Literaturnachweis - Detailanzeige
Autor/in | Finnigan, Kara S. |
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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 |
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 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 |