NotesFAQContact Us
Search Tips
ERIC Number: ED436817
Record Type: RIE
Publication Date: 1999-Apr
Pages: 10
Abstractor: N/A
Teacher Perceptions of Leadership: How Do They Emerge?
Newton, Rose Mary; Fiene, Jeanne; Wagner, Christopher
This paper reports on a study in which classroom teachers were asked to describe their perceptions of the principalship and to identify factors that influenced the development of their perceptions. Forty-five elementary, middle, and high school teachers, all of whom were enrolled in a course designed to facilitate the transition of teachers from the classroom to the principalship, participated. The teachers' written narratives and use of language were analyzed, using the constructivist theory of knowledge and learning, to identify the teachers' existing perceptions of leadership as exercised by school principals. The results show that the teachers used hierarchical terms to describe the power vested in building principals. The teachers expected principals to manage the school, to foster a culture conducive to learning, to improve student learning, to promote the school's image to the community, and to influence the larger community. Few teachers reported having opportunities to engage in dialogue with principals and some reported that they formed their impressions of principals at an early age. Some of the teachers relied on family values to justify or explain their perceptions. The narratives provided information about factors that influence individual teacher's learning and the processes that teachers use to synthesize information. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A