ERIC Number: EJ800470
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 37
Moral School Building Leadership: Investigating a Praxis for Alternative Route Teacher Retention
Easley, Jacob, II
Journal of Educational Administration, v46 n1 p25-38 2008
Purpose: The purpose of this paper is to identify and explore the factors and conditions of moral leadership that affect the potential for teacher retention among Alternative Route Certification teachers. Design/methodology/approach: Alternative Route Certification teachers participated in a single focus group. Participants' dialogues were recorded and analyzed for themes. These themes were triangulated with external data from a related study. Findings: Not only are Alternative Route Certification teachers drawn to the profession due to their own moral ideals, findings reveal that they are simultaneously responsive to principals' moral leadership. The praxis of moral leadership is expressed through relationships between principals and teachers and is defined by dispositions as well as actions. Three themes from this study define moral leadership as: a respect for teachers as professionals; relationships with teachers; and focusing on the right things. Practical implications: This paper lays out a theoretical framework and low cost implications for the development of a leadership praxis toward sustaining teacher retention, particularly among Alternative Certification Route teachers working in urban schools. Originality/value: Research on Alternative Route Certification teacher retention is underdeveloped, at best. This project adds to this body of research by exploring the specific traits, attitudes, dispositions, and actions that define the moral leadership needed to foster teacher retention.
Descriptors: Urban Schools, Teacher Persistence, Focus Groups, Alternative Teacher Certification, Instructional Leadership, Principals, Moral Values, Leadership Styles, Career Choice, Administrator Role, Teacher Administrator Relationship, Minority Groups, Career Change, Teaching Conditions
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New York