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|a LC5081.J47 2005_JerezJaime |2 BU-Local |
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|a LC5081.J47 2005 |
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|a Jerez, Jaime. |
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|a The relationship between styles of leadership and attitudes toward inclusion among teachers in the Department of Defense dependents schools |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2005. |
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|a viii, 157 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2005. |
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|a Includes bibliographical references (leaves 128-152). |
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|a Copyright Jaime Jerez. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : The focus of this dissertation study was to explore the relationship between teachers’ styles of leadership and their attitudes toward inclusion. More specifically, the purpose was to classify teachers by type of leadership and to assess the association between this typology and teachers’ attitudes toward inclusion. This correlational study investigated quantitatively the relationship between leadership styles and teachers’ attitudes toward inclusion in schools serving children of US military and civilian parents stationed overseas working for the US government. Methodology : The research consisted of surveying 148 participants using a descriptive survey developed by the researcher, the STATIC and the MLQ psychometric instruments. Participants were teachers working in Germany for the US Department of Defense teaching the children of military and civilian personnel stationed overseas. Once classified by styles of leadership the participants were to be correlated against their scores in the STATIC. The main goal was to find the style of leadership that is more inclusive and promote this style among teachers. Findings : The results of this study showed the range of teachers’ attitudes toward the inclusion of students with special needs in the regular education inclusion program to be mostly inclusive. Secondly, the study intended to provided classification of styles of leadership of teachers among transformational, transactional, and laissez-faire; however, the majority of teachers were found to have the transformational style. Lastly, this study was to associate teachers’ attitudes and styles of leadership to obtain the most beneficial combination of type of teacher that would have a positive attitude toward embracing the inclusion movement and include students with special needs into the regular classroom, but this goal could not be accomplished because of the homogeneity of the participants in their leadership styles. Person r correlations showed that being a regular education teacher was positively associated with attitudes toward inclusion; in addition, age and years of experience were negatively related to attitudes. In summary, DoDDS’ teachers are on the average inclusive and have a transformational style of leadership. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Children of military personnel |x Education |x United States. |
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|a Children with disabilities |x Education |x United States. |
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|a Inclusive education |x United States. |
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|a Military post schools, American. |
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|a Military dependents |x Services for |x United States. |
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|a Teacher effectiveness. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001406/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/06/00001/LC5081_J47 2005_JerezJaimethm.jpg |
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|a Theses and Dissertations |
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