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Relevant bibliographies by topics / Teachers Teacher-principal relationships

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Academic literature on the topic 'Teachers Teacher-principal relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teachers Teacher-principal relationships"

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MAHMOOD, AZHAR CH, Irshad Hussain, and Irshad Hussain. "Relationship between teacher empowerment and principal effectiveness at secondary schools level." International Journal of Learning and Teaching 9, no. 4 (2017): 418–24. http://dx.doi.org/10.18844/ijlt.v9i4.2105.

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The continual cycle of education reform movements suggests that there is a need for principals to evaluate and re-define their leadership roles on a continuous basis. The expanded expectations and responsibilities placed on schools have seemingly created a need for school leadership to be shared or distributed among teachers and principals. The purpose of this study was to find out the relationship between teacher empowerment and principal effectiveness in secondary schools of Islamabad. It was correlational study included the collection of quantitative data to obtain greater understanding and

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Syahril, Syahril, and Hadiyanto Hadiyanto. "Improving School Climate for Better Quality Educational Management." Journal of Educational and Learning Studies 1, no. 1 (2018): 16. http://dx.doi.org/10.32698/0182.

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School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others. School climate might influence and determine the success of teaching and learning process at schools. The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment. Based on the studies done in several countries, sch

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Da’as, Rima’a, Chen Schechter, and Mowafaq Qadach. "From principal cognitive complexity to teacher intent to leave." Journal of Educational Administration 58, no. 2 (2019): 227–45. http://dx.doi.org/10.1108/jea-07-2019-0117.

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Purpose The purpose of this paper is to test an innovative model for exploring the direct and indirect relationships between principals’ cognitive complexity (CC), schools’ absorptive capacity (ACAP), a teacher’s affective commitment and a teacher’s intent to leave. Design/methodology/approach Data were collected from a survey of 1,664 teachers at 107 Arab elementary schools, randomly selected from the database of the Israeli educational system. To test the proposed model, multilevel structural equation modeling was conducted. Findings The analysis confirmed that schools’ ACAP and a teacher’s

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Van Maele, Dimitri, and Mieke Van Houtte. "Trust in school: a pathway to inhibit teacher burnout?" Journal of Educational Administration 53, no. 1 (2015): 93–115. http://dx.doi.org/10.1108/jea-02-2014-0018.

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Purpose – The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level trust additionally influences burnout. In doing this, the authors account for other teacher and school characteristics. Design/methodology/approach – The authors use quantitative data gathered during the 2008-2009 school year from 673 teachers across 5

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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (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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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.

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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task object

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Damanik, Enceria, and Jill Aldridge. "Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools." Journal of School Leadership 27, no. 2 (2017): 269–96. http://dx.doi.org/10.1177/105268461702700205.

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This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The re

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Keese, Jeffrey, Mario Sùarez, and Hersh Waxman. "Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership." NASSP Bulletin 104, no. 3 (2020): 202–19. http://dx.doi.org/10.1177/0192636520957745.

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To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the rac

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Suhardi, Eka, Atep Yulia Nugraha, and Soewarto Hardhienata. "IMPROVEMENT OF TEACHER WORK PRODUCTIVITY THROUGH STRENGTHENING COMMITMENT TO PROFESSIONALISM AND SUPERVISION OF SCHOOL PRINCIPALS USING CORRELATIONAL STATISTICAL ANALYSIS AND SITOREM METHODS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 1 (2020): 41–46. http://dx.doi.org/10.33751/jhss.v4i1.1907.

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Teacher work productivity can affect the progress of the quality of learning in schools. From the initial survey, it is seen that the work productivity of teachers, especially private junior high school teachers, has not been as expected, meaning "das sein" has not been like "das sollen". Therefore, the teacher's work productivity is interesting to be studied. The research aims to find an effort to increase teacher work productivity by examining the relationship between other variables with teacher work productivity. The other variables are commitment to the profession and supervision of the p

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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 (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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Dissertations / Theses on the topic "Teachers Teacher-principal relationships"

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Fisher, Rita C. "Teacher perception of male and female principal communication styles /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974627.

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Denton, Eric Matthew. "Teachers' perceptions of how leadership styles and practices of principals influence their job satisfaction and retention." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Flad, Betty Hutchinson. "Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1340.

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The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their s

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Tyler, Janet Patricia. "Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29858.

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This study investigated the development of two high conceptual level (HCL) teachers in supervision conferences, by examining their responses. HCL teachers were studied because the behaviours associated with HCL functioning can be equated with those which research has identified as characteristic of effective teachers. Furthermore, because studies have found that conceptual level fluctuates easily, it seemed important to investigate the conditions under which supervision might be facilitative of high conceptual functioning. Supervision was thought of as a special case of adult cognitive develo

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King, Brad O. "Personal characteristics and level of effectiveness of agriculture teachers /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091936.

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Gooldy, Robin Ray. "A study of inter-rater consistency of teacher evaluations by principals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9318171.

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Flores, Rodríguez Griselda. "Exploring dialectic tensions in teachers' relationships in school settings." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Yip, Heung-ling. "A study of kindergarten principals as mentors for initial teacher education." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574912.

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Luck, Joyce S. "The principal and the unsatisfactory teacher: a field study." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52305.

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A historical overview of the principalship is the story of a position in constant flux, responding continuously to a changing society and the demands that those changes bring to bear on the educational system. If the 1960s and early 1970s can be described as periods of uncertainty for the principalship, the late 1970s and early 1980s can be recognized as the period when the principalship came into its own, as it gained recognition as a key position in the determination of effective schools. Research studies conducted during the 1960s emphasized the need for the principals to assume a leaders

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Lee, Keun Woo. "Teachers' perception of conflict and its relationship to selected outcomes /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008377.

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Books on the topic "Teachers Teacher-principal relationships"

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Lawrence, Shulman, ed. Working with teachers effectively: Communication, relationship, and problem-solving skills for school principals. C.C. Thomas, 1991.

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Igniting teacher leadership: How do I empower my teachers to lead and learn? ASCD, 2015.

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Legault, Janet S. Coping with teacher incompetency: A report of the response of Saskatchewan principals. Research Centre, Saskatchewan School Trustees Association, 1989.

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Angela, Seiders, and Grant Leslie W. 1968-, eds. People first: The school leader's guide to building & cultivating relationships with teachers. Eye On Education, 2008.

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L, Grady Marilyn, and National Association of Elementary School Principals (U.S.), eds. From difficult teachers-- to dynamic teams. Corwin Press, 2009.

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1956-, Zepeda Sally J., ed. The reflective supervisor: A practical guide for educators. Eye on Education, 1997.

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How to deal with teachers who are angry, troubled, exhausted, or just plain confused. Corwin Press, 2005.

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1960-, Whitaker Beth, and Lumpa Dale 1961-, eds. Motivating and inspiring teachers: The educational leaders' guide for building staff morale. 2nd ed. Eye on Education, 2008.

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E, Fox Linda, ed. Quality teaching through professional development. Corwin Press, 1996.

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Krajewski, Robert J. The principal's guide to instruction improvement: Theory to practice. Rowman & Littlefield Education, 2012.

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Book chapters on the topic "Teachers Teacher-principal relationships"

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Georgiou, Maria, and Leonidas Kyriakides. "The Impact of Teacher and Principal Interpersonal Behaviour on Student Learning Outcomes." In Interpersonal Relationships in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_8.

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Meyer, Matthew J., Robert B. Macmillan, Shawn Northfield, and Michael Foley. "Principal Turnover and the Impact on Teacher–Principal Relationships: Mitigating Emerging Values Issues." In Principals in Succession. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1275-1_6.

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Bennett, Peggy D. "Personality preferences." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0034.

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Each of us likely has mild to strong preferences for certain personalities. And those personalities may or may not be similar to our own. Given the sometimes powerful reactions to personalities in schools, it may be worth thinking about them and considering their influence on us. • A teacher relies on sarcastic humor for interacting with teachers and students. Some like the teasing. Others find it offensive. • A teacher is demure and quiet. Some appreciate the calm. Others distrust the lack of responsiveness to co- workers. • A principal is very efficient and responsible in managing school issues, yet teachers and parents feel slighted by an assumed lack of interest in them. • A principal is so generous, affectionate, and outgoing that teachers begin to wish for a strong disciplinarian, rather than a grandparent figure. Whether we are drawn to or repelled by certain personalities, we are likely to face them in schools. And it is to our advantage to both notice our personality preferences and actively coach ourselves to look and behave beyond them, instead of letting them interfere with our teaching or our collegiality. Exuberant personalities. Quiet personalities. Which do you prefer as friends? Which do you prefer as students? All ages of people, from preschool on, could have personalities that repel or ignite our sense of comfort and affinity. This is common, and it is normal. How we act on those feelings, however, can affect the health of our relationships and the effectiveness of our teaching. No matter the level of exuberance or quietness, we would be remiss to gauge expertise, leadership, or friendliness by the magnitude of others’ social behaviors. Plus it can be important for us to notice when our own quietness or liveliness has a dampening effect on our teaching, conversations, and group discussions. Personalities can push us away or draw us near. We benefit when we treat a person (including a student or teacher) openly and kindly regardless of our initial, instinctive, emotional response to that individual’s personality.

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Bennett, Peggy D. "Rankism in schools." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0054.

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“Rankism,” as Fuller describes it, may not be a critical problem in schools. Yet some could benefit from knowing this “ism” and how it can manifest itself and destabilize relationships. As an assertion of superiority, rankism can be subtle or blatant and can serve as a framework to explain some behaviors that feel dominating or oppressive. • A co- worker treats his number of years teaching as license to prevail in making decisions about school practices. • A principal makes a unilateral decision without consulting the teachers it will affect. • Teachers behave with aloofness toward custodial teams and administrative assistants. Though perhaps subtle, each of these three events can send the message “I outrank you. So do what I say.” Imagine a scene where students are leaving your class. As you stand at the door, students file out. You stop Samuel, who has had chronic behavior challenges. “You were much better behaved today, Samuel. I’m proud of your improvement.” The confused when a teacher says, “These are your three friends for this activity.” Others may become resentful and angry. The social milieu of schools is both delicate and sturdy. What might be gained if we help students understand the differences between being a friend and being friendly? How might students benefit from knowing what being a friend means and what being friendly looks like? Rather than telling students (or anyone else) that they are friends, we can encourage them to be friendly. We can let them see where their preferences for friendships take them.

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Zhang, LeChen, and Jalal Nouri. "Assessing K-9 Teachers' Computational Thinking Skills." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch008.

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Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

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Zhang, LeChen, and Jalal Nouri. "Assessing K-9 Teachers' Computational Thinking Skills." In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch023.

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Many national curricula have incorporated computational thinking (CT) into compulsory education. Teacher ability to deliver the revised curriculum determines whether these new skills can be successfully integrated into teaching. Therefore, it is crucial to examine teacher readiness. This study measured Swedish K-9 teacher CT skills through a CT test validated by an expert review panel and a principal component analysis. Additionally, we engaged statistical analyses to examine the relationship between the teachers' background and their CT test scores, as well as their self-reported ability to teach CT. The result demonstrated the teachers' proficiency in different types of CT skills. Another finding revealed that the type of programming language mastered by teachers was associated with both their CT test score and self-reported ability to teach CT. This CT test can support teachers to identify specific areas for professional development and may facilitate the school management to plan teachers' competence training strategically.

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Duyar, Ibrahim, Keri D. Mina, and Jeremy S. Owoh. "Promoting Student Creative Problem-Solving Skills." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7772-0.ch005.

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Creative problem solving has emerged as one of the most sought skill sets by employers. The purpose of this chapter was to comparatively examine the relationships between principal instructional leadership, teacher creative practices, and students' creative problem-solving skills in public and private schools in the United States context. Special attention was given to the relationship patterns between variables for the higher (1st quartile) and lower performing (4th quartile) student populations. The data source was the PISA 2012 data sets. Findings showed that there were similarities and differences between the relationships of study variables in two schooling systems. Findings identified similar and different relationship patters between the study variables in these two distinct school settings. Findings also showed relationship patterns differed for lower and higher achieving student groups in each schooling system.

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Lovat, Terence. "Islamic Education Today and Yesterday." In Global Perspectives on Teaching and Learning Paths in Islamic Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch001.

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The chapter will offer a literature review of principal themes to be found in contemporary and earlier sources concerned with distinctive features of Islamic education. It will be found that, among a number of themes, those concerned with the teacher-student relationship and the holistic balance between intellectual and spiritual/moral ends stand out as dominant. Explicit in much contemporary literature and implicit in some earlier sources lies a critique of Western education as more instrumental and so narrower regarding these two features. The chapter will conclude with a summary of the distinctive contribution that Islamic education can make to a Western education contemporaneously in search of a renewed holism and fortified moral component.

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Martynova, Ivetta. "PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-17.

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The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

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Conference papers on the topic "Teachers Teacher-principal relationships"

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Wullur, Mozes Markus, Johanis Frans Senduk, and Alfonds Andrew Maramis. "Meta-Analysis of Correlational Research about The Relationship between Managerial Capabilities of Principal with Teacher Performance." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.111.

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Reports on the topic "Teachers Teacher-principal relationships"

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Flad, Betty. Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1339.

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