Abstract
This correlative study explored the relationship between the length of service of K-12 administrators and teachers’ perception of school cultures in public schools. The study used a correlation analysis to determine significance in these two variables. Three key domains were used to measure school culture: engagement, safety, and environment. Data was collected through a survey using a modified questionnaire from the ED School Climate Survey (EDSCLS) to assess perceptions of school culture. These findings found no significant correlation between the length of service of administrators and teachers’ perceptions of school culture. R2 values of each domain were below 0.1, showing the null hypothesis was accepted. This suggests that other factors related to leadership effectiveness play a larger role in shaping school culture. This study highlights leadership qualities rather than years of experience in an administrative role. Recommendations include improving principal preparation programs, providing a streamlined process for aspiring principals, and considering a holistic leadership approach when hiring administrators, not just the number of years of experience.
Date Dissertation Completed
5-2025
Document Type
Dissertation
Degree Name
Doctorate of Education
Department
Education Studies
Dissertation Advisor
Steven M. Baule
Dissertation Committee Members
Steven M. Baule, Mary G. Anderson, Elizabeth Zold
Location
Winona State University
Recommended Citation
Schank, Mitchell S., "The Effects of an Administrator’s Years of Service on a K-12 School’s Culture Perceived by Teachers" (2025). Education Doctorate Dissertations. 24.
https://openriver.winona.edu/educationedddissertations/24
Rights
All rights reserved by the author and Winona State University.
