Understanding the Human Side of School Leadership: Principals' Impact on Teachers' Morale, Self-Efficacy, Stress, and Commitment

Autor/in	Lambersky, John
Titel	Understanding the Human Side of School Leadership: Principals' Impact on Teachers' Morale, Self-Efficacy, Stress, and Commitment
Quelle	In: Leadership and Policy in Schools, 15 (2016) 4, S.379-405 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2016.1181188
Schlagwörter	Leadership Role; Morale; Stress Management; Stress Variables; Self Efficacy; Sense of Community; Principals; Administrator Behavior; Affective Behavior; School Support; Job Satisfaction; Teacher Burnout; Semi Structured Interviews; Secondary School Teachers; Teacher Attitudes; Recognition (Achievement); Scheduling; Leadership Styles; Teacher Effectiveness; Foreign Countries; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Moral; Stressmanagement; Stressbewältigung; Self-efficacy; Selbstwirksamkeit; Principal; Schulleiter; Affective disturbance; Active behaviour; Affektive Störung; Schulförderverein; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Soziale Anerkennung; Disposition; Führungsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Qualitative Forschung; Kanada
Abstract	This qualitative study from Ontario, Canada, reveals that principal behaviors shape teacher emotions in important ways, influencing teacher morale, burnout, stress, commitment, and self- and collective efficacy. The findings suggest that principals can influence teacher emotions through several key behaviors: professional respect shown for teacher capability; providing appropriate acknowledgement for teacher commitment, competence, and sacrifice; protecting teachers from damaging experiences like harassment; maintaining a visible presence in the school; allowing teachers' voices to be heard; and communicating a satisfying vision for their school. Implications include greater awareness at the school and system level, as well as appropriate principal training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01