| The purpose of this study was to investigate teacher perceptions of the ten specific principal instructional leadership behaviors of Hallinger's Principal Instructional Management Rating Scale as they relate to school need, school achievement, years of experience as a teacher, and years working with the current principal.;This quantitative study used a validated survey distributed to 1,200 high school teachers across New York State of different need and achievement statuses. A combination of descriptive and inferential statistics reported teacher survey data. Independent sample t-tests described differences in teacher perceptions between high-achieving and low-achieving schools. A 2X2 multivariate analysis of variance, analyzed differences in teachers' perceptions when categorized into high-achieving and low-achieving, and high and low need high schools. A Pearson Product Moment Correlation determined the relationships a among teacher perceptions of their principal's leadership behaviors, years served with the current principal, years experience as a teacher, teacher's school need, and teacher's school achievement status. A logistic regression determined the behaviors that predicted achievement.;Teachers ranked their principals' performance using the ten variables of the Principal Instructional Management Rating Scale. The results follow, beginning with the highest calculated means: (1) Frame the School Goals, (2) Communicate the School Goals, (3) Protect Instructional Time, (4) Provide Incentives for Learning, (5) Promote Professional Development, (6) Coordinate the Curriculum, (7) Supervise and Evaluate Instruction, (8) Monitor Student Progress, (9) Provide Incentives for Teachers, and (10) Maintain High Visibility.;Independent sample t-tests found that there were significant differences between teacher perceptions for the variables Provide incentives For Teachers, and Promote Professional Development when divided into high-achieving and low-achieving schools. Additionally, there was a moderate difference between teachers' perceptions of the variable Provide Incentives for Learning. Factorial analysis illustrated there is was a significant difference found between teachers' perceptions for the variable Maintain High Visibility, and an important difference for the Provide Incentives for Learning variable. A correlation analysis indicated Promote Professional Development and Years Experience as a Teacher was positively related, and accounted for 14 percent of the variance associated with student achievement. Results of the stepwise multiple regression indicated that Promote Professional Development, Years Experience as a Teacher, and Coordinate the Curriculum accounted for 11.8 percent of the variance with student achievement. |
