Date of Graduation

1999

Document Type

Thesis

Abstract

This study was conducted to determine if there was a relationship between the independent variable, leadership styles of Kanawha County Schools (KCS) principals, and the dependent variable of implementation levels of character education programs. The population of the study included all principals in KCS (n = 87). The sample used for the study also included all principals in KCS (n = 87). The instruments used for collection of data in the study included: (a) Leadership Behavior Description Questionnaire-Self (LBDQ-Self), (b) Character Education Assessment Checklist (CEAC), and (c) Demographic Survey of KCS Principals. The instruments were completed by the respondents in the October's Principal's meeting. The respondents were encouraged to complete the instruments in an open and honest manner and anonymity was insured for the respondent and their school. The Statistical Product & Service Solutions (SPSS) package was used to analyze the data collected. A linear regression, t-test, frequency distributions and a Scheffe's post hoc analysis were used to determine relationships. The results of the t-test indicated that there was no significant relationships. However, the linear regression indicated there was a significant relationship. The linear regression indicated that as the principals initiating structure score increased, as measured by the LBDQ-Self, there were significantly higher levels of implementation of character education. The Scheffe's Post Hoc Analyses indicated a significance at the elementary and middle school levels when compared to the 9–12 high schools. The principals with initiating structure identified as their leadership style, as measured by the LBDQ-Self, had significantly higher levels of implementation of character education programs than the principals of the 9–12 high schools.

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