Download or read book A Study of the Authority Relationship Between Principals and Teachers in Schools written by Suparvadee S. Mitrsomwang and published by . This book was released on 1977 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between the Teacher s Perception of the Bases of Power Used by Selected Secondary Principals and the Management Systems of Their Schools written by Paul Copes and published by . This book was released on 1982 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploratory Study of the Relationship Between the Teacher s Perception of the Bases of Power Used by Selected Elementary Principals the Management Systems of Their Schools and Selected Characteristics of the Principals written by Carol K. Ringrose and published by . This book was released on 1976 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Quantitative Study on the Power Dynamics of the School Principal teacher Relationship written by Tiffany Brown and published by . This book was released on 2021 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: While many of us have learned to recognize the signs/behaviors in personal relationships, abuse in professional workplace relationships has gone largely unexamined. The relationship between the principal, as the boss, and the teacher, as the employee, is an under-researched component of the school workplace community that is important for identifying the behaviors that exist within the "dark side of organizational life" in schools. How do we better prepare teachers for this dark side of the micro-politics of school life? This quantitative study is best described as a survey research study that attempts to examine the relationships between teachers and principals in K-12 public schools. The focus is to examine school teachers' perceptions of the major sources of the experience of mistreatment by a principal both past and present, how often mistreatment occurs, the intensity of the mistreatment, the effects of mistreatment, the identification of teachers' coping skills of such mistreatment, and the determination if perceptions of mistreatment vary by demographic variables in a randomly selected sample. The principal whose interactions with staff undermine these all-important relationships by creating dissociation between teachers' self-confidence and their professional self-image is like the captain drilling a hole in his or her boat. No matter how hard you bail, it is always sinking.
Download or read book Trust in Schools written by Anthony Bryk and published by Russell Sage Foundation. This book was released on 2002-09-05 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
Download or read book The Principalship written by Thomas J. Sergiovanni and published by Allyn & Bacon. This book was released on 2006 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: /*0205457231,Sergiovanni, The Principalship 5e*/The Principalship focuses on how school leadership is based on reflective practice and moral authority. This book continues to emphasize school culture, standards, building community, and providing a moral basis for leadership as a means of navigating through contextual issues and constraints that principals routinely face. This edition aims to inform future principals about the decisions they will make about their practice and how those decisions will affect students and teachers. Extensively updated with new emphasis given to diversity as a part of community building, school character as an important ingredient in school effectiveness, new definitions of school effectiveness, and a new view of the process of change. The book's trademark emphasis on reflective practice is maintained and opportunities for reflection are provided throughout the book. The link between organizational character and school effectiveness is explored and emphasis is given to how organizational character can be established and maintained.
Download or read book Bringing Out the Best in Teachers written by Joseph Blase and published by Corwin Press. This book was released on 2009 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves. New material in this revised edition compares the authors' original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher's-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to use the power of praise, influence others by using expectations and involvement, encourage professional autonomy lead by standing behind, suggest rather than direct, use formal authority positively, ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers."--PUBLISHER'S WEBSITE.
Download or read book The Relationship Between the High School Principal s Use of Power and the Teacher s Self perception of Professionalism written by Travis William Graham and published by . This book was released on 2015 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between the high school principals’ use of power and teacher’s self-perception of professionalism. Seven bases of power were explored during this study: (a) reward power, (b) coercive power, (c) legitimate power, (d) referent power, (e) expert power, (f) information power, and (g) connection power. Four dimensions of professionalism were identified as subscales and were: (a) personal characteristics, (b) commitment to change and continuous improvement, (c) subject and pedagogical knowledge, and (d) activities beyond the classroom. The quantitative study combined two data collection tools, the Power Perception Profile – Perception of Other and the Teacher Professionalism Inventory-Self, to provide opportunity for teachers to describe their current perceptions of their principals’ use of power and their self-perception of professionalism. While no relationships were identified as being statistically significant, findings did suggest that teachers’ self-perception of professionalism was both directly and inversely related to the principals’ use of power. Principals who understand how their use of power grows or hinders their teacher’s sense of professionalism equips them with the necessary tools to foster professional development that is both positive and beneficial to the teachers.
Download or read book International Handbook of Research on Teachers and Teaching written by Lawrence J. Saha and published by Springer Science & Business Media. This book was released on 2009-04-17 with total page 1192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
Download or read book What Great Principals Do Differently written by Todd Whitaker and published by Routledge. This book was released on 2013-10-02 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inspire yourself and others with the second edition of this best-selling book. With heartfelt advice, practical wisdom, and examples from the field, Todd Whitaker explains the qualities and practices that distinguish great principals. New features include: Developing an accurate sense of self Understanding the dynamics of change Dealing with negative or ineffective staff members One of the nation’s leading experts on staff motivation, teacher leadership, and principal effectiveness, Todd Whitaker has written over 20 powerful books for educators of every level. Discover what you can do differently.
Download or read book A Study of Power Relationships Between Principals and Teachers Through Augmentative Practices written by Michael Edwin Matheny and published by . This book was released on 1997 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Use of Power by Middle School and High School Principals and Its Relationship to Teacher Satisfaction with Work and with Principal written by Linda Warren Lymas and published by . This book was released on 1992 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Exercise of Administrative Authority and Responsibility by Pastors in Relationship to Principals in Selected Lutheran Parishes Operating Elementary Parochial Schools written by Richard Henry Engebrecht and published by . This book was released on 1963 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal teacher s Decision making Power Relationship written by Jiangang Xia and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a theoretical controversy in the literature of educational leadership over whether principal-teacher’s power relationship is a zero-sum game or a win-win situation. The zero-sum game theory implies that when teachers gain more power, principals have less, and when teachers have less power, principals gain more. In contrast, the win-win theory suggests that to share power with teachers potentially increases principal’s power as well. There are two issues involved with this controversy: first, researchers debate whether principal-teacher’s power relationship is a win-win situation or zero-sum game, however, the power concept and power relationship were not clearly conceptualized; and, second, both the win-win and zero-sum power relationship theories were often proposed as theoretical hypotheses and philosophically polarized stances, but were rarely examined empirically. Based on a literature review of power theory from political science, sociology, and other disciplines, I re-conceptualized the power and power relationship as follows: I defined power as a dispositional and relational capacity; identified three approaches to exercising power (power-over, power-with, and failure of power exercise), and linked power-with to the win-win situation while connecting power-over with the zero-sum game theory. Based on the re-conceptualization, I determined that the principal-teacher’s power relationship was neither a sharing of nor a fighting for static power between principal and teacher, but rather a dynamic interaction between principal’s and teacher’s power exercise. A principal could exercise his or her power with or over a teacher or a group of teachers, while a teacher or a group of teachers could also exercise power with or over a principal. It is this power-with/power-over option that determines the situation as a win-win situation or a zero-sum game. To empirically examine principal-teacher’s power relationships, the nationally representative Schools and Staffing Survey 2003-04 principal and teacher data was utilized, and the hierarchical linear model method was applied to analyze the data. Principal’s and teacher’s power exercises were measured as their “actual influence” in seven school policy areas that included: (a) setting performance standards, (b) establishing curriculum, (c) determining the content of professional development programs, (d) evaluating teachers, (e) hiring new teachers, (f) setting discipline policy, and (g) deciding how the school budget will be spent. And the principal-teacher’s power relationship was examined through modeling the statistical association between teachers' and principals' actual influences. I found that five policy areas (setting performance standards, establishing curriculum, determining the content of professional development programs, hiring new teachers, and deciding how the school budget will be spent) were characterized by the power-with (or the win-win) relationship, while neither a power-with nor a power-over (or zero-sum) relationship was identified for the areas of evaluating teachers and setting discipline policy. I confirmed that the “win-win situation” or “power-with relationship” exists. Further, I revealed that teacher influences and principal-teacher’s power relationships both vary by decision-making areas. The findings have implications for school practitioners, administrators, educational researchers, and policy makers.
Download or read book Jsl Vol 3 N4 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 1993-07-01 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book A Study of the Exercise of Administravie Authority and Responsibility by Owners in Relationship to Hired Heads principals in Selected Proprietary Day Schools Owned and Operated by African Americans written by Nicholas Stapleton and published by . This book was released on 1999 with total page 720 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research bulletin written by and published by . This book was released on 1927 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
