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Journal articles on the topic 'Principal support'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Ngang, Tang Keow, and Lim Chap Sam. "Principal Support in Lesson Study." Procedia - Social and Behavioral Sciences 205 (October 2015): 134–39. http://dx.doi.org/10.1016/j.sbspro.2015.09.040.

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2

Krovetz, Martin L. "Principal Support Network: Collegial Support for School Restructuring." NASSP Bulletin 79, no. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

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3

Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

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Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and

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4

Pass, Michael W., Kenneth R. Evans, John Lastovicka, and John L. Schlacter. "Manufacturers’ Representative–Principal Relationship Management: A Principal Leadership Style and Support Perspective." Journal of Relationship Marketing 11, no. 3 (July 2012): 125–48. http://dx.doi.org/10.1080/15332667.2012.704347.

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5

Ax, Mary, Greg Conderman, and J. Todd Stephens. "Principal Support Essential for Retaining Special Educators." NASSP Bulletin 85, no. 621 (January 2001): 66–71. http://dx.doi.org/10.1177/019263650108562108.

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Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).

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6

Mosrie, David. "An Effective Principal Training and Support System." NASSP Bulletin 74, no. 526 (May 1990): 12–15. http://dx.doi.org/10.1177/019263659007452604.

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7

Adams, Curt M., Jentre J. Olsen, and Jordan K. Ware. "The School Principal and Student Learning Capacity." Educational Administration Quarterly 53, no. 4 (March 1, 2017): 556–84. http://dx.doi.org/10.1177/0013161x17696556.

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Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: Hypothesis 1—Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; Hypothesis 2—PSSPN is related to school differences in student-perceived competence-support

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Chunhong, Zheng, Jiao Licheng, and Li Yongzhao. "Support vector classifier based on principal component analysis." Journal of Systems Engineering and Electronics 19, no. 1 (February 2008): 184–90. http://dx.doi.org/10.1016/s1004-4132(08)60065-1.

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9

Daresh, John C. "Collegial Support: a Lifeline for the Beginning Principal." NASSP Bulletin 72, no. 511 (November 1988): 84–87. http://dx.doi.org/10.1177/019263658807251119.

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10

Honig, Meredith I., and Lydia R. Rainey. "Supporting principal supervisors: what really matters?" Journal of Educational Administration 57, no. 5 (September 9, 2019): 445–62. http://dx.doi.org/10.1108/jea-05-2019-0089.

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Purpose Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leaders

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11

Ben Ali, Chiraz. "Corporate Governance, Principal-Principal Agency Conflicts, And Disclosure." Journal of Applied Business Research (JABR) 30, no. 2 (February 27, 2014): 419. http://dx.doi.org/10.19030/jabr.v30i2.8412.

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<p>This study investigates the relation between corporate governance and disclosure quality in a context of principal-principal conflicts and poor investor protection. Overall, the empirical results suggest that minority expropriation risk harms disclosure quality. Specifically, we find that disclosure quality is negatively associated with ownership concentration, major shareholder voting rights, the existence of double voting rights, and family control. The results obtained also evidence a positive relationship between disclosure quality and the existence of executive stock option plans

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12

Lochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.

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Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three

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Thessin, Rebecca A., and Karen Seashore Louis. "Backtalk: Preparing effective principal supervisors." Phi Delta Kappan 101, no. 1 (August 26, 2019): 48. http://dx.doi.org/10.1177/0031721719871569.

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In recent years, principals have been required to expand their area of responsibility beyond building management to take on more instructional leadership roles. As the role of the principal has changed, so too must the role of the principal supervisor. Rebecca Thessin and Karen Seashore Louis share three recommendations for district leaders hoping to improve principal supervision. First, they must encourage supervisors to develop strong relationships with the principals they supervise and coach. Second, they must try to avoid reorganizations that will require principals to develop new relation

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14

Adams, Curt M., and Jentre J. Olsen. "Principal support of student psychological needs and a functional instructional core." Journal of Educational Administration 57, no. 3 (May 13, 2019): 243–60. http://dx.doi.org/10.1108/jea-04-2018-0076.

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Purpose Limited attention to messages transmitted between principals and teachers led to the general question for this study: is principal support of student psychological needs related to functional social conditions within the instructional core? Therefore, the purpose of this paper is to define principal support of student psychological needs and explain its leadership function through the lens of conversation theory. Without much empirical evidence to draw from, a theoretical argument for how principal support of student psychological needs might influence the features of the teaching and

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Lock, Robyn S., Susan K. Telljohann, and James H. Price. "Characteristics of Elementary School Principals and Their Support for the Physical Education Program." Perceptual and Motor Skills 81, no. 1 (August 1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.

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The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' suppo

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Iaryczower, Matias, and Santiago Oliveros. "Competing for Loyalty: The Dynamics of Rallying Support." American Economic Review 107, no. 10 (October 1, 2017): 2990–3005. http://dx.doi.org/10.1257/aer.20150755.

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We consider a class of dynamic collective action problems in which either a single principal or two competing principals vie for the support of members of a group. We focus on the dynamic problem that emerges when agents negotiate and commit their support to principals sequentially. We show that competition reduces agents' welfare with public goods, or if and only if there are positive externalities on uncommitted agents, and increases agents' welfare with public bads. We apply the model to the study of corporate takeovers, vote buying, and exclusive deals. (JEL D42, D62, D72, D82, G34, H41)

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Castro Silva, José, Lúcia Amante, and José Morgado. "School climate, principal support and collaboration among Portuguese teachers." European Journal of Teacher Education 40, no. 4 (March 13, 2017): 505–20. http://dx.doi.org/10.1080/02619768.2017.1295445.

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18

Valentine, Jerry W., and Michael L. Bowman. "Effective Principal, Effective School: Does Research Support The Assumption?" NASSP Bulletin 75, no. 539 (December 1991): 1–7. http://dx.doi.org/10.1177/019263659107553903.

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19

Beliakov, Sergei. "Principal modeling of technological support for sustainable construction projects." E3S Web of Conferences 258 (2021): 09082. http://dx.doi.org/10.1051/e3sconf/202125809082.

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The rationale for the choice of technological solutions in the framework of construction design is largely interrelated with the effectiveness of solving problems that arise during the stages of the project life cycle. The modeling of the project's technological support is based on a systematic approach, which is a connecting element between various tools and techniques by presenting the project's processes in the context of the life cycle, as well as their mutual correlation with technological solutions. This approach eliminates the adoption of chaotic decisions in the process of project deve

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Huang, Yuxian, Geng Yang, Yahong Xu, and Hao Zhou. "Differential Privacy Principal Component Analysis for Support Vector Machines." Security and Communication Networks 2021 (July 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/5542283.

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In big data era, massive and high-dimensional data is produced at all times, increasing the difficulty of analyzing and protecting data. In this paper, in order to realize dimensionality reduction and privacy protection of data, principal component analysis (PCA) and differential privacy (DP) are combined to handle these data. Moreover, support vector machine (SVM) is used to measure the availability of processed data in our paper. Specifically, we introduced differential privacy mechanisms at different stages of the algorithm PCA-SVM and obtained the algorithms DPPCA-SVM and PCADP-SVM. Both a

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Gibbons, Lynsey Kay, Anne Garrison Wilhelm, and Paul Cobb. "Coordinating Leadership Supports for Teachers’ Instructional Improvement." Journal of School Leadership 29, no. 3 (March 14, 2019): 248–68. http://dx.doi.org/10.1177/1052684619836824.

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Principals and instructional coaches are asked to organize their schools to support teachers’ ongoing professional learning. Prior studies have examined what principals do to support coaches rather than the ways they work together to support instructional improvement. We build on prior studies by examining how principals and coaches coordinate their work to support instructional improvement. To examine coordination, we selected cases in which coaches were or were not successful in interacting with teachers around teaching mathematics. We then analyzed the data within and across each of four ca

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Cummings, Alysa, Judith Lowenhar, and Karin Ciano. "Patient's Name: Principal Rx: Teacher TO Principal." Gifted Child Today Magazine 9, no. 6 (November 1986): 54–56. http://dx.doi.org/10.1177/107621758600900619.

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My principal paid a surprise visit to my g/c/t program last week, clipboard in hand. He wanted to do the yearly unannounced observation. The class was busily watching two students present an independent study project on unexplained phenomena. “Should I come back when you're really teaching?” he asked. Reassured that he was welcome, and that learning was indeed taking place, the principal took a seat at the back of the room. The two g/c/t students commanding center stage continued their presentation of research related to extrasensory perception using a series of handmade transparencies. A look

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23

Sebastian, James, Eric M. Camburn, and James P. Spillane. "Portraits of Principal Practice: Time Allocation and School Principal Work." Educational Administration Quarterly 54, no. 1 (July 18, 2017): 47–84. http://dx.doi.org/10.1177/0013161x17720978.

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Purpose: The purpose of this study was to examine how school principals in urban settings distributed their time working on critical school functions. We also examined who principals worked with and how their time allocation patterns varied by school contextual characteristics. Research Method/Approach: The study was conducted in an urban school district with approximately 50 school principals and utilized self-reported End of Day log data collected at multiple points in between 2005 and 2007. We utilized hierarchical linear models to analyze variation in principals’ time allocation by time (h

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24

Dollarhide, Colette T., Alexanderia T. Smith, and Matthew E. Lemberger. "Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships." Professional School Counseling 10, no. 4 (April 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000409.

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The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

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Boies, Kathleen, and John Fiset. "I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes." Educational Administration Quarterly 55, no. 2 (June 26, 2018): 225–52. http://dx.doi.org/10.1177/0013161x18785869.

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Purpose: Decades of research in educational leadership has extolled the importance of principals in both the effective functioning of teachers and the overall performance of schools. The mechanisms explaining what makes principals effective in the eyes of teachers, however, are not well known. This study builds on prior research to posit that principal effectiveness is the result of their own cognitions, which are translated into specific leadership behaviors directed at teachers, which, in turn, serve to foster trust. Research Methods/Approach: Data came from principals and teachers in 33 Fre

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Evans, Nyaboga Nyagaka, Peterson Ondieki Osero, and Dr Jack Ajowi. "Analysis Of Working Conditions Of Support Staff In Public Secondary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 132–44. http://dx.doi.org/10.31686/ijier.vol3.iss7.403.

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Secondary school support staffs are less satisfied with their posts in general, their contracts and conditions of employment, working arrangements for their post, training and development opportunities available to them are always demoralizing them. Going by the foresaid conditions of work, this study was set to analyze of working conditions of support staff in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design. The specific objective of the study was to: examine the working conditions of the support staff in public secondary schools. The study pop

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Glanz, Jeffrey. "Dilemmas of Assistant Principals in Their Supervisory Role: Reflections of an Assistant Principal." Journal of School Leadership 4, no. 5 (September 1994): 577–90. http://dx.doi.org/10.1177/105268469400400509.

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Attention is focused, in this article, on the dilemmas of the supervisory role and the shift from a bureaucratic to a collegial culture. This article, based on practitioner reflection, provides anecdotal evidence to support the move from a bureaucratic culture to a collegial one. The author documents a basic conflict he has experienced which hindered his ability to function effectively. Specifically, the article explores an unresolved dilemma between the necessity to evaluate and the desire to genuinely assist teachers in the instructional process. This problem, although seemingly intractable,

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Aprilia, Nugraini, Intan Putri Maghfiroh, and Sri Wahyuni. "PRESENTEEISM AMONG ELEMENTARY SCHOOL TEACHER: THE ROLE OF PRINCIPAL SUPPORT." Primary: Jurnal Pendidikan Guru Sekolah Dasar 9, no. 3 (June 27, 2020): 367. http://dx.doi.org/10.33578/jpfkip.v9i3.7891.

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Helness, H., S. Damman, E. Sivertsen, and R. Ugarelli. "Principal component analysis for decision support in integrated water management." Water Supply 19, no. 8 (July 29, 2019): 2256–62. http://dx.doi.org/10.2166/ws.2019.106.

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Abstract A general methodology for holistic sustainability assessment of measures in integrated water management based on principal component analysis (PCA) was developed. Application on data from three cases demonstrated that PCA could be used to rank alternatives, assess differences between groups of alternatives and the main properties responsible for this, and account for the impacts of measures on different dimensions of sustainability. The results demonstrated the general applicability of the method. For all cases a combination of measures/options yielded the most sustainable solution. T

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Yao, Yuan, Yinghu Diao, Ningyun Lu, Junde Lu, and Furong Gao. "Two-Dimensional Dynamic Principal Component Analysis with Autodetermined Support Region." Industrial & Engineering Chemistry Research 48, no. 2 (January 21, 2009): 837–43. http://dx.doi.org/10.1021/ie800825m.

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Peters, April L. "(No) Support for a New Principal in an Urban District." Journal of Cases in Educational Leadership 11, no. 1 (October 16, 2008): 66–72. http://dx.doi.org/10.1177/1555458908319658.

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32

Artemiou, Andreas, and Yuexiao Dong. "Sufficient dimension reduction via principal L$q$ support vector machine." Electronic Journal of Statistics 10, no. 1 (2016): 783–805. http://dx.doi.org/10.1214/16-ejs1122.

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Celoria, Davide, and David Hemphill. "Coaching from the coaches’ perspective: a process-oriented focus." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 72–85. http://dx.doi.org/10.1108/ijmce-12-2012-0079.

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Purpose – The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective. Design/methodology/approach – Six coaches of new principals were interviewed over a one-year period. Through the use of a qualitative, constant-comparative approach, the participants’ voices were used to discover their views. Data analysis employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser and Strauss, 1998; Spradley, 1979). The study took place in the San Francisco Bay Area, a linguistically and ethnically diverse area, in the state of California, USA.

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Pariente, Nirit, and Dorit Tubin. "Novice principal mentoring and professional development." International Journal of Mentoring and Coaching in Education 10, no. 3 (July 14, 2021): 370–86. http://dx.doi.org/10.1108/ijmce-01-2021-0015.

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PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice pr

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Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke, and Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction." Journal of School Leadership 29, no. 1 (January 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.

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Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to profession

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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (February 2, 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.

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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests

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37

Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools." Educational Administration Quarterly 56, no. 1 (April 4, 2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.

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Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how

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Nielsen, Sarah R., and Amanda Taggart. "Which Principal is the Right Principal? Student Achievement, School Finances, and Community Stakeholders." Journal of Cases in Educational Leadership 24, no. 3 (February 11, 2021): 63–74. http://dx.doi.org/10.1177/1555458921993177.

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When a struggling high school may be placed on turnaround status during a bid for a school bond, the district considers replacing a beloved principal with a record of low test scores with an unpopular principal whose record shows increased student achievement. The school board must decide whether to prioritize finances, community support, student achievement, or state-level demands. This case presents many difficult decisions schools and districts are required to make. Key factors discussed in the case include principal turnover, student academic achievement, teacher retention, school culture,

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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it ne

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Malallah, FahadLayth, ZeyadT Sharef, KameranHama Farj, and ZaidAhmed Aljawaryy. "ONLINE HANDWRITTEN SIGNATURE RECOGNITION BY PRINCIPAL COMPONENTS AND SUPPORT VECTOR MACHINE." International Journal of Advanced Research 5, no. 4 (April 30, 2017): 889–93. http://dx.doi.org/10.21474/ijar01/3891.

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MAO, Wentao, Shengjie ZHAO, and Junna ZHANG. "Multi-input-multi-output support vector machine based on principal curve." Journal of Computer Applications 33, no. 5 (October 18, 2013): 1281–84. http://dx.doi.org/10.3724/sp.j.1087.2013.01281.

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Good, Thomas L., and Mary M. McCaslin. "CSR Principal Perceptions of Support from the State Department of Education." Journal of Education for Students Placed at Risk (JESPAR) 10, no. 1 (January 2005): 35–51. http://dx.doi.org/10.1207/s15327671espr1001_3.

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Ngang, Tang Keow, and Lye Phei See. "Principal Support on Teacher Collective Work in Chinese Private Secondary Schools." Procedia - Social and Behavioral Sciences 97 (November 2013): 299–306. http://dx.doi.org/10.1016/j.sbspro.2013.10.237.

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Astuti, Widi, and Adiwijaya. "Support vector machine and principal component analysis for microarray data classification." Journal of Physics: Conference Series 971 (March 2018): 012003. http://dx.doi.org/10.1088/1742-6596/971/1/012003.

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Rasmussen, Einar, and Magnus Gulbrandsen. "Government Support Programmes to Promote Academic Entrepreneurship: A Principal–Agent Perspective." European Planning Studies 20, no. 4 (April 2012): 527–46. http://dx.doi.org/10.1080/09654313.2012.665035.

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46

Li, Bing, Andreas Artemiou, and Lexin Li. "Principal support vector machines for linear and nonlinear sufficient dimension reduction." Annals of Statistics 39, no. 6 (December 2011): 3182–210. http://dx.doi.org/10.1214/11-aos932.

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Filisbino, Tiene A., Gilson A. Giraldi, and Carlos E. Thomaz. "Support vector machine ensembles for discriminant analysis for ranking principal components." Multimedia Tools and Applications 79, no. 35-36 (July 1, 2020): 25277–313. http://dx.doi.org/10.1007/s11042-020-09187-9.

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Novianty, Astri, and Fairuz Azmi. "Sign Language Recognition using Principal Component Analysis and Support Vector Machine." IJAIT (International Journal of Applied Information Technology) 4, no. 01 (March 17, 2021): 49. http://dx.doi.org/10.25124/ijait.v4i01.3015.

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The World Health Organization (WHO) estimates that over five percent of the world's population are hearing-impaired. One of the communication problems that often arise between deaf or speech impaired with normal people is the low level of knowledge and understanding of the deaf or speech impaired's normal sign language in their daily communication. To overcome this problem, we build a sign language recognition system, especially for the Indonesian language. The sign language system for Bahasa Indonesia, called Bisindo, is unique from the others. Our work utilizes two image processing algorithm

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AMIR, MUKERI, and D. P. GAIKWAD. "SUPPORT VECTOR MACHINE AND PRINCIPAL COMPONENT ANALYSIS FOR INTRUSION DETECTION SYSTEM." i-manager’s Journal on Software Engineering 14, no. 3 (2020): 42. http://dx.doi.org/10.26634/jse.14.3.17592.

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50

Giles, Corrie, Lauri Johnson, Sharon Brooks, and Stephen L. Jacobson. "Building Bridges, Building Community: Transformational Leadership in a Challenging Urban Context." Journal of School Leadership 15, no. 5 (September 2005): 519–45. http://dx.doi.org/10.1177/105268460501500503.

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Few empirical studies have been undertaken concerning successful leadership practices within challenging urban schools. Given that much of the school leadership literature relies on principals as the source of evidence for school improvement, this article explores, through multiperspective case study methodology, how one failing urban elementary school has become successful largely as a result of the transformative leadership of the principal. Our findings support more recent school-derived iterations of transformational leadership theory, in which principals stress support, care, trust, parti

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