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The Every Child Succeeds Act of 2015 signaled a shift toward the recognition of the importance of school leadership, reflecting a growing body of literature that demonstrates principals are second only to classroom instruction in supporting student success. This influence is the greatest when principals focus on teaching and learning, or instructional leadership. The ability to focus on instructional leadership requires knowledge, as well as the schema that creates mental models for instructional leadership tasks. This study draws on interviews with principals to examine the relationship between their theory of leadership, which are conceptualized as leadership schema, and their instructional leadership practices. The findings suggest that there are similarities in the instructional leadership tasks undertaken by principals, but that how they engage in tasks is partially determined by their theory of leadership.

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This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacher-student relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, & Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.