Quality and Stability of School Leadership as Longitudinal Predictors of Teachers' Occupational Health and Stress

• In Event: Addressing Trauma and Promoting Wellness for Students, Teachers, and Leaders

Abstract

Principals play a central role in brokering school resources available to teachers. Through qualitative key informant interviews district-level administrators provided evaluations of the quality and stability of school leadership in Spring 2020. We were interested in how principal ratings would be associated with teacher ratings of their classroom demands, resources, job satisfaction, and perceived levels of instructional support from a district-wide climate survey in Spring 2022, two years into the pandemic. Multi-level models with school characteristics at Level 2 and teacher characteristics and perceptions at Level 1demonstrated that quality of school leadership, but not stability, was associated with teachers’ appraisals of their occupational demands and resources, job satisfaction, and ratings of instructional support in Spring 2022.

Principals, teaching context, stress

Authors

• Richard G. Lambert, University of North Carolina - Charlotte
  Presenting Author

• Christopher J. McCarthy, University of Texas at Austin
  Presenting Author

• Caroline Weppner, University of Texas at Austin
  Presenting Author

• Madison Blaydes, University of Texas at Austin
  Presenting Author

• Jamie Kudlats, University of North Carolina - Charlotte
  Presenting Author

• Haigen Huang, Round Rock Independent School District
  Presenting Author