10 Strategic Points Quantitative Study Extraction #1

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RES-850 Modified 10 Strategic Points
Article Citation

Mulligan, D. F. (2016). Servant Leadership and its Impact on Classroom Climate and Student Achievement. Retrieved from ProQuest LLC. (10110904)


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Broad Topic Area

Teachers plan, organize and affect student behavior. In a way, teachers accomplish the same tasks as organizational leaders in the classroom (Drobot & Roşu, 2012). It is known that the objective of being a teacher is to impart knowledge where one key aspect of effective teaching the learner-focused education (Shuaib and Olalere, 2013). Since teaching and leadership intersect, it is relevant to research how teacher leadership practices influence student achievement (Mulligan, 2016). There are several researches that addressed the issue concerning the best leadership style suited for teaching (Mulligan, 2016). One leadership style is the application of servant leadership values and principles in teaching (Hays, 2008). Servant leadership as described by Burns (2010), "engages the full person of the follower [in] a relationship of mutual stimulation in elevation that converts followers into leaders (as cited by Mulligan, 2016, p. 1)." The servant leader leadership approach is to focus on learner-centered development to attract and retain students (Tinto, 2009).

1

Lit Review

The researcher studied the theoretical foundations of servant leadership and organizational climate that were developed by Greenleaf (2007), Litwin and Stringer (1968), and Schein (1984). These studies were used to study the follower development and unifying values within the organization. After which, the researcher discussed the characteristics of different servant leadership variables and their relationship to contemporary research. Lastly, the researcher described the methodological approach that can be considered to conduct the study where the studies of Alonso and Barredo (2013); Fairbrother (2007); Dobrovonly and Fuentes (2008); and similar studies of Black, 2010; Boyer, 2012; Herndon, 2007; Kelley et al., 2005; Robinson et al., 2008, recommends a quantitative methodology in approaching the research of servant leadership.

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Problem Statement

According to the United States World Education Ranking in 2010, the low ranking of the US educational systems reflects the usage of conventional educational practices and structure that are already obsolete. This ranking should be a call to improve the country's educational system and promote quality education for the students (Zeitvogel, 2010). One possible course of action is by creating a better learning environment by the teachers, specifically a servant leadership learning environment. However, what is the correlation of servant leadership with classroom climate and student achievement? (Mulligan, 2016).

7 and 8

Research Questions

1. "What is the relationship between teachers’ servant leadership behaviors and classroom climate as reported by students? (Mulligan, 2016, p. 12)."
2. “What is the relationship between servant leadership behavior and student achievement? (Mulligan, 2016, p. 13)”
3. “To what extent is the relationship between servant leadership behavior and student achievement mediated by classroom climate? (Mulligan, 2016, p. 13)”

12 and 13

Sample

The sample size of the study was based from the general population a private university in Northwest Pennsylvania including the teachers and students. The study population is approximately 3,600 and 260 faculty members where the average class sizes is fewer than 25 students. The priori power analysis calculation recommended a sample size of 34 individuals; however, the small faculty population and the instrumentations constraints, such as the non-science related lecture classes without laboratory periods, made this sample size unattainable. Therefore, using a compromise power analysis, the hypothetical sample size of 15 individuals was used in the study (Mulligan, 2016).

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Describe Phenomena (qualitative) or Define Variables/ Hypotheses (quantitative)

The study used a quantitative methodological approach since the traditional objective of research is to measure and quantify a phenomenon as well as the numerical relationships between phenomenon (Vance, Talley, Azuero, Pearce, & Christian, 2013). Teachers' servant leadership behaviors, classroom climate and student achievement served as the key variables. This study used the aggregation of the student climate surveys and grades that provided the mean values for each variable, thus, creating a consistent quantitative correlational design with servant leadership (Mulligan, 2016).

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H1: “There is a positive correlation between teachers’ servant leadership behaviors, measured by “The Servant Leadership Profile” and classroom climate reported by students (SLP-R) (Mulligan, 2016, p. 12). “
H0: “There is not a positive correlation between teachers’ servant leadership behaviors, measured by ‘The Servant Leadership Profile’ and classroom climate reported by students (Mulligan, 2016, p. 13).”
H2: “There is a positive correlation between servant leadership behaviors, measured by the SLP-R and student achievement, measured by final course grades (Mulligan, 2016, p. 13).”
H0: “There is not a positive correlation between servant leadership behaviors, measured by the SLP-R and student achievement, measured by final course grades (Mulligan, 2016, p. 13).”