Leadership Behavior of School Principals in Relation to Teacher Stress, Satisfaction, and Performance

Blasé, Joseph; Dedrick, Charles; Strathe, Marlene

doi:10.1002/j.2164-4683.1986.tb00290.x

Cited by 38 publications

(17 citation statements)

References 13 publications

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“…Consequently, even in a declining economy the issue of teacher retention is a critical one for the field of education. Common reasons cited by teachers for leaving the field include: the lack of teacher participation in decision making, minimal career advancement opportunities, low pay, the declining respect accorded to teachers by society, the attitudes of students and parents, inadequacy of administrative support, and the increasingly violent nature of the school environment (Anderson and Iwanicki 1984;Blase, Dederick, and Strathe 1986;Bryne 1998;Farber 1991;Hock 1988). Many of the reasons cited for leaving the profession are also associated with the onset of burnout, a construct that has been linked to attrition (Byrne 1999;Friedman and Farber 1992;Villa and Calvete 2001).…”

Section: Tanya Judd Pucella Is An Assistant Professor Of Education Anmentioning

confidence: 99%

The Impact of National Board Certification on Burnout Levels in Educators

Judd

2011

The Clearing House: A Journal of Educational Strategies, Issues

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Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers-those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions.

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Section: Tanya Judd Pucella Is An Assistant Professor Of Education Anmentioning

confidence: 99%

The Impact of National Board Certification on Burnout Levels in Educators

Judd

2011

The Clearing House: A Journal of Educational Strategies, Issues

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“…Without such reflection, administrators routinely fail to recognize and confront personal values, attitudes, and behaviors that contradict their own espoused theories of effective leadership, and this failure can produce substantial adverse outcomes for individuals and organizations (Argyris, 1990(Argyris, , 1994Bass, 1981). This latter point is especially important in light of countless studies that demonstrate that some school principals typically employ leadership approaches that adversely affect teachers as well as classroom instruction (e.g., Blase et al, 1986;Blase, 1990;Blase & Blase, 1998;Diehl, 1993;Farber, 1991;Malen & Ogawa, 1988;McNeil, 1986); such studies have revealed that, in many cases, principals may not be aware of the consequences of their actions (Adams, 1988, Gunn & Holdaway, 1986High & Achilles, 1986;Reitzug & Cross, 1994). Indeed, few people are without personality characteristics that, in positions of leadership and under various organizational conditions, could result in the mistreatment of others (Ashforth, 1994;Barreca, 1995;Kets de Vries, 1989.…”

Section: Implications For Administrator Preparation and Professional mentioning

confidence: 99%

The Dark Side of School Leadership: Implications for Administrator Preparation

Blasé

Blase

2004

Leadership and Policy in Schools

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“…A number of stress studies have linked elements of principals' leadership style and behavior (e.g. nonsupport, assertiveness) to significant stress and burnout in teachers (Adams, 1988;Barnette, 1990;Blase, 1984;Blase et al, 1986;Diehl, 1993;Dunham, 1984;Dworkin et al, 1990). Micropolitical studies have yielded richer descriptions of some aspects of principal mistreatment; these studies describe, among other things, principal favoritism with regard to appointments, promotions, enforcement of rules, evaluation, and recognition and rewards (Blase, 1988).…”

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confidence: 99%

The phenomenology of principal mistreatment: teachers’ perspectives

Blasé

Blase

2003

Journal of Educational Administration

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.Abstract This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was used to study a sample of 50 US teachers who were subjected to long-term mistreatment from school principals. The authors discuss descriptive, conceptual, and theoretical findings about principals' actions that teachers define as mistreatment. In addition, the inductively derived model briefly looks at the harmful effects of principal mistreatment and abuse on teachers, psychologically/emotionally and physically/physiologically. Implications of study findings are discussed for administrator and teacher preparation, for school district offices, and for further research.When his novels were criticized for their portrayal of darkness and immorality in human relations -in today's parlance they would be called "negative" -Thomas Hardy replied that "to know the best, we must first regard the worst". It is that unwillingness to look at the dark side of the human condition that prevents administrative science from dealing with the heart of administrative problems and also from ascending to the height of human possibility and accomplishment (Thomas Greenfield, cited in Hodgkinson, 1991, p. 7).

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Leadership Behavior of School Principals in Relation to Teacher Stress, Satisfaction, and Performance

Abstract: A study of the relationship between principals' leadership style and teacher stress and satisfaction indicates that teachers' performances are influenced by their perception of principals' behavior.

Cited by 38 publications

References 13 publications

The Impact of National Board Certification on Burnout Levels in Educators

The Impact of National Board Certification on Burnout Levels in Educators

The Dark Side of School Leadership: Implications for Administrator Preparation

The phenomenology of principal mistreatment: teachers’ perspectives

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