- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
School Leadership for Innovation
Sun, April 14, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 11Session Type: Symposium
Abstract
Both societal and technological change, as well as crisis situations such as pandemic-related school closures and their consequences for student learning, call for continued innovation in schools. In this regard, school leadership and their abilities and beliefs for innovation-related leadership are central. This symposium examines and discusses determinants and effects of school leaders' innovation-related behaviors from different perspectives and countries of the world. Here, the focus is particularly on the self-efficacy of principals and teachers as well as trust in the school leadership of the classified staff.
Sub Unit
Chairs
Papers
Sources of School Leaders’ Innovation-Related Self-Efficacy - Sebastian Röhl, University of Education - Freiburg; Ida Malini Syvertsen, University of Tübingen; Colin Cramer, University of Tuebingen
Predicting Transformational School Leadership in Different School Contexts: Does Work Engagement Make a Difference? - Jasmin Witthöft, Leuphana University - Lueneburg; Marcus Pietsch, Leuphana University - Lueneburg
An Examination of Principal-Perceived Teachers’ Self-Efficacy and Its Relationship to Principal-Perceived Teachers’ Disposition to Innovate - Carmen Montecinos, Universidad Catolica de Valparaiso
Examining the Direct and Indirect Effects of Principal Leadership in Elementary School Students’ Science Achievement - Tingting Reid, Harvard University
Cultivating Innovation Through Responsive Leadership: Considering the Perspectives of Classified Staff - Nicolette van Halem, Universiteit van Amsterdam; Mimi Lockton, University of California - San Diego; David Albert Rodes Trautman, University of California - San Diego; Yi-Hwa Liou, National Taipei University of Education; Alan J. Daly, University of California - San Diego