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ERIC Number: ED341165
Record Type: RIE
Publication Date: 1991-Dec
Pages: 156
Abstractor: N/A
ISBN: ISBN-0-8039-6010-7
Bringing Out the Best in Teachers: What Effective Principals Do.
Blase, Joseph; Kirby, Peggy C.
Written entirely from the teacher's perspective, this document is intended to help practicing and prospective school principals examine what they can do to influence teachers and their performance. It is based on an indepth study of everyday strategies that effective principals use to motivate, influence, and empower teachers. Chapter 1 presents a brief overview of research on the principalship and a description of the research methods employed. Chapters 2 and 3 focus on the importance of praise, and how principals articulate expectations to effect changes in teacher thinking and behavior. Chapter 4 examines the many ways principals involve teachers in noninstructional and instructional decisions. Chapter 5 describes how principals are able to enhance teacher's development by extending autonomy to teachers. Strategies, including the use of rewards and principal support, are discussed in chapter 6. Chapter 7 addresses subtle and indirect strategies such as giving advice, providing opportunities for professional development, and distributing professional literature. The consequences of employing formal authority to ensure teacher compliance is considered in chapter 8. Chapter 9 discusses the significance of three personality characteristics (consideration, optimism, and honesty) and highlights two strategies (modeling and visibility). The final chapter challenges the reader to consider the applicability of the leadership strategies discussed herein for school restructuring. Each chapter conclusion contains references and a set of recommendations based on successful experience. (LAP)
Corwin Press, Inc., 2455 Teller Road, Newbury Park, CA 91320 ($18.00).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A