Date of Award
9-22-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Jacques Singleton
Committee Members
Beverly Gilbert; Doretha O'Quinn
Abstract
For many years, students’ well-being has been affected by hostile classroom learning climates, the lack of social-emotional learning, and disruptive student behavior. This study was guided by the Authentic Leadership Theory and Social-Emotional Learning. The purpose of this quantitative study was to investigate the impact of principals' authentic leadership practices on the classroom learning climate, social-emotional learning, and student behavior. A quantitative study using ANOVA and hierarchical aggression test was conducted through a questionnaire, which 108 participants completed in a small rural school district in Southeast Missouri. Data showed no relationship between teachers’ years of experience and student behavior. Data showed that the influence of principals’ authentic leadership components did not affect student behavior. Also, data showed no statistical significance between the principals’ authentic leadership components overall and the classroom learning climate and social-emotional learning. The study’s findings could potentially help add to the research on authentic leadership in schools. Future research could be conducted on authentic leadership with larger populations and urban areas by conducting a qualitative study.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Johnson, Craig Wesley, "Examining The Influences of Principals' Authentic Leadership Practices on Positive Classroom Learning Climate, Students’ Social and Emotional Learning, And Student Behavior" (2025). Student Theses and Dissertations. 1103.
https://arch.astate.edu/all-etd/1103
