Date of Award

7-14-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Ibrahim Duyar

Abstract

The purpose of this study was to comparatively examine relationships among principal instructional leadership, teacher empowerment, teacher creative practices and student creative problem solving in public and private schools. Specifically, the study examined whether principal instructional leadership, teacher empowerment and teacher creative practices predict students’ problem solving performance in these two different types of schooling (e.g., public schools and private schools). The data source of the study was U.S. data sets of PISA 2012. To make meaningful comparisons, student groups in performing in the top and bottom quartiles problem solving were used in the analyses. The results of the study showed that teacher empowerment and student creative problem solving significantly differed based on school type. The results also showed that teacher creative practices and teacher empowerment significantly differed between students in the lower and upper quartiles of problem solving. Also revealed in the study was that principal instructional leadership was significantly related to teacher empowerment among the different subsets of students. In addition, principal instructional leadership was significantly related to teacher creative practices among public school students, but not private school students. Principal instructional leadership and teacher creative practices were found significantly related to student creative problem solving, but teacher empowerment was not. Conclusions were drawn and recommendations were suggested for future research, policy and practice.

Download

Share

COinS