Principal Leadership in Low-Performing Schools: A Closer Look through the Eyes of Teachers

Autor/in	Finnigan, Kara S.
Titel	Principal Leadership in Low-Performing Schools: A Closer Look through the Eyes of Teachers
Quelle	In: Education and Urban Society, 44 (2012) 2, S.183-202 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124511431570
Schlagwörter	Teacher Motivation; Transformational Leadership; Principals; Qualitative Research; Teacher Behavior; Instructional Leadership; Academic Achievement; Educational Improvement; Student Improvement; Accountability; Educational Policy; School Effectiveness; Low Achievement; Administrator Effectiveness; Teacher Administrator Relationship; Administrator Attitudes; Teacher Attitudes; Educational Change; Educational Legislation; Federal Legislation; Illinois + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Qualitative Forschung; Teacher behaviour; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Politics of education; Bildungspolitik; Schuleffizienz; Unterdurchschnittliche Leistung; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This qualitative study of teachers in three low-performing elementary schools in Chicago reveals that transformational leadership behaviors were important to teacher motivation, affecting whether they believed that they could improve student performance as the accountability policy required. The findings suggest that principal leadership is critical to turning around low-performing schools. Implications include developing policies to hire principals with proven track records and increasing the capacity of current principals to ensure that they are able to support and motivate teachers in low-performing schools. (Contains 2 notes.) (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	2017/4/10