Trust in school: a pathway to inhibit teacher burnout?

Maele, Dimitri Van; Houtte, Mieke Van

doi:10.1108/jea-02-2014-0018

Cited by 81 publications

(54 citation statements)

References 72 publications

(180 reference statements)

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“…concerning trust in school but without naming it such, or with-out expanding the concept of instructional/pedagogical leadership (see e.g. [49]).…”

Section: Resultsmentioning

confidence: 99%

Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals

Lahtero

Kuusilehto-Awale²

2015

EDUCATION

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This qualitative research was based on the construct of broad based pedagogical leadership, which comprises not only technical, human and educational (pedagogical) but also symbolic leadership, the meanings interpreted from the principal's ordinary activity by the school community, the web of which is understood as the cultural leadership of the school. The research purpose was to find out newly appointed principals' views on what the most common situations of technical, human and educational (pedagogical) leadership were in their ordinary work and how they could enhance the realization of the pedagogical perspective. The data consisted of the written descriptions of the eighteen participants beginning an in-service training. The responses were analyzed with thematic analysis. The dominance of the technical leadership tasks with routine administration as the most common was the biggest obstacle to advancing the pedagogical perspective. The most common human leadership task was interaction and that of pedagogical leadership was strategic leadership. Human and pedagogical leadership tasks were perceived to be partly overlapping. In contrast to studied international research, the respondents made no mention of leading quality teaching, a quality learning environment or strategic resourcing. The informants did not identify symbolic and cultural leadership components. The findings imply that school based management without an increase in managerial human resource in schools efficiently prevents enhancing pedagogical leadership, perceived as the core task of a principal's ordinary work, that in studying leadership the context always needs to be considered, and that principals' in-service training ought to comprise broad based pedagogical leadership to inculcate the holistic and integrative character of principalship. These issues merit further and comparative research.

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“…concerning trust in school but without naming it such, or with-out expanding the concept of instructional/pedagogical leadership (see e.g. [49]).…”

Section: Resultsmentioning

confidence: 99%

Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals

Lahtero

Kuusilehto-Awale²

2015

EDUCATION

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“…Based upon original definition, exhaustion at school work can be defined as feelings of strain and chronic fatigue caused by overtaxing schoolwork. This study-based emotional tiredness may arise when students work hard without the adequate prerequisites to reach the set objectives and also when the exhaustion continues it may be turn to a clinical problem There are few studies concerning negative school experiences based on exhausting or generally burn out (Van Maele, and Van Houtte, 2015;Kremer, 2016). And also there is little empirical evidence in organizational behaviour literature about the relationship between burnout and optimism (Barkhuizen et al, 2014;Herbert, 2011).…”

Section: Exhaustion At School Work and Career Optimismmentioning

confidence: 99%

An Empirical Investigation Of Career Optimism Among Turkish University Students

Müceldili¹,

Ertosun²,

Erdil³

2017

The European Proceedings of Social and Behavioural Sciences

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With the increasing popularity of positive psychology movement in the literature, optimism has attracted many researchers from a various field; however, career optimism has rarely been indicated in the organizational behaviour and human resource management literature. Career optimism, as a part of career planning attitude, is an important factor for career decision making which is a complex process. Indeed, we know little about what career optimism is, its antecedents and consequence in career decision making process among university students. In this study, we empirically demonstrated the relationship among emotional support, task performance, exhaustion at schoolwork and career optimism. By investigating 324 university students (age between 18 and 21) in Turkey, we found that parental emotional support and perceived task performance influences career optimism positively. We also found that exhaustion at schoolwork does not have a significant effect on career optimism. In this regard, theoretical and managerial implications of the study findings are discussed.

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“…The task, implicitly directing schools as a social change, is also tasked with capturing existing values in society to be implemented into the school system [20], [25]. Even educational institutions / schools are "cultural institutions" that use cultural symbols, which function as "agents of renewal" that introduce the idea of rural development; As well as the center of community learning [20], [26].…”

Section: Introductionmentioning

confidence: 99%

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

Juharyanto¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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This study aims to describe the implementation of the competence of the principal's personality as an agent of change in the school achievement. This research was conducted by using the qualitative approach of the phenomenological type with multi case design. Data collection techniques are conducted through observation, documentation and in-depth interviews. Data were analyzed by: (1) data reduction, (2) data presentation, and (3), conclusion drawing. The resulting findings are among others: (a) expertly communicates vision, mission, and program indicators; (b) able to internalize the values of spiritual integrity and leadership; (c) have a strong desire to develop his knowledge; (d) be opened to all inputs of ideas and aspirations; (e) capable of effective coordination with related parties; and (f) skillfully delegate his leadership duties. Other findings identified were the principal as a risk taker plays a major role for school change and all the elements involved with school/madrasah by applying awareness-based leadership patterns, expectations, and concerns.

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Trust in school: a pathway to inhibit teacher burnout?

Cited by 81 publications

References 72 publications

Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals

Possibility to Engage in Pedagogical Leadership as Experienced by Finnish Newly Appointed Principals

An Empirical Investigation Of Career Optimism Among Turkish University Students

Implementation of Principal Personality Competency as a Change Agent on School Achievement in Remote Area One Roof School

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