Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence

By S. Printy, H. Marks, Alex J. Bowers. 2009

186 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/47d5de90497a92ee4a6577ec72789394c3ebcc7c

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In Education

Citations in the corpus

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “…standards for students in the school, established curriculum at school, and determined the content of in-service professional development programs for teachers in school (Hallinger, 2003, 2005; Harris, 2004; Marks & Printy, 2003; Printy et al., 2009; Spillane, Halverson, & Diamond, 2004).”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…highly on TL. Providing supportive evidence for a relatively new line of research supporting the integrated leadership perspective (Li & Liu, 2020; Printy et al., 2010; Urick & Bowers, 2014), our results suggest that those principals who emphasize teaching and learning, in addition to motivating…”
The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning (2016, background): “A few studies have examined the direct relationships between principal and teacher leadership (e.g., Marks and Nance 2007; Marks and Printy 2003; Printy et al. 2009; Supovitz et al. 2010; Youngs and King 2002), but empirical research is limited on how these relationships extend to influence school p”
Rethinking Instructional Leadership, a Review (2013, methodology): “Drawing on existing research that starts to reach this goal (e.g., Mangin & Stoelinga, 2008; Portin et al., 2009; Printy et al., 2009; Spillane & Diamond, 2007) will be imperative as we move forward.”
The Impact of Leadership on Student Outcomes (2016, methodology): “Both “transformational” and “instructional” leadership strategies were, therefore, used in combination, as Printy et al. (2009) would claim, in an “integrated” leadership model.”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, background): “An integrated leadership perspective has been increasingly suggested in this field, indicating that both instructional and transformational leadership should be taken into account (Bush, 2014; Printy et al., 2009).”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “Available research has confirmed that schools likely achieve success when the principal focuses on creating common goals, improving collective capacity, and developing the structure for collaboration through transformational leadership (Allen, et al., 2015; Day et al., 2016; Demir, 2008; Graves et a”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “…and ‘‘relational’’ dimensions of school leadership (e.g. see Li, Hallinger and Ko, in press,; Hallinger and Heck, 2010; Leithwood and Day, 2007; Leithwood et al., 2010b; Marks and Printy, 2003; Printy et al., 2009; Sebastian and Allensworth, 2012; Thoonen et al., 2012; Walker and Ko, 2011).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Direction-Setting practices (a combination of goal setting and communicating high expectations) is one of four categories included in an integrated model (Printy et al., 2010) of effective school leadership developed and refined over the past 15 years by the second author and his”