Teacher leader works collaboratively with a school administrator to foster a positive school culture that supports students.
“It is important for principals and various faculty groups, i.e. teachers, to work together for mutual support. In addition, the manner in which faculty members worked together as a group significantly influenced student outcomes in schools (Wheelan & Kesselring, 2005). Research exists which concludes that some aspects of school social environment clearly make a difference in the academic achievement of schools (Brookover et. al., 1978).” (Edgerson, 3)
The purpose of this article is to examine the effects and affect of schools maintaining positive and healthy relationships between principals and teachers, and to delineate those factors that facilitate and contribute to student academic success. Consequently, the purpose of the study was threefold: 1) Examining school climate and culture phenomena germane to the development of substantive principal-teacher relationships; 2) Identifying those principal-teacher relational components that foster and affect teacher performance; and 3) Analyzing the overarching effects of the building and maintenance of substantive principal-teacher relationships on student academic achievement.
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 relationships exert the greatest significant influence on willingness to participate across decision areas. Findings also suggest that willingness to participate may turn on reconciling competing professional beliefs and working relationships.
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. The results of this study suggested relationships between leadership and school learning culture do exist, and they highlight the importance of individual principal-teacher relationships in schools.
Increasing our knowledge about what leaders do and how they have an impact on the instructional behaviors of teachers will lead us to a better understanding of how leadership has a direct relationship to improved student achievement. These findings create a clearer picture of teacher-principal and teacher-teacher interactions that support learning and bring us closer to the elusive goal of clarifying the link between leadership and learning.
This paper discusses the eight strategies principals can employ to encourage and support school-based coaches: (1) Collaboratively build and monitor an action plan; (2) Negotiate the relationship; (3) Be available; (4) Provide access to human and fiscal resources; (5) Maintain the focus on instructional leadership; (6) Help maintain balance to avoid overload; (7) Protect the coach’s relationships with peers; and (8) Provide leadership development opportunities. These eight strategies help create a context in which a school-based coach can thrive and help build leadership capacity among all professional staff.
This article presents the findings of an exploratory study of the development of new working relationships between teacher leaders and their principals. This study documents the interests and prerogatives that teacher leaders and principals bring to these new relationships and the strategies that they use to shape these relationships in ways consistent with those interests and prerogatives. The findings raise important issues concerning the principal’s role in teacher leadership development as well as the broader social and normative contexts of schools in which principal-teacher leader work relationships develop and function.
To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)