Principal Leadership in Low-Performing Schools
- 28 December 2011
- journal article
- research article
- Published by SAGE Publications in Education and Urban Society
- Vol. 44 (2) , 183-202
Abstract
This qualitative study of teachers in three low-performing elementary schools in Chicago reveals that transformational leadership behaviors were important to teacher motivation, affecting whether they believed that they could improve student performance as the accountability policy required. The findings suggest that principal leadership is critical to turning around low-performing schools. Implications include developing policies to hire principals with proven track records and increasing the capacity of current principals to ensure that they are able to support and motivate teachers in low-performing schools.Keywords
This publication has 16 references indexed in Scilit:
- Teacher Motivation and School-Based Performance AwardsEducational Administration Quarterly, 2002
- School Leadership and Teachers’ Motivation to Implement Accountability PoliciesEducational Administration Quarterly, 2002
- Expectations, Opportunity, Capacity, and Will: The Four Essential Components of Chicago School ReformEducational Policy, 1999
- The New Accountability1999
- When accountability knocks, will anyone answer?1999
- The Kentucky School-Based Performance Award Program: School-Level EffectsEducational Policy, 1998
- Beyond the Boundaries: Principals, Parents and Communities Shaping the School Environment1996
- Transformational School Leadership1996
- Chapter 5: The Organization of Effective Secondary SchoolsReview of Research in Education, 1993
- Work motivation: Theory and practice.American Psychologist, 1990