0.4 Morrison, m., gosmire, d., & Van osdel, j. (july 2009).  (Page 6/9)

There are greater differences in what the administrators and teachers perceived as occurring in practice. Table 2 provides a rank order of how administrators and teachers see the ELCC standards being practiced.

*Determined by frequency distribution

Teachers view administrators as placing the highest priority on instructional leadership. Management is perceived by teachers as the second highest standard practiced and ethical leadership third. Administrators perceive that instructional leadership is the highest priority; however, administrators perceive ethical leadership as the second highest standard practiced and management third.

Perceptions by gender are reported in Table 3 for teachers differing in gender. The differences in perceptions between male teachers and female teachers are analyzed using a Mann Whitney U Test. Female teachers perceive administrators as placing a higher priority on the practice of management (M=2.80, p= .041). Male teachers perceive administrators as demonstrating more ethical leadership (M=2.56, p= .003).

*P>.05

Kruskal-Wallis one-way analysis of variance is calculated to determine the equality of the medians for the ranked ELLC standards by years of experience and by education level. The actual years of teaching experience is reported by each of the respondents. After frequencies for years of experience are calculated, respondents are divided into three groups; nine years of teaching experience or less, 10-19 years of teaching experiences, and 20 years or more of teaching experience. Respondents also reported their level of education by choosing one of the following items: BA, MA, EdS, or EdD. The number of respondents who reported having an EdS degree or EdD degree is low, so these two groups are combined for purposes of analyses. The dependent variable for the Kruskal-Willis analysis is the respondents’ ranking of the importance of the ELLC standards. The independent variables for the Kursal-Willis analysis are the years of experience and the educational level.

When considering years of educational experiences, there is one significant difference. Educators with 10 - 19 years of experience rank instructional leadership higher than educators with 9 or less years of experience, and significantly higher than those educators with 20 or more years of experience. Table 4 provides a summary of the mean rank of the perceived importance of the standards when considered by years of educational experience.