001557177 001__ 1557177
001557177 005__ 20240820003320.0
001557177 0247_ $$2doi$$a10.58090/usi.1557177
001557177 037__ $$aIR
001557177 041__ $$aeng
001557177 245__ $$aThe Impact of the Principal on School Culture and Climate
001557177 269__ $$a2024-08-17
001557177 300__ $$a146
001557177 520__ $$aSchool culture and climate as well as teacher retention are two topics that are often found in the same sentence.  With many teachers leaving the profession, it is imperative to understand the phenomenon of how the principal can impact school culture and climate.  Research has shown that principal characteristics and leadership styles have an impact on teacher happiness, school culture and climate, and teacher retention.  This research was different than most other research as it focused on elementary teachers, as opposed to past research that has focused on K-12 teachers.  The purpose of this qualitative case study was to gain a better understanding of how the principal can impact school culture and climate and retention through the lens of transformational leadership theory.  A virtual focus group was held with 15 elementary school teachers in one school district in north central Indiana that met criteria of having three or more years of teaching experience and experience teaching in more than one district. These teachers were asked questions regarding transformational leadership, principal leadership characteristics, and teacher retention and attrition. The results of this study identify that transformational leadership qualities are desired by teachers.  Teachers want mentorship, development, teamwork and an approachable leader.  These findings are consistent with past research on transformational leadership and how it correlates with teacher retention. The findings from this study should assist principals in understanding leadership characteristics that teachers see as preferable.  The research should also be used to provide professional development to principals on transformational leadership, and school culture and climate. 
001557177 650__ $$aElementary school principals$$0(DLC)sh2009124835
001557177 650__ $$aTeacher turnover$$0(DLC)sh 85132963
001557177 650__ $$aEducational leadership$$0(DLC)sh 92001254
001557177 6531_ $$aTransformational leadership theory
001557177 6531_ $$ateacher retention
001557177 6531_ $$aattrition
001557177 6531_ $$aschool culture and climate
001557177 6531_ $$aprofessional development
001557177 6531_ $$adiscipline
001557177 6531_ $$amentorship
001557177 6531_ $$astress
001557177 6531_ $$aburnout
001557177 7001_ $$aSimmons, Ryan M.$$uUniversity of Southern Indiana
001557177 8564_ $$9e6963e90-eb7a-44a8-b1b0-e3cd217d72f8$$s170573$$uhttps://library.usi.edu/record/1557177/files/Simmons-%20Final%20Dissertation-%20August%202024%20Submission.docx
001557177 909CO $$ooai:library.usi.edu:1557177$$pGLOBAL_SET
001557177 980__ $$aDISSERTATION