Facilitating Change in Schools: Is There One Best Style?

Evans, Lynn; Teddlie, Charles

doi:10.1080/0924345950060101

Cited by 21 publications

(13 citation statements)

References 9 publications

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“…Social, emotional, and material support for teachers is important for the successful implementation of policy (Zembylas and Barker 2007). Evans and Teddlie (1995) stated that in effective schools a supporting work environment is created by principals.…”

Section: New Educational Policymentioning

confidence: 99%

The influence of school leadership on teachers’ perception of teacher evaluation policy

Tuytens

Devos

2010

Educational Studies

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The understanding of teachers" perception of new educational policy is crucial since this perception shapes the policy"s implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers" policy perception of new teacher evaluation policy. The conceptualization of teachers" perception consists of three policy characteristics: practicality, need and clarifying function. Our results indicate that school leadership influences teachers" perception of new teacher evaluation policy. More specifically, the structure a school leader provides in a school and the amount of trust teachers have in the school leader, have a significant impact on teachers" perception of the practicality of the new teacher evaluation policy.

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Section: New Educational Policymentioning

confidence: 99%

The influence of school leadership on teachers’ perception of teacher evaluation policy

Tuytens

Devos

2010

Educational Studies

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“…Johnson and Asera (1999) found that high-performing principals created opportunities for teachers to plan and work together regarding instructional issues. In fact, the school schedule was planned around the key instructional needs of the school in an effort to protect critical instructional time (Cotton, 2003;Evans & Teddlie, 1995;Johnson & Asera, 1999). Heck (1993) identified the principal's willingness and ability to promote meaningful discussion around instructional issues as central to their effectiveness as a school leader.…”

Section: Mission and Visionmentioning

confidence: 99%

Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy

Nettles

Herrington

2007

Peabody Journal of Education

108

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“…2. Projects of this sort -based on real problems and conflicts in a given school and requiring of the participants to be transparent about both their daily practices and their theoretical stances -generate all kinds of resistance (Evans and Teddlie, 1995). Our diaries of researcher -consultant, documents produced throughout the six months, and the results of the final questionnaire all leave it quite clear that we as consultants have spent a good deal of time facing and tackling resistance from teachers.…”

Section: Discussionmentioning

confidence: 99%

Fostering Pro Social Behaviour in the Spanish School System: A Whole School Approach

Moreno¹,

Torrego²

1999

Emotional and Behavioural Difficulties

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In this paper two case studies are presented which were part of an EU funded project concerned with the promotion of pro social behaviour in schools. One case study deals with a primary school and the other a secondary school. The purpose of the study was first to gather data on the nature and extent of anti-social behaviour in the case study schools, then to help the school personnel to use the data to develop interventions designed to improve the level of pro-social behaviour. This required the use of a methodology which combined research and consultation skills on the part of the university based researchers, and depended heavily on the development of co-operative and open relationship between the researchers and school personnel The paper provides insight into this research and development process as well as detailing the 10 'realms of solution' in relation to the problem of anti-social behaviour in schools that emerged from the study. IntroductionThis paper presents the analysis of two case studies concerning the promotion of pro-social behaviour in the Spanish school system. It was originally carried out within the context of a larger international project financed by the European Commission (Promotion of pro-social behaviour in kindergarten and school) during 1998. As students' antisocial behaviour is being perceived as a growing source of trouble in European school systems (Mooij, 1997), co-operative international research in this field is increasing (Roland and Munthe, 1989; Smith, 1997; Special issue on school violence of Revista de Educacion, 1997 and of Revue Francaise de Pedagogic 1998); the same goes for projects aiming at the exchange and dissemination of good practice at the international level concerning the promotion of pro-social behaviour in schools. In the case of our international project, research about anti-social phenomena and concrete actions to both prevent and deal with them have gone hand in hand (Mooij et al., 1998).

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Facilitating Change in Schools: Is There One Best Style?

Cited by 21 publications

References 9 publications

The influence of school leadership on teachers’ perception of teacher evaluation policy

The influence of school leadership on teachers’ perception of teacher evaluation policy

Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy

Fostering Pro Social Behaviour in the Spanish School System: A Whole School Approach

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