Thesis Abstract

Abstract
This research project explores the relationship between school principals' leadership behavior and school counselors' morale. The study acknowledges the crucial role that both principals and counselors play in the school environment and aims to investigate how the leadership style and behavior of principals can impact the morale and job satisfaction of counselors. The research is guided by the understanding that a positive work environment and supportive leadership are essential for counselors to effectively carry out their roles in supporting students' academic, social, and emotional well-being. The methodology of this research involves surveying a sample of school counselors to gather data on their perceptions of their principals' leadership behavior and how it influences their morale. The survey will include questions related to different aspects of leadership behavior such as communication, decision-making, supportiveness, and collaboration. Additionally, the survey will assess counselors' morale through questions about job satisfaction, motivation, sense of belonging, and overall well-being in the school setting. To analyze the data collected from the survey, statistical methods such as correlation analysis and regression analysis will be employed to determine the relationship between principals' leadership behavior and counselors' morale. The research aims to identify specific leadership behaviors that have a significant impact on counselors' morale, as well as factors that contribute to a positive and supportive work environment for counselors. The findings of this research project are expected to provide valuable insights for school administrators, particularly principals, on how their leadership behavior can influence the morale and job satisfaction of counselors. By understanding the connection between leadership behavior and counselor morale, principals can make informed decisions to create a positive work environment that supports counselors in their important roles within the school community. Overall, this research project contributes to the existing literature on school leadership and counseling by exploring the specific relationship between principals' behavior and counselors' morale. The findings have the potential to inform professional development programs for school leaders and counselors, as well as to guide policies and practices aimed at improving the overall school climate and enhancing the well-being of all members of the school community.

Thesis Overview

This study of four suburban schools, two high schools, and two elementary schools, investigated how the leadership behaviors of the principal can affect the morale of the teaching staff. Questions answered included the role of participatory management and its relationship with the level of morale, differences between elementary and secondary teachers in their preference for certain leadership behaviors, differences in principal’s perceptions of his/her leadership behaviors and the perceptions of teachers, differences in principal’s perceptions of the level of morale of the staff and the perceptions of teachers, and identification of behaviors of the principal that contribute to job satisfaction and job dissatisfaction of the teaching staff.

^ The methodology used was survey, interview and observation. data was collected through the academic year, 1987-1988. Data sources included recorded observation by the researcher, interviews of principals and teachers, and questionnaires completed by principals and teachers.^ Significant findings of the study include: (1) The school whose teachers perceived themselves to have the highest morale was the school whose teachers also perceived themselves to have more participation in the organization of the school. (2) The only difference between secondary and elementary teachers in their preference for certain leadership behaviors was that secondary teachers preferred more control over the review of overall policies.

(3) In all schools the principal perceived the character of the relationship between principal and teachers as more participative than what teachers perceived. (4) In all schools the principal perceived the level of morale higher than what teachers perceived. (5) Characteristics and behaviors of the principal that teachers stated made their jobs more satisfying were support for teachers’ concerns, positive feedback and encouragement, concern for the school’s success, visibility, dedication toward the achievement of success of the school, involving teachers in decision-making, good communication, consistency, pleasantness, honesty, consideration, and strength of character. (6) Characteristics and behaviors of the principal that teachers stated made their jobs dissatisfying included a lack of visibility, a lack of teacher involvement in decision-making, being too directive, being unsupportive of teachers’ concerns, not listening to teachers’ input, making snap judgments, being inconsistent in judgement, and a lack of communication and enthusiasm.