Author Type

Graduate Student

Date of Award

2018

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Shockley, Robert

Thesis/Dissertation Co-Chair

Morris, John D.

Abstract

This quantitative, non-experimental study was conducted to investigate the relationship among the behavioral agility of school leadership teams, school culture, and school performance. Additionally, the study sought to determine whether the influence of these variables and/or their relationships are modified by alterable and unalterable characteristics of the school. The study utilized Pisapia’s (2009) Strategic Leader Questionnaire (SLQ) to measure school leadership team’s behavioral agility in using five leadership influence actions (managing, transforming, bridging, bonding, and bartering). Cameron and Quinn’s (2005) Organizational Culture Assessment Instrument (OCAI) was used to determine if the school’s dominant organizational culture type (adhocracy, clan, hierarchy, or market) mediated the behavioral agility of school leadership teams and school performance. The study included 65 schools and approximately 1,500 classroom teachers from a very large urban school district located in the Southeast United States. The results indicate that behavioral agility, unidimensional and multidimensional factors, were significantly correlated to each organizational culture type, with the exception of the managing behavior subfactor in clan and adhocracy cultures. Student suspension moderated the relationship between behavioral agility and school culture. There was no relationship found between school culture and school performance; however, it was found that minority percentage negatively correlated market culture and school performance and student attendance negatively correlated both hierarchy and market cultures and school performance.

Extent

183 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2018.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00005966

Format

pdf

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