Key Elements of a Successful School-Based Management Strategy

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The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “Policy makers consider school autonomy a strategy to ensure school accountability, increase student achievement and parental involvement, and improve school effectiveness (Briggs and Wohlstetter, 2003).”
The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment (2009, background): “Furthermore, a consensus on the school goals and the school vision should be reached (Bennett et al., 2003; Briggs & Wohlstetter, 2003; Macbeath, 2005; Mayrowetz, Murphy, Louis, & Smylie, 2007; Oduro, 2004).”
Development and Validation of Scores on the Distributed Leadership Inventory (2009, background): “Next, this leadership team should have a common sense of purpose and a consensus on the school goals (Bennett et al., 2003; Briggs & Wohlstetter, 2003; grubb & Flessa, 2006; Leithwood, Steinbach, & Ryan, 1997; Macbeath, 2005; Neuman & Simmons, 2000).”
Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, background): “In line with this assertion lies the claim that in educational systems the power should be delegated to allow school principals to facilitate teachers’ motivation, satisfaction, and well-being (Blase and Kirby, 2000; Briggs and Wohlstetter, 2003; Leithwood et al., 1999).”