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

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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García Torres, Darlene. "Distributed leadership and teacher job satisfaction in Singapore." Journal of Educational Administration 56, no. 1 (2018): 127–42. http://dx.doi.org/10.1108/jea-12-2016-0140.

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Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on rel

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Buenvinida, Lerma P., and Rea G. Tamayo. "School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance." Advances in Social Sciences Research Journal 7, no. 6 (2020): 661–70. http://dx.doi.org/10.14738/assrj.76.8507.

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This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes

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Smylie, Mark A. "Teacher Participation in School Decision Making: Assessing Willingness to Participate." Educational Evaluation and Policy Analysis 14, no. 1 (1992): 53–67. http://dx.doi.org/10.3102/01623737014001053.

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Increasing teacher involvement in school decision making ranks among the most promising educational reform strategies. Yet empirical data about the conditions under which teachers will actually participate, if given the opportunity, are quite limited. This article explores the organizational and psychological antecedents to teachers’ willingness to participate in personnel, curriculum and instruction, staff development, and general administrative decisions. Findings reveal that teachers vary in their willingness to participate in different decisions and that teacher-principal working relations

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Dou, Diya, Geert Devos, and Martin Valcke. "The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment." Educational Management Administration & Leadership 45, no. 6 (2016): 959–77. http://dx.doi.org/10.1177/1741143216653975.

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This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers’ job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers’ outcomes via mediating variables. Multiple-group comparison was used to explore the effect of school autonomy gap in this process. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principa

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Brook, Julia, Robbie MacKay, and Chris Trimmer. "How does a rock musician teach? Examining the pedagogical practices of a self-taught rock musician–educator." Journal of Popular Music Education 3, no. 2 (2019): 203–23. http://dx.doi.org/10.1386/jpme.3.2.203_1.

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This research examines the pedagogical practices of a self-taught musician who teaches music at an elementary school in Canada. Research on the ways that popular musicians teach has shown that many teachers use a combination of informal and formalized structures. We used Personhood theory as a conceptual framework to illuminate how the context and disposition of the musician–teacher informs their pedagogy. These findings demonstrate how context and disposition inform pedagogical practices and the ways that the teacher’s personhood contributes to students’ learning. We collected data through in

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Karaj, Stela, and Elida Rapti. "TEACHER JOB STRESS IN ALBANIA: EXAMINING THE ROLE OF STUDENTS’ CLASSROOM DISRUPTIVE BEHAVIOR AND OTHER FACTORS IN THE SCHOOL CONTEXT." Problems of Education in the 21st Century 54, no. 1 (2013): 14–21. http://dx.doi.org/10.33225/pec/13.54.14.

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The purpose of this study was to determine the impact of the students’ disruptive behavior and other factors in the school context on the teachers’ job stress. For this purpose a survey based descriptive research was conducted with 540 basic education teachers. The instrument used was a structured questionnaire which was comprised of four scales for measuring teacher stress, students’ disruptive behavior, time pressure and workload, relations with school principal and relations with colleagues. Pearson product-moment correlation coefficient was used to determine the direction and the strength

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White, Kelley M. "Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles." Journal of Early Childhood Research 18, no. 3 (2020): 275–86. http://dx.doi.org/10.1177/1476718x20938092.

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Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children’s social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today’s American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-

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Paulsen, Jan Merok, Kjell Brynjulf Hjertø, and Saku Petteri Tihveräinen. "Exploring the moral and distributive levers for teacher empowerment in the Finnish policy culture." International Journal of Educational Management 30, no. 6 (2016): 756–70. http://dx.doi.org/10.1108/ijem-02-2015-0015.

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Purpose – The purpose of this paper is to explore the relationship between school leadership practices and teacher empowerment in the Finnish policy culture. Specifically, moral leadership and distributed leadership enacted by school principals are tested in a simultaneous design as predictor to two distinct yet related aspects of teachers’ sense of empowerment, respectively, in their work domain and their classroom domain. Design/methodology/approach – The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by str

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Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (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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Derrington, Mary Lynne, and James Anthony Martinez. "Exploring Teachers’ Evaluation Perceptions: A Snapshot." NASSP Bulletin 103, no. 1 (2019): 32–50. http://dx.doi.org/10.1177/0192636519830770.

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Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learni

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Ford, Timothy G., Jentre Olsen, Jam Khojasteh, Jordan Ware, and Angela Urick. "The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave." Journal of Educational Administration 57, no. 6 (2019): 615–34. http://dx.doi.org/10.1108/jea-09-2018-0185.

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Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. The purpose of this paper is to explore how leader actions might bring about positive teacher outcomes through meeting teachers’ psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using a sample of over 1,500 teachers from 73 schools in a large, high-poverty, urban Midwestern school district, the authors applied a multilevel path analys

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Hallinger, Philip, Rezvan Hosseingholizadeh, Nooriyah Hashemi, and Masoumeh Kouhsari. "Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran." Educational Management Administration & Leadership 46, no. 5 (2017): 800–819. http://dx.doi.org/10.1177/1741143217700283.

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Although the knowledge base on instructional leadership is quite well developed in Western societies empirical studies have only recently begun to emerge in the developing societies of Asia, Africa and Latin America. The current study was undertaken to fill a gap in leadership research in Iran, where there have been no prior studies of principal instructional leadership (PIL). The current study sought to understand the relationship between principal self-efficacy, instructional leadership, teacher collective efficacy and teacher organizational commitment in Iranian primary schools. Survey data

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Marlinah, Henni. "Pengaruh Kepemimpinan Kepala Sekolah, Kompetensi Guru dan Etos Kerja Guru terhadap Prestasi Belajar Siswa." Wiga : Jurnal Penelitian Ilmu Ekonomi 9, no. 1 (2019): 43–50. http://dx.doi.org/10.30741/wiga.v9i1.400.

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The purposse of this research is to know the influence principal’s leadership, teacher competence and work ethic of teacher toword on student’s learning achievement at SMPN south tangerang city in pamulang district. This hypothesis is made to know that there are positive and significant influence both partially and simultaneously between independent variables with dependent variable. The method used in this research is quantitative. While the sample in this research are the all teachers at SMPN south tangerang city in pamulang district which amounted to 140 people using Slovin sampling techniq

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Rahmat, Abdul, and Zohra Maulana. "MENINGKATKAN KREATIFITAS GURU MENGAJAR MELALUI SUPERVISI AKADEMIK DENGAN TEKNIK KONSELING PERTEMUAN INDIVIDUAL." Psympathic : Jurnal Ilmiah Psikologi 2, no. 1 (2016): 41–56. http://dx.doi.org/10.15575/psy.v2i1.446.

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This research was conducted as an evaluation on cooperative supervision by the principal in increasing teaching creativity at SMAN 1 Tolangohula in Gorontalo with research subject was 16 teachers. Based on the findings of the observation and data analysis a conclusion obtained that increasing of academic supervision by the principal through individualized counseling techniques has improved the quality of teaching creativity. Teacher should optimize their creativity in planning, learning implementation, and interpersonal relationships with students, because those types of creativity are very su

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Brezicha, Kristina F., and Edward J. Fuller. "Building Teachers’ Trust in Principals: Exploring the Effects of the Match Between Teacher and Principal Race/Ethnicity and Gender and Feelings of Trust." Journal of School Leadership 29, no. 1 (2019): 25–53. http://dx.doi.org/10.1177/1052684618825087.

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Trusting relationships play a crucial role in all aspects of school life. This study builds on this understanding by exploring the role gender and race/ethnicity plays in establishing trust between teachers and principals. Utilizing statewide working conditions survey administered in North Carolina, we employ both descriptive and analytic methods to examine the relationship between the racial/ethnic and gender match between teachers and principals and teachers’ trust in their principal. Our analyses indicate that race matters in establishing trust between teachers and principals. We suggest im

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Wenno, Izaak Hendrik. "Effect of Principal Managerial Leadership and Compensation towards Physics Teacher Performance in Senior High School in Baguala District-Ambon." International Education Studies 10, no. 1 (2016): 233. http://dx.doi.org/10.5539/ies.v10n1p233.

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The performance of teachers is an important factor that must be considered in efforts to improve the quality of education. Teacher’s performance is affected by many factors. Factors that affect the performance of teachers are principals’ managerial leadership and compensation. The purpose of this study was to determine the effect of principals’ managerial leadership and compensation to the performance of physical science teachers in senior high schools in the district Baguala Ambon city. This type of research is quantitative design. The instrument was used questionnaire. The variables studied

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Price, Heather. "Weathering fluctuations in teacher commitment: leaders relational failures, with improvement prospects." Journal of Educational Administration 59, no. 4 (2021): 493–513. http://dx.doi.org/10.1108/jea-07-2020-0157.

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PurposeStudies demonstrate the central role of principals in developing and sustaining teacher commitment to their school. Teachers' commitment to their school impacts teaching, learning, innovation and school climate and manifests job satisfaction. Commitment strongly relates to teacher attrition. Attrition is important in the study of school success and failure given its strong predictive link to student learning.Design/methodology/approachThis study thus identifies relational practices of principals who successfully develop and maintain high levels of commitment among their teaching staff c

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McKenzie-Robblee, Sue, and Pam Steeves. "Building Leadership Capacity Among Student Teachers: A Narrative Inquiry Into Relational Continuity in Student Teachers’ Field Placements." LEARNing Landscapes 1, no. 2 (2008): 141–60. http://dx.doi.org/10.36510/learnland.v1i2.260.

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The authors of this paper are two teacher researchers, one situated at the university and one situated as principal of an elementary school. Through narrative inquiry (Clandinin and Connelly, 2000) two main themes of belonging and becoming were illuminated. The work suggests trusting relationships evolving from dialogue sustained over two field placements at the same school offer student teachers the possibilities of connecting their life experiences with their new experiences at the school; a connected knowing that enables them to develop their identifies as beginning teachers.

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Paletta, Angelo, Egle Basyte Ferrari, and Genc Alimehmeti. "How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy." Educational Administration Quarterly 56, no. 1 (2019): 123–73. http://dx.doi.org/10.1177/0013161x19840398.

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Purpose: In Italy, only recently education policy makers have introduced a requirement for schools to implement the processes of self-evaluation, strategic planning and results’ reporting. In this article, we aim to explore how the new leadership approach of school principals in the context of the introduction of the new accountability system is affecting the practices of teachers. Research Method: Using quantitative data from an empirical study focused on the primary and secondary schools involved in a ministerial pilot project “School Evaluation and Development,” (VALES), we employ multileve

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Keedy, John L. "The Twin Engines of School Reform for the 1990s: The School Sites and National Coalitions." Journal of School Leadership 4, no. 1 (1994): 94–111. http://dx.doi.org/10.1177/105268469400400108.

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The school sites and national coalitions are projected as major players in this decade's restructuring efforts to help transform our society from a goods to a knowledge-work economy. As school sites are provided both autonomy and accountability for school improvement and as the need for student self-directed learning becomes more imperative, principal-teacher and teacher-student relationships will be transformed. Due to political, economic, and school-related pressures, principals and teachers will become collegial problem-solvers as school sites function largely as self-administrated units. A

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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.

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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical lin

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Sun, Jingping. "Conceptualizing the critical path linked by teacher commitment." Journal of Educational Administration 53, no. 5 (2015): 597–624. http://dx.doi.org/10.1108/jea-05-2013-0063.

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Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualizati

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Kim, Gi-cheol, and Rachel Gurvitch. "The effect of Sports-based Physical Activity programme on teachers’ relatedness, stress and exercise motivation." Health Education Journal 79, no. 6 (2020): 658–70. http://dx.doi.org/10.1177/0017896920906185.

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Background: Teacher wellness affects teaching performance and students’ academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers’ relatedness, stress and motivation towards physical activity. Method: Middle school teachers ( n = 32) volunteered to participate in the research as programme participants ( n

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Arshavskaya, Ekaterina. "Complexity in mentoring in a pre-service teacher practicum: a case study approach." International Journal of Mentoring and Coaching in Education 5, no. 1 (2016): 2–19. http://dx.doi.org/10.1108/ijmce-07-2015-0021.

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Purpose – Significant effort has been made to support pre-service and novice teacher learning in the K-12 context. Less attention has been paid to promoting pre-service and novice second language teacher learning via collaboration with peers and more expert educators at the university level. In order to facilitate this type of teacher collaboration, a mentoring project was incorporated into the existing practicum of a Master of Arts in Teaching English as a Second Language (ESL) program at a US University. The purpose of this paper is to examine the nature of the mentoring experiences of four

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Goldschmidt, Pete, and Alia Congdon Congdon. "Exploratory Analysis of Teacher Artifacts as Evidence of Educator Effectiveness Implementation Fidelity." Journal of School Administration Research and Development 3, no. 1 (2018): 6–18. http://dx.doi.org/10.32674/jsard.v3i1.1928.

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    We collected artifacts from 42 teachers participating in a statewide educator effectiveness system to examine the fidelity with which the formative components of the system were implemented. Specifical- ly, we collected written feedback from principals to teachers and teacher professional growth goals. We developed indicators of quality for each and examined whether there were relationships between these two indicators as well as with observations. Overall, principal feedback was often aligned with observation scores and the quality was directly related to the numbe

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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.

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Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher pr

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Sri Rosi Antina, Yusrizal Yusrizal, and Nasir Usman. "SUPERVISI AKADEMK KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DI SD NEGERI TADU ATEUH KABUPATEN NAGAN RAYA." Visipena 11, no. 2 (2020): 281–94. http://dx.doi.org/10.46244/visipena.v11i2.1224.

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Academic supervision is a process taken by the principal to improve teacher's ability to manage studies. This study aims to determine the program, implementation, follow-up, supporting factors, and obstacles to the academic supervision of principals in improving teacher's pedagogical competence in Sekolah Dasar Tadu Ateuh, Nagan Raya Regency. This study uses a descriptive method with a qualitative approach. Data collection techniques using interviews, observation, and documentation study. The research subjects were the principal and teachers. Data were analyzed using reduction techniques, pres

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Alshamrani, Mohammed. "The Relationship between Leader Member Exchange, Job Satisfaction and Affective Commitment, Gender-Similarity Roles in the Segregated Work Environment in the Kingdom of Saudi Arabia (KSA)." International Journal of Business and Management 12, no. 5 (2017): 1. http://dx.doi.org/10.5539/ijbm.v12n5p1.

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The purpose of this study is to assess gendered leadership in segregated work environments in the Kingdom of Saudi Arabia, a context in which interactions between the genders is limited. Throughout this study, leader-member exchange (LMX) will be classified as an independent construct, job satisfaction (JS) and affective commitment (AC) will be classified as dependent constructs, and gender similarity status will be classified as a moderator. Since interactions among the genders are uncommon in this context, this study will explore whether leadership relationships are gendered in this environm

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Li, Lijuan, Philip Hallinger, and James Ko. "Principal leadership and school capacity effects on teacher learning in Hong Kong." International Journal of Educational Management 30, no. 1 (2016): 76–100. http://dx.doi.org/10.1108/ijem-03-2014-0035.

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Purpose – Over the past decade, studies of school leadership effects have increasingly aimed at identifying and validating the paths through which principal leadership impacts key teaching and learning processes in schools. A recent meta-analysis by Robinson and colleagues identified principal practices that shape teacher professional development experiences in schools as the highest impact path used by instructional leaders. The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong prima

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Massry-Herzallah, Asmahan, and Khalid Arar. "Gender, school leadership and teachers’ motivations." International Journal of Educational Management 33, no. 6 (2019): 1395–410. http://dx.doi.org/10.1108/ijem-02-2019-0054.

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Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on th

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Duhita, Siti Aulia, Suprapta Suprapta, and Hasriyanti Hasriyanti. "Problematika Guru dalam Pelaksanaan Kurikulum 2013 pada Pembelajaran Geografi." LaGeografia 18, no. 2 (2020): 109. http://dx.doi.org/10.35580/lageografia.v18i2.11942.

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The research aimed to find out: 1) The form of implementing the 2013 curriculum. 2) The teacher's problem in implementing the 2013 curriculum. 3) The efforts made by the teacher to overcome the problem. This research was a qualitative research. The target in this study were 4 senior high schools in Baubau by taking 7 Geography teachers as respondents. Data collection in this study applied observation techniques, in-depth interviews, and documentation, then those were analyzed using qualitative descriptive analysis techniques. The results showed that: 1) The 2013 curriculum used graduate compet

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Kulophas, Dhirapat, and Philip Hallinger. "Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand." Journal of Educational Administration 58, no. 6 (2020): 605–27. http://dx.doi.org/10.1108/jea-12-2019-0222.

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PurposeResearch on school leadership has confirmed that principals influence teacher and student learning by building an “academic-focused ethos” in their schools. In this study, our objective was to examine if and how the learning-centered leadership of principals influenced academic optimism of teachers and the resulting effects on their engagement in professional learning. More specifically, we examined this hypothesized set of leadership effects among teachers and principals in high schools located in Thailand.Design/methodology/approachThe study was conducted with 1,763 teachers and 152 p

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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.

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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The result

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Collins, Kathy S., Ibrahim Duyar, and Carolyn L. Pearson. "Does cultural intelligence matter?" Journal for Multicultural Education 10, no. 4 (2016): 465–88. http://dx.doi.org/10.1108/jme-07-2015-0026.

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Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research desig

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Ericson, David P., and Stacey E. Marlow. "Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators." Journal of School Leadership 6, no. 2 (1996): 120–41. http://dx.doi.org/10.1177/105268469600600202.

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Overlooked in the recent literatures on the enhancement of teacher professionalism and the changing role of school administrators is the task of rooting such newer ideas in a conceptual framework that would underwrite and give much needed coherence to these ideas. Despite redirections of some existing administrator education preparation programs that move away from emphasising “managerial/supervisory” aspects of school administration, the notion of principal, etc., as authoritarian leader is still ubiquitous in educational practice. The literature on teacher “empowerment,” however, suggests th

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Qadach, Mowafaq, Chen Schechter, and Rima’a Da’as. "From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements." Educational Administration Quarterly 56, no. 5 (2020): 736–78. http://dx.doi.org/10.1177/0013161x20907133.

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Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130

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Turan, Zeynep, Levent Durdu, and Yuksel Goktas. "To-friend or not-to-friend with teachers on SNSs: University students' perspectives." Comunicar 28, no. 63 (2020): 87–96. http://dx.doi.org/10.3916/c63-2020-08.

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A large majority of university students use social networking sites (SNS) actively. Nevertheless, there are very limited studies examining students’ perceptions about student-teacher relationships in SNSs comprehensively. The purpose of this research was to investigate university students’ perceptions about interacting with their teachers in SNSs, and to this end an exploratory mixed-methods design was utilised. Qualitative data were collected from 21 students via interviews, and quantitative data from 1,324 students in 19 universities in Turkey via a questionnaire. Content analysis, descripti

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Ardialis, Ardialis. "Application Of Information And Communication Technology In Improving Teacher Performance Competency To Develop Learning Plan At Sd Negeri 08 Pasar Surantih." Jurnal Ilmiah Pendidikan Scholastic 2, no. 2 (2018): 107–19. http://dx.doi.org/10.36057/jips.v2i2.272.

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Basically the task of teachers to educate, teach, train and evaluate students, so that learners can become human beings who can carry out life in harmony with his nature as human beings. related to the task of teachers in evaluating students then teachers should have the skills to teach. It is therefore necessary for the principal's role to motivate teachers to improve their performance and objectives to help teachers clearly see the purpose of education and to achieve the educational goals by fostering and developing better teaching methods and procedures. The purpose of this research is to i

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Malen, Betty, and Rodney T. Ogawa. "Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 251–70. http://dx.doi.org/10.3102/01623737010004251.

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Case studies of site-based governance councils in Salt Lake City, Utah, provided the basis for testing whether building-based councils with broad jurisdiction, formal policymaking authority, parity protections, and training provisions actually enable teachers and parents to exert substantial influence on school policy. Despite the existence of these highly favorable arrangements, teachers and parents did not wield significant influence on significant issues in these decision arenas. Other factors, notably the composition of the councils, the relative power and role orientations of principals a

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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.

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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 pri

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