Teachers' leadership styles and students' academic performance in mathematics courses
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Colleges and accreditation agencies across America share the common goal of wanting to improve student performance. In this era of accountability, the pressure for teachers to improve student performance has increased. This study examined whether teachers’ classroom leadership styles compared to a change in student performance in an entry-level mathematics course at a community college in the south. For the independent variables, students completed two leadership surveys to assess their teacher’s leadership styles: Blake and Mouton’s (1964) paragraph rankings and Avolio and Bass’s (1995) Multi-factor Leadership Questionnaire (MLQ-5X). Students completed a pre-test and post-test to assess their mathematical skills, and the difference between those scores was the dependent variable. The analysis did not indicate any significant results at or below a probability of .05 between these leadership styles and improved student performance. This study indicated that a connection does not appear to exist between the leadership styles indicated by these surveys and a change in student performance.