Leadership and Individual Principal-Teacher Relationships in Schools

Kerry Barnett · John McCormick

173 citations0/0 files storedEducational Administration Quarterly

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Educational Leadership and Practices Teacher Education and Leadership Studies School Leadership and Teacher Performance

Abstract

Transformational approaches to leadership have increasingly been advocated for schools. Research evidence suggests that the effect of leadership on student learning outcomes is mediated by school conditions such as goals, structure, people, and school culture. Using the combined approach of multilevel analysis and structural modeling, this study investigated the relationships of leadership with school learning culture. Data were collected from a random sample of 373 teachers. The results suggested relationships between leadership and school learning culture did exist, and they highlight the importance of individual principal-teacher relationships in schools.

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References

2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 1993Organizational culture and leadership 1987Leadership and Performance beyond Expectations 1988A social-cognitive approach to motivation and personality.1986Organizational Culture and Leadership 1981Leadership in Organizations 1991A Theory of Goal Setting and Task Performance 1904The Psychological Bulletin

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2010Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies 2011A validation study of the leadership styles of a holistic leadership theoretical framework 2013The Relationship between School Culture and Leadership Practices.2011Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement 2009Origins and Consequences of Schools’ Organizational Culture for Student Achievement 2011The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers

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