ERIC Number: EJ1111911
Record Type: Journal
Publication Date: 2016
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
Understanding the Human Side of School Leadership: Principals' Impact on Teachers' Morale, Self-Efficacy, Stress, and Commitment
Lambersky, John
Leadership and Policy in Schools, v15 n4 p379-405 2016
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.
Descriptors: 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
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A