher retention.

Data Analysis

Quantitative Analysis:

• Conducted using SPSS statistical software.

• Linear Regression: Used to analyze the relationship between principals’ interpersonal skills (POSSS) and:

• School climate (SLEQ scores).

• Student academic performance (EOG proficiency scores).

• Teacher retention rates.

• Means Comparison: Assessed differences in the perception of individual interpersonal skills (e.g., trust, empathy) across demographics.

Qualitative Analysis:

• A Priori Coding: Themes and patterns were identified in teacher interviews based on predetermined categories (trustworthiness, communication, empathy, and problem-solving).

• The qualitative data were used to validate and expand upon the quantitative findings.

Findings: 

The research findings from the study on the relationship between principals’ interpersonal skills and school climate, student learning, and teacher retention revealed several key insights:

Principal Interpersonal Skills and School Climate - The study reveals that principal interpersonal skills, particularly trustworthiness and problem-solving, significantly influence school climate, creating a positive, supportive environment and effectively addressing conflicts, while communication and empathy have less significant correlations.

Principal Interpersonal Skills and Student Learning - The study found that principals' interpersonal skills, particularly communication and empathy, significantly enhance student performance. These skills enable effective support for teachers, leading to improved classroom environments and indirectly benefiting student learning. Teacher collaboration and morale, bolstered by these skills, were identified as key factors contributing to better student outcomes.

Principal Interpersonal Skills and Teacher Retention - The study found that principal interpersonal skills do not directly predict teacher turnover, but their interpersonal skills significantly influence teachers' morale and retention. Teachers reported that principals who demonstrated trust, empathy, and effective problem-solving created supportive environments, boosting job satisfaction and retention. Approachable, understanding, and communicative principals were linked to higher retention, but this did not statistically predict turnover in the study's quantitative analysis.

Limitations: 

1. Focused only on elementary schools in one county, limiting generalizability.

2. Data were based on teacher perceptions, which may introduce subjectivity.

Strengths

Mixed-Methods Approach: The use of both quantitative (surveys, EOG scores, teacher retention data) and qualitative (interviews) methods allowed for a comprehensive understanding of the relationship between principals' interpersonal skills and educational outcomes. 

Relevance and Practical Implications: The study addresses a real-world issue in education by focusing on the interpersonal skills of school leaders, which is highly relevant to improving school management, teacher retention, and student outcomes.

Teacher-Centric Perspective: The study incorporates teacher perceptions through surveys and interviews, which gives voice to those directly impacted by leadership practices. 

Clear Conceptual Framework: The study is based on a well-defined conceptual framework linking interpersonal skills (independent variables) to school climate, student learning, and teacher retention (dependent variables). 

Thorough Data Collection: The use of multiple data sources, including standardized test scores, teacher retention data, and interviews, ensures a broad and reliable dataset, allowing the researcher to cross-validate findings.

Weaknesses

Focus on Soft Skills Without Broader Leadership Factors: While the study focuses on specific interpersonal skills, it doesn’t account for other aspects of leadership, such as strategic decision-making, school policies, or organizational management, that might also influence school outcomes. Ignoring the broader leadership context may overlook key factors that contribute to a school’s overall success or failure.