Principal Effect on Organizational Well-Being: Looking at Perceptual Congruence Between Self and Other Ratings

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Teacher and Principal Well-Being: Examining Organizational Stressors, Geography, and Teacher Leadership (Table 19)

Abstract

This study explored how principals and teachers in urban public schools in Alberta, Canada perceived principal influence on organizational well-being and determined the degree of perceptual congruence between principals and teachers. Principals and teachers completed The School Culture Triage Survey (Wagner, 2006), the Teacher Well-being Scale (Collie, 2015), and the Authentic Leadership Questionnaire (Avolio et al., 2007) and open-ended items to document perceptions of organizational well-being and authentic leadership behaviors of principals. Principals were interviewed in schools with high principal-teacher perceptual congruence and reported positive organizational well-being. The results of this study have implications for principal practices to support well-being and develop self-awareness. There is a need for systemic feedback structures that allow principals to develop their external awareness.

Author

• Sherri Humphrys, Edmonton Public Schools