ERIC Number: ED137221
Record Type: RIE
Publication Date: 1977-Feb
Reference Count: 0
Administrator Style Effect on Teacher Behavior and Morale. Bibliographies on Educational Topics No. 7.
Pipes, Lana, Ed.
The effect administrator style has on the behavior and morale of teachers is the subject of this bibliography and literature review. It is comprised of three major topical sections: (1) the school as a social system; (2) administrator style; and (3) teacher behavior. Documents in the first section are primarily concerned with two aspects of the school as a social system--the organizational climate and the congruence of role functions and goal perceptions deriving from the organizational structure. The documents in the second section are classified as relating to the administrator's personal leadership style or the instructional leadership influence. Documents in the third section are subdivided according to teacher role perceptions and confrontation and conflict. The entries were selected from the ERIC data file, RESOURCES IN EDUCATION. Several of the documents listed are reviewed in the literature analysis that precedes the bibliography. Abstracts of documents selected are reproduced from the actual computer printout pages. Citations in each topical section appear in chronological order with the most recent accessions first. Most documents are available in microfiche or "hardcopy" and can be ordered from the ERIC Document Reproduction Service. (MM)
Descriptors: Administrator Role, Administrators, Annotated Bibliographies, Citations (References), Interprofessional Relationship, Leadership Styles, Literature Reviews, School Organization, Teacher Administrator Relationship, Teacher Attitudes, Teacher Behavior, Teacher Morale, Teacher Role
ERIC Clearinghouse on Teacher Education, Suite 616, One Dupont Circle, N.W., Washington, D.C. 20036 ($1.40)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.