Date of Award

Spring 2023

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.



First Advisor

Dr. Julie Kalnin

Second Advisor

Dr. Gary Beckley

Third Advisor

Dr. Andrew Guest

LC Subjects

Job performance; Job satisfaction; Organizational commitment; Perceptions; Teachers


The purpose of this study was to explore how principals and teachers in urban public schools perceived principal influence on organizational well-being and to determine the degree of perceptual congruence between principals and teachers in relation to organizational well-being outcomes. In schools with high principal-teacher perceptual congruence and reported positive organizational well-being, principals were interviewed about their leadership. Quantitative and qualitative data were gathered in two districts in a metropolitan area in Alberta, Canada, through a threephased explanatory sequential mixed-method research design (Creswell & Creswell, 2018). The School Culture Triage Survey (Wagner, 2006), the Teacher Well-being Scale (Collie, 2015), and the Authentic Leadership Questionnaire (Avolio et al., 2007) were used with open-ended items to document perceptions of organizational wellbeing and authentic leadership behaviors of principals. In total, 47 principal and 147 teacher participants completed full surveys. Seven principals were interviewed. Perceptions of school culture and aspects of well-being were predominantly positive. There were no statistically significant differences when looking at the entire group of respondents between teacher and principal responses. Qualitative data reflected an emic, insider perspective of school culture by teachers and an etic perspective, outsider perspective, by the principal. A lack of reciprocity in the teacher-principal relationship was noted, where teachers receive support, resources, care, and time from the principal, and the principal gives. The results of this study have implications for principal practice and systemic considerations in support of well-being and to develop vi principal awareness. Finally, there is a need for systemic feedback structures that allow principals access to consistent information to develop their external awareness.


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