Access the full text.
Sign up today, get DeepDyve free for 14 days.
Rodney Ogawa, Steven Bossert (1995)
Leadership as an Organizational QualityEducational Administration Quarterly, 31
R. Goddard, Megan Tschannen-Moran, W. Hoy (2001)
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary SchoolsThe Elementary School Journal, 102
M. Phillips (1997)
What Makes Schools Effective? A Comparison of the Relationships of Communitarian Climate and Academic Climate to Mathematics Achievement and Attendance During Middle SchoolAmerican Educational Research Journal, 34
Hester Hulpia, G. Devos, H. Keer (2011)
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational CommitmentEducational Administration Quarterly, 47
G. Devos, D. Bouckenooghe (2009)
An Exploratory Study on Principals' Conceptions about Their Role as School LeadersLeadership and Policy in Schools, 8
Ellen Goldring, Jason Huff, Henry May, Eric Camburn (2008)
School context and individual characteristics: what influences principal practice?Journal of Educational Administration, 46
David Quinn (2002)
The impact of principal leadership behaviors on instructional practice and student engagementJournal of Educational Administration, 40
D. Reynolds (1996)
Making Good Schools: Linking School Effectiveness and School Improvement
Gerdy Bruggencate, H. Luyten, J. Scheerens, P. Sleegers (2012)
Modeling the Influence of School Leaders on Student AchievementEducational Administration Quarterly, 48
B. Dressler (2001)
Charter School LeadershipEducation and Urban Society, 33
A. Daly (2010)
Social Network Theory and Educational Change.
J. Davis (1963)
Structural Balance, Mechanical Solidarity, and Interpersonal RelationsAmerican Journal of Sociology, 68
E. Deci, J. Connell, R. Ryan (1989)
Self-determination in a work organization.Journal of Applied Psychology, 74
S. Rosenholtz (1985)
Effective Schools: Interpreting the EvidenceAmerican Journal of Education, 93
V. Lee, Julia Smith (1993)
Effects of School Restructuring on the Achievement and Engagement of Middle-Grade Students.Sociology Of Education, 66
W. Firestone, B. Wilson (1985)
Using Bureaucratic and Cultural Linkages to Improve Instruction: The Principal's ContributionEducational Administration Quarterly, 21
D. Brewer (1993)
Principals and student outcomes: Evidence from U.S. high schoolsEconomics of Education Review, 12
K. Wahlstrom, K. Louis (2008)
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared ResponsibilityEducational Administration Quarterly, 44
R. Maslowski (2006)
A review of inventories for diagnosing school cultureJournal of Educational Administration, 44
A. Brief, H. Weiss (2002)
Organizational behavior: affect in the workplace.Annual review of psychology, 53
K. Leithwood, Lawrence Leonard, L. Sharratt (1998)
Conditions Fostering Organizational Learning in SchoolsEducational Administration Quarterly, 34
Megan Tschannen-Moran (2004)
Trust Matters: Leadership for Successful Schools
Valerie Lee, Julia Smith (1999)
Social Support and Achievement for Young Adolescents in Chicago: The Role of School Academic PressAmerican Educational Research Journal, 36
Megan Tschannen-Moran (2009)
Fostering Teacher Professionalism in SchoolsEducational Administration Quarterly, 45
F. Schoorman, R. Mayer, J. Davis (2007)
An Integrative Model of Organizational Trust: Past, Present, and FutureAcademy of Management Review, 32
Philip Hallinger, Joseph Murphy (1986)
The Social Context of Effective SchoolsAmerican Journal of Education, 94
Philip Hallinger (2003)
Educational Change : reflections on the practice of instructional and transformational leadership
Joel Podolny, James Baron (1997)
Resources and Relationships: Social Networks and Mobility in the WorkplaceAmerican Sociological Review, 62
W. Waller (1965)
The Sociology of Teaching
E. Whitener, S. Brodt, M. Korsgaard, Jon Werner (1998)
Managers as Initiators of Trust: An Exchange Relationship Framework for Understanding Managerial Trustworthy BehaviorAcademy of Management Review, 23
T. Maxwell, A. Thomas (1991)
School Climate and School CultureJournal of Educational Administration, 29
W. Hoy, James Henderson (1983)
Principal Authenticity, School Climate, and Pupil-Control Orientation.Alberta Journal of Educational Research, 29
Philip Hallinger, R. Heck (1996)
Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995Educational Administration Quarterly, 32
A. Littlewood, A. Bryk, V. Lee, P. Holland (1993)
Catholic Schools and the Common GoodBritish Journal of Educational Studies, 42
G. Ikemoto, L. Taliaferro, Ben Fenton, Jacquelyn Davis (2014)
Great Principals at Scale: Creating District Conditions That Enable All Principals to Be Effective.
E. Wenger (1998)
Communities of Practice: Learning, Meaning, and Identity
C. Teddlie, D. Reynolds (1999)
The International Handbook of School Effectiveness Research
W. Hoy, C. Tarter, J. Bliss (1990)
Organizational Climate, School Health, and Effectiveness: A Comparative AnalysisEducational Administration Quarterly, 26
James Sebastian, Elaine Allensworth (2012)
The Influence of Principal Leadership on Classroom Instruction and Student LearningEducational Administration Quarterly, 48
Heather Price (2012)
Principal–Teacher InteractionsEducational Administration Quarterly, 48
D. Krackhardt (1988)
PREDICTING WITH NETWORKS: NONPARAMETRIC MULTIPLE REGRESSION ANALYSIS OF DYADIC DATA *Social Networks, 10
Melinda Moye, Alan Henkin, R. Egley (2005)
Teacher‐principal relationships: Exploring linkages between empowerment and interpersonal trustJournal of Educational Administration, 43
Holly Brower (2000)
A model of relational leadership: The integration of trust and leader–member exchangeLeadership Quarterly, 11
Viviane Robinson, Claire Lloyd, K. Rowe (2008)
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership TypesEducational Administration Quarterly, 44
E. Lawler (1992)
Affective Attachments to Nested Groups: A Choice-Process TheoryAmerican Sociological Review, 57
K. Leithwood, P. Begley, J. Cousins (1990)
The Nature, Causes and Consequences of Principals′ Practices: An Agenda for Future ResearchJournal of Educational Administration, 28
Jixia Yang, K. Mossholder (2010)
Examining the effects of trust in leaders: A bases-and-foci approach☆Leadership Quarterly, 21
N. Moolenaar, A. Daly, P. Sleegers (2010)
Occupying the Principal Position: Examining Relationships Between Transformational Leadership, Social Network Position, and Schools’ Innovative ClimateEducational Administration Quarterly, 46
D. Jantzi, K. Leithwood (1996)
Toward an Explanation of Variation in Teachers' Perceptions of Transformational School LeadershipEducational Administration Quarterly, 32
K. Leithwood, S. Patten, D. Jantzi (2010)
Testing a Conception of How School Leadership Influences Student LearningEducational Administration Quarterly, 46
A. Somech (2005)
Directive Versus Participative Leadership: Two Complementary Approaches to Managing School EffectivenessEducational Administration Quarterly, 41
Suzanne Lease (1998)
Annual Review, 1993–1997: Work Attitudes and OutcomesJournal of Vocational Behavior, 53
C. Anderson (1982)
The Search for School Climate: A Review of the ResearchReview of Educational Research, 52
W. Hoy, John Hannum (1997)
Middle School Climate: An Empirical Assessment of Organizational Health and Student AchievementEducational Administration Quarterly, 33
J. Coleman, T. Hoffer (1987)
Public and Private High Schools: The Impact of Communities
Megan Tschannen-Moran, W. Hoy (2000)
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of TrustReview of Educational Research, 70
E. Durkheim (1996)
FROM THE ELEMENTARY FORMS OF THE RELIGIOUS LIFEThe New Economic Sociology
Adam Perer (2006)
Making sense of social networksCHI '06 Extended Abstracts on Human Factors in Computing Systems
Jianping Shen, J. Leslie, Jessaca Spybrook, Xin Ma (2012)
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04American Educational Research Journal, 49
James Spillane, Kaleen Healey (2010)
Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and MeasuresThe Elementary School Journal, 111
C. Bidwell (1957)
Some Effects of Administrative Behavior: A Study in Role TheoryAdministrative Science Quarterly, 2
R. Heck, Philip Hallinger (2010)
Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects ModelsThe Elementary School Journal, 111
P. Mccloskey (2008)
The Street Stops Here: A Year at a Catholic High School in Harlem
Brian Rowan, S. Raudenbush, Sang-jin Kang (1991)
Organizational Design in High Schools: A Multilevel AnalysisAmerican Journal of Education, 99
S. Printy (2008)
Leadership for Teacher Learning: A Community of Practice PerspectiveEducational Administration Quarterly, 44
Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.
Journal of Educational Administration – Emerald Publishing
Published: Feb 2, 2015
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.