Responsible Leadership: How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale

• In Event: School Principals' Competency, Efficacy, and Practices

Abstract

Instructional leadership and transformational leadership have dominated the literature with calls for integration since 2003. Building on integration efforts, this study sought to better understand the complex relationships between principal practices, teacher effectiveness and teacher morale. 241 studies produced between 1978-2008 were modeled in a unique integration framework synthesizing principal effects for student achievement and teacher morale. An online survey was utilized to collect data from a snowball sample of middle school teachers. The study compared teacher perspectives on principal practices, teacher effectiveness and teacher morale in low and high poverty middle schools in California. Second, this study analyzed the relationships between twelve leadership dimensions and five teacher outcomes. Results provide insight to principals and direction for future research.

Author

• David G. Grant, University of Redlands