Literaturnachweis - Detailanzeige
| Autor/inn/en | Farnsworth, Shane J.; Hallam, Pamela R.; Hilton, Sterling C. |
|---|---|
| Titel | Principal Learning-Centered Leadership and Faculty Trust in the Principal |
| Quelle | In: NASSP Bulletin, 103 (2019) 3, S.209-228 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hallam, Pamela R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0192-6365 |
| DOI | 10.1177/0192636519871624 |
| Schlagwörter | Principals; Administrator Role; Academic Achievement; Trust (Psychology); Teacher Administrator Relationship; Correlation; Instructional Leadership; Educational Quality; Curriculum; Educational Environment; Accountability |
| Abstract | Principals are increasingly held accountable for student achievement. Existing research has found principal leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal, researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Findings indicated that principal learning-centered leadership was significantly and positively related to faculty trust in the principal. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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