School Leadership in an Urban Context: Complicating Notions of Effective Principal Leadership, Organizational Setting, and Teacher Commitment to Students

Autor/inn/en	Freeman, G. T.; Fields, D.
Titel	School Leadership in an Urban Context: Complicating Notions of Effective Principal Leadership, Organizational Setting, and Teacher Commitment to Students
Quelle	In: International Journal of Leadership in Education, 26 (2023) 2, S.318-338 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freeman, G. T.) ORCID (Fields, D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1818133
Schlagwörter	Leadership; Urban Schools; Teacher Attitudes; Teacher Student Relationship; Principals; Academic Achievement; Student Welfare; Trust (Psychology); Leadership Styles; Elementary School Teachers; Middle School Teachers; High School Teachers; Educational Environment + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Principal; Schulleiter; Schulleistung; Studentenseelsorge; Führungsstil; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The present study, situated in a large urban public school district, explores the relationship of teacher perceptions of principal leadership and teacher commitment to students' academic success and social well-being, as well as whether organizational trust and collective efficacy mediate this association. Structural equation analysis revealed that principal transformational leadership was uniquely associated with organizational trust and efficacy but not with teacher commitment. Transactional leadership behaviors of a principal were directly related to teacher commitment. Findings complicate understandings about the influence of TL on teacher commitment in a district and about conceptions of organizational setting, suggesting that urban school leaders maintaining high performance expectations may foster teacher commitment to students. More significantly, the study highlights the need for further exploration of contingency approaches in understanding leadership within specific school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01