A Quantitative Study to Examine the Relationship between School Administrators’ Path-Goal Approach and Teachers’ Perceived Working Conditions

Link: 

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

Research -  A Quantitative Study to Examine the Relationship between School Administrators’ Path-Goal Approach and Teachers’ Perceived Working Conditions

By - Tierra Sherae Berry Stark 

May 2022 

A dissertation
presented to
the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University

In partial fulfillment
of the requirements for the degree
Educational Doctorate in Educational Leadership, School Leadership 

Analyzed and presented by: Miss Charinya Katherine Demaine 244511002

Abstract: The  findings in this research suggest that while the path-goal approach to leadership provides valuable insights into administrative behavior, its direct impact on teachers' perceptions of working conditions may be limited. This underscores the potential benefit of adopting a more flexible, situational leadership style, where administrators tailor their approach based on specific contextual and individual needs. Future research should explore the interplay of multiple leadership styles and external factors to better understand their combined effect on teacher satisfaction and school climate.

Research Objective:  The primary objective of this quantitative study was to examine the relationship between school administrators' path-goal approach to leadership and teachers' perceptions of working conditions. Specifically, the study aimed to:

1. Determine if there are significant differences in the North Carolina Teacher Working Conditions Survey (NCTWCS) overall results based on school administrators' leadership styles (directive, supportive, participative, achievement-oriented).

2. Investigate the impact of these leadership approaches on specific aspects of teacher working conditions, including trust, mutual respect, comfort in raising issues, consistent support from leadership, and shared vision among staff.

Independent variables:
School Administrators' Leadership Style, categorized into four path-goal approaches: Directive, Supportive, Participative, Achievement-Oriented

Dependent variables: Teachers' Perceptions of Working Conditions as measured by:

Overall NCTWCS scores

Specific survey items related to: Trust and mutual respect, Comfort in raising concerns, Consistent support from leadership, Shared vision within the school

Research Questions:

RQ1: Are there any significant differences in the North Carolina Teacher Working Conditions Survey (NCTWCS) overall results between schools with a school administrator scoring highest in directive, supportive, participative, or achievement-oriented leadership styles?

RQ2: Are there any significant differences in NCTWCS results on the school leadership question regarding an atmosphere of trust and mutual respect between schools with administrators scoring highest in directive, supportive, participative, or achievement-oriented styles?

RQ3: Are there any significant differences in NCTWCS results on the school leadership question regarding teachers feeling comfortable raising issues and concerns that are important to them between schools with administrators scoring highest in directive, supportive, participative, or achievement-oriented styles?

RQ4: Are there any significant differences in NCTWCS results on the school leadership question regarding school leadership having consistent support for teachers between schools with administrators scoring highest in directive, supportive, participative, or achievement-oriented styles?

RQ5: Are there any significant differences in NCTWCS results on the school leadership question regarding the faculty and staff having a shared vision between schools with administrators scoring highest in directive, supportive, participative, or achievement-oriented styles?

RQ6: Are there any significant differences in NCTWCS results on the school leadership question regarding faculty being recognized for accomplishments between schools with administrators scoring highest in directive, supportive, participative, or achievement-oriented styles?

Theory or Related Literature Reviews - 

The study is grounded in the Path-Goal Theory of Leadership, initially developed by Georgopoulos et al. (1957) and expanded by House (1971) and House & Mitchell (1975). This theory posits that leaders enhance follower performance and satisfaction by clarifying the path to goals, removing obstacles, and providing the necessary support. The theory outlines four key leadership styles:

1. Directive Leadership – providing clear guidelines, expectations, and performance standards.

2. Supportive Leadership – focusing on the well-being and needs of followers to create a supportive environment.

3. Participative Leadership – involving followers in decision-making to foster commitment and collaboration.

4. Achievement-Oriented Leadership – setting challenging goals and showing confidence in followers’ abilities.

The framework also integrates insights from Situational Leadership Theory (Hersey & Blanchard, 1969), emphasizing the need for leaders to adapt their styles based on the specific context and follower readiness.

Related Literature:

The literature review explores several foundational leadership theories and their application to educational settings:

• Maslow’s Hierarchy of Needs (1943): Emphasizes the role of motivation in job satisfaction, highlighting how leaders must address both basic and growth needs to foster employee engagement.

• Herzberg’s Two-Factor Theory (1959): Differentiates between hygiene factors (which prevent dissatisfaction) and motivators (which promote satisfaction), relevant in understanding teacher working conditions.

• French and Raven’s Bases of Power (1959): Discusses different sources of power (reward, coercive, legitimate, referent, expert) that leaders can leverage to influence followers effectively.

• Modern Leadership Research: Highlights contemporary studies on educational leadership, emphasizing the critical role of principals in shaping school climate, teacher retention, and student outcomes (Merrill, 2021; Ramirez, 2020).

This review supports the study’s focus on how varying leadership approaches influence teachers’ perceptions of their work environments, drawing connections between leadership behaviors, motivation theories, and organizational outcomes.

Research Methodology - This study employed a quantitative research design to examine the relationship between school administrators' path-goal leadership approaches and teachers' perceptions of working conditions in North Carolina public schools.

• A correlational, causal-comparative design was used to identify potential differences in teacher perceptions based on different leadership styles (directive, supportive, participative, achievement-oriented).

• The primary method of analysis was one-way ANOVA to determine if significant differences existed between leadership styles and working condition outcomes.

Participants and Setting - The study targeted North Carolina public school administrators who held the same position during the 2020 North Carolina Teacher Working Conditions Survey (NCTWCS).

Out of 2,298 potential participants, 102 administrators responded, representing 58 local education agencies (LEAs). After data validation, the final sample size was 101 administrators.

Schools included in the study had to meet a 60% or higher response rate on the 2020 NCTWCS.

Data Collection Methods - Data were collected using the following methods:

1. Path-Goal Leadership Questionnaire (Northouse, 2019): Assessed administrators' tendencies toward one of the four leadership styles.

2. North Carolina Teacher Working Conditions Survey (NCTWCS) 2020: Provided publicly available data on teachers' perceptions of working conditions across different schools.

Data Analysis - A one-way ANOVA was conducted to compare NCTWCS scores based on leadership style.

Post hoc Tukey tests were performed to identify specific group differences when ANOVA indicated significant results.

SPSS software was used for statistical analysis, with a significance level set at 0.05.

Findings: - The study aimed to determine whether there were significant differences in teachers' perceptions of working conditions based on their school administrators' leadership styles (directive, supportive, participative, achievement-oriented).

1. No Significant Differences:
   The one-way ANOVA results showed no statistically significant differences between the four leadership styles and teachers' perceptions of working conditions across all six research questions. This was consistent across:

• Overall North Carolina Teacher Working Conditions Survey (NCTWCS) scores

• Specific indicators such as trust and mutual respect, comfort in raising concerns, consistent support, shared vision, and recognition of accomplishments

2. Leadership Style Distribution:

• 81% of respondents reported using more than one leadership style in their practice.

• Only 17% of administrators exhibited a preference for a single leadership style.

• The most commonly reported high-scoring leadership styles were directive and achievement-oriented.

3. Implications:
   The findings suggest that no single leadership style significantly impacts teacher working conditions more than others. Instead, administrators often adopt a situational leadership approach, adjusting their behavior based on the needs of their staff and context.

4. Effect Sizes:
   The effect sizes (η²) for the leadership styles' impact on various working condition metrics were small, reinforcing the conclusion that leadership style alone does not have a substantial impact.

The study highlights the importance of flexible leadership practices, suggesting that the ability to adapt leadership styles to different situations may be more effective than strictly adhering to one approach. It also emphasizes the need for future research to explore other factors influencing teacher working conditions, including external organizational elements and broader leadership behaviors.

Limitations: 

1. Data Restrictions Due to COVID-19: The study relied on publicly available percentage data from the NCTWCS instead of raw numerical data, limiting the depth of statistical analysis​.

2. External Factors Affecting Survey Results: While the study focused on the role of school administrators, external factors (e.g., district policies, socio-economic conditions) may have influenced teachers' perceptions, potentially skewing the results​.

3. Limited to Active Administrators: Only currently active school principals who were in the same position during the last NCTWCS were included, potentially excluding valuable insights from administrators with more diverse experiences​.

4. Cross-Sectional Design: The study’s cross-sectional nature captures data at a single point in time, limiting the ability to identify causal relationships or observe changes over time.

5. Potential Bias in Self-Reported Data: Responses to the leadership questionnaire may have been influenced by self-perception bias, as administrators might report behaviors they believe are expected rather than their actual practices.

6. Homogeneity of Leadership Styles: A significant number of administrators reported using multiple leadership styles simultaneously, which could have blurred distinctions between the styles and affected the detection of significant differences.

Strengths:

1. Robust Theoretical Framework: The study is grounded in well-established leadership theories, including Path-Goal Theory, Situational Leadership Theory, and Maslow’s Hierarchy of Needs, providing a comprehensive lens for analyzing leadership behaviors in educational settings.

2. Diverse Sample: Data was collected from 101 school administrators across 58 local education agencies (LEAs) in North Carolina, enhancing the generalizability of the findings within the state’s educational context.

3. Use of Validated Instruments: The Path-Goal Leadership Questionnaire and the North Carolina Teacher Working Conditions Survey (NCTWCS) are both reliable, standardized tools, ensuring the consistency and credibility of the data.

4. Quantitative Rigor: The use of one-way ANOVA and post hoc Tukey tests provided a strong statistical basis for comparing leadership styles, enhancing the validity of the conclusions drawn.