In the prospectus, proposal, and dissertation there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research, are present in almost any research study. The ability to identify these points is one of the first skills required in the creation of a viable doctoral dissertation. In this assignment, you will identify and evaluate 10 strategic points in a published quantitative research study.General Requirements:Use the following information to ensure successful completion of the assignment:Review the Mulligan dissertation.Locate and download “Modified 10 Points Template.”This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.APA style is required for this assignment.You are required to submit this assignment to LopesWrite. Directions:Using the “Modified 10 Points Template,” identify each of the 10 strategic points in this quantitative dissertation.Complete the “Evaluation” section of the template by addressing the following questions (250-500 words) with regard to the 10 strategic points in the study:Discuss the key points in the literature review and how the author used this section to identify the gap or problem addressed in the study.Describe the variables under study and how they are a key component in this quantitative research study. You are not expected to understand the differences between variables at this point, but should be able to identify how they inform the problem, purpose, research questions and data collection instruments.Describe the problem and how it informed the research questions under study.Describe the quantitative design used and why it is appropriate for the identified problem and research questions. Support your response with a peer-reviewed citation from a research source.Assess the appropriateness of the instruments used to collect data and answer the research questions as well as to address the stated problem.Discuss how the problem statement informed the development of the purpose statement in this study.
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RES-850 Modified 10 Strategic Points Template
Article
Citation
Point
Broad Topic
Area
Lit Review
Problem
Statement
Research
Questions
Sample
Describe
Phenomena
(qualitative) or
Define
Variables/
Hypotheses
(quantitative)
Methodology &
Design
Purpose
Statement
Data Collection
Approach
Data Analysis
Approach
Evaluation (Maximum 250-500 words)
Description
Location
(Page #)
Servant Leadership and its Impact on Classroom Climate and
Student Achievement
Submitted by
Daniel F. Mulligan
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Grand Canyon University
Phoenix, Arizona
May 6, 2016
ProQuest Number: 10110904
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GRAND CANYON UNIVERSITY
Servant Leadership and its Impact on Classroom Climate and Student Achievement
I verify that my dissertation represents original research, is not falsified or plagiarized,
and that I have accurately reported cited, and reference all sources within this manuscript
in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also
verify my dissertation complies with the approval(s) granted for this research
investigation by GCU Institutional Review Board (IRB).
Abstract
The purpose of this quantitative research was to see to what degree a relationship existed
between servant leadership, classroom climate, and student achievement in a collegiate
environment. This was a quantitative, correlational study. The foundational theories for
this research included servant leadership and organizational climate that pertain to
transformational follower development and unifying values within an organization to align
behavior. The research questions for this study included: (R1) What was the relationship
between teachers’ servant leadership behaviors and classroom climate as reported by
students? (R2) What was the relationship between servant leadership behavior and student
achievement? (R3) To what extent was the relationship between servant leadership
behavior and student achievement mediated by classroom climate? The data collection
instruments for this study included The Servant Leadership Profile–Revised and the
College and University Classroom Environment Inventory. The sample size was 18,
composed of faculty at a private university in Northwest Pennsylvania. The resultant
correlations between teacher servant leadership and both classroom climate and student
achievement were not statistically significant (r = .407, rs = -.16, p = .25). Therefore, there
was no definitive mediating effect of classroom climate. These results were not consistent
with similar prior research at the primary and secondary levels of education, and thus raised
questions regarding choice of instrumentation at the college level. This study sheds light
on important variables and dynamics of researching these correlations in a collegiate
environment.
Keywords: Servant leadership, classroom climate, student achievement, Servant
Leadership Profile–Revised, questionnaire measures or organizational culture.
vi
Dedication
This dissertation is dedicated to my family and friends who supported me
throughout this journey. Your patience and encouragement made this possible.
vii
Acknowledgments
No project of this magnitude is the result of one individual effort. Personal and
professional advice, guidance, and encouragement made the completion of this
dissertation a reality. I cannot adequately convey the contributions of my committee
chair, Dr. Patricia Chess. Her scholarship, mentorship, advice, guidance, patience,
mentorship, encouragement, and friendship throughout coursework, research, and even
health issues made this possible. The committee members, Dr. Jeanette Shutay and Dr.
Gary Piercy, have been excellent resources who continually challenged me to both learn
and become a better researcher. The participating teachers and students who completed
the surveys making this research possible are greatly appreciated. Lastly, a special thanks
to my wife, Amy, who supported me academically, emotionally, and physically (in
sickness and in health) throughout this journey.
viii
Table of Contents
List of Tables…………………………………………………………………………………………………..xii
List of Figures ………………………………………………………………………………………………. xiii
Chapter 1: Introduction to the Study …………………………………………………………………….. 1
Introduction ………………………………………………………………………………………………… 1
Background of the Study……………………………………………………………………………….. 3
Problem Statement ……………………………………………………………………………………….. 7
Purpose of the Study …………………………………………………………………………………….. 9
Research Questions and Hypotheses ……………………………………………………………… 11
Advancing Scientific Knowledge ………………………………………………………………….. 14
Significance of the Study …………………………………………………………………………….. 15
Rationale for Methodology ………………………………………………………………………….. 16
Nature of the Research Design for the Study …………………………………………………… 18
Definition of Terms ……………………………………………………………………………………. 21
Assumptions, Limitations, Delimitations………………………………………………………… 22
Summary and Organization of the Remainder of the Study ……………………………….. 24
Chapter 2: Literature Review …………………………………………………………………………….. 26
Introduction to the Chapter and Background to the Problem………………………………. 26
Theoretical Foundations ………………………………………………………………………………. 27
Servant leadership ………………………………………………………………………….. 29
Organizational climate. ……………………………………………………………………. 31
Summary ………………………………………………………………………………………. 33
Review of the Literature ……………………………………………………………………………… 34
Servant leadership ………………………………………………………………………….. 35
ix
Servant leadership variable measurement and outcomes ……………………….. 47
Climate…………………………………………………………………………………………. 49
Methodology …………………………………………………………………………………. 57
Instrumentation ……………………………………………………………………………… 60
Summary ………………………………………………………………………………………………….. 61
Chapter 3: Methodology …………………………………………………………………………………… 64
Introduction ………………………………………………………………………………………………. 64
Statement of the Problem …………………………………………………………………………….. 64
Research Questions and Hypotheses ……………………………………………………………… 65
Research Methodology ……………………………………………………………………………….. 67
Research Design ………………………………………………………………………………………… 69
Population and Sample Selection ………………………………………………………………….. 71
Instrumentation ………………………………………………………………………………………….. 72
The Servant Leadership Profile-Revised Survey Instrument…………………… 72
The College and Classroom Environment Inventory Survey Instrument…… 73
Validity…………………………………………………………………………………………………….. 74
Reliability …………………………………………………………………………………………………. 75
Data Collection and Management …………………………………………………………………. 75
Data Analysis Procedures ……………………………………………………………………………. 79
Preparation of data………………………………………………………………………….. 80
Tests of assumptions……………………………………………………………………….. 81
Ethical Considerations ………………………………………………………………………………… 82
Limitations ……………………………………………………………………………………………….. 83
Summary ………………………………………………………………………………………………….. 84
x
Chapter 4: Data Analysis and Results …………………………………………………………………. 87
Introduction ………………………………………………………………………………………………. 87
Descriptive Data ………………………………………………………………………………………… 89
Data Analysis Procedures ……………………………………………………………………………. 91
Servant Leadership Profile-Revised …………………………………………………… 91
CUCEI. ………………………………………………………………………………………… 95
Student achievement ……………………………………………………………………….. 96
Preparation of data………………………………………………………………………….. 98
Sources of error ……………………………………………………………………………… 99
Results ……………………………………………………………………………………………………. 100
Research Question 1 ……………………………………………………………………… 101
Research Question 2 ……………………………………………………………………… 105
Research Question 3 ……………………………………………………………………… 111
Summary ………………………………………………………………………………………………… 112
Chapter 5: Summary, Conclusions, and Recommendations …………………………………… 115
Introduction …………………………………………………………………………………………….. 115
Summary of the Study ………………………………………………………………………………. 117
Summary of Findings and Conclusion………………………………………………………….. 119
Research Question 1 ……………………………………………………………………… 119
Research Question 2 ……………………………………………………………………… 120
Research Question 3 ……………………………………………………………………… 121
Implications …………………………………………………………………………………………….. 122
Theoretical implications ………………………………………………………………… 123
Measuring servant leadership …………………………………………………………. 124
xi
Measuring classroom climate …………………………………………………………. 125
Measuring achievement …………………………………………………………………. 125
Strengths and weaknesses ………………………………………………………………. 126
Practical implications ……………………………………………………………………. 126
Future implications ……………………………………………………………………….. 127
Recommendations…………………………………………………………………………………….. 129
Recommendations for future research. ……………………………………………… 129
Recommendations for future practice. ……………………………………………… 131
References …………………………………………………………………………………………………. 132
Appendix A. Letter of Approval to Conduct Research …………………………………………. 158
Appendix B. Survey Coordinator Informed Consent Form ……………………………………. 159
Appendix C. Instructor Informed Consent Form …………………………………………………. 162
Appendix D. Student Informed Consent Form ……………………………………………………. 165
Appendix E. Confidentiality Statement ……………………………………………………………… 167
Appendix F. Permission Email to Adapt the Conceptual Framework Model ……………. 168
Appendix G. Permission Email to Use the Servant Leadership Profile—Revised ……… 169
Appendix H. Servant Leadership Profile—Revised (SLP-R)…………………………………. 170
Appendix I. Permission Email to Use the College and University Classroom
Environment Inventory (CUCEI) ……………………………………………………. 175
Appendix J. College and University Classroom Environment Inventory
(CUCEI) survey …………………………………………………………………………… 176
Appendix K. GCU IRB Approval Letter ……………………………………………………………. 179
Appendix L. Power Analyses …………………………………………………………………………… 180
xii
List of Tables
Table 1. Servant Leadership Profile-Revised Raw Scores ……………………………………… 93
Table 2. Instructor Servant Leadership Rankings …………………………………………………. 94
Table 3. College and University Classroom Environment Inventory Raw Scores ………. 95
Table 4. Classroom Environment Rankings ………………………………………………………… 96
Table 5. Grade Conversion Chart ………………………………………………………………………. 97
Table 6. Student Grade Raw Scores …………………………………………………………………… 97
Table 7. Class Student Achievement Scores………………………………………………………… 98
Table 8. Tests of Normality ……………………………………………………………………………. 104
Table 9. Pearson Correlation Between Servant Leadership and Classroom
Climate, N=18………………………………………………………………………………….. 104
Table 10. Spearman Correlation Between Servant Leadership and Student Grades ….. 111
Table 11. A Priori Power Analysis to Determine Sample Size………………………………. 180
Table 12. Compromise Power Analysis ……………………………………………………………. 180
xiii
List of Figures
Figure 1. Research variables diagram. …………………………………………………………………. 10
Figure 2. Conceptual framework model. ……………………………………………………………… 68
Figure 3. Participating students’ grade distribution example. ………………………………….. 78
Figure 4. Letter grade to ordinal number conversion chart. …………………………………….. 79
Figure 5. Faculty experience profile. …………………………………………………………………… 90
Figure 6. Class size. …………………………………………………………………………………………. 91
Figure 7. Servant leadership scores. ………………………………………………………………….. 101
Figure 8. Servant leadership scores histogram. ……………………………………………………. 102
Figure 9. Servant leadership scores box-plot. ……………………………………………………… 102
Figure 10. Servant leadership to classroom climate scatterplot. ……………………………… 103
Figure 11. Classroom climate scores. ………………………………………………………………… 106
Figure 12. Classroom climate scores. ………………………………………………………………… 106
Figure 13. Classroom climate scores box-plot. ……………………………………………………. 107
Figure 14. Student grade scores. ………………………………………………………………………. 108
Figure 15. Student grade scores histogram. ………………………………………………………… 109
Figure 16. Student grade scores box-plot. ………………………………………………………….. 109
Figure 17. Servant leadership to student grades scatterplot. …………………………………… 110
Figure 18. Post hoc power analysis for correlation using G power software …………….. 181
Figure 19. Post-hoc power analysis for linear multiple regression using
G power software ……………………………………………………………………………. 182
1
Chapter 1: Introduction to the Study
Introduction
Many people remember the special teachers in their lives; those who make
learning easy and really connect students with new material. Unfortunately, there are also
teachers who go through the motions of teaching and are apathetic. Because teachers
plan, organize, and control student behavior and activities, they are organizational leaders
in the classroom (Drobot & Roşu, 2012). Consequently, teaching and leadership intersect.
According to Shuaib and Olalere (2013), the purpose of teaching is to impart knowledge;
and one key aspect of effective teaching is learner-focused education. Therefore, it was
relevant to research how teacher leadership practices focused on and influenced student
achievement.
Several researchers have grappled with the issue of whether there is a leadership
style best suited to teaching. According to Hays (2008), the application of servant
leadership values and principles can significantly affect the learning experience for both
teachers and students. Se …
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