Effective instructional leadership Teachers' perspectives on how principals promote teaching and learning in schools

By J. Blase. 2000

736 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/4c48f17c9d2713ab5964fca2fca2874938101ad6

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In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “…of the principal in shaping learning opportunities and providing resources, time, encouragement, and monitoring (Banilower et al., 2005; Blasé & Blasé, 2000; Elmore & Burney, 1996; Guskey & Sparks, 1991; Nir & Bogler, 2008; Scribner, 1999); the role of curriculum materials and implementation…”
Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy (2007, background): “Blase and Blase (2000) defined instructional leadership in a series of seven principal behaviors: (a) making suggestions, (b) giving feedback, (c) modeling effective instruction, (d) soliciting opinions, (e) supporting collaboration, (f) providing professional development opportunities, and (g) giv”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “The instructional leadership behaviors of school principals increase the collaboration among teachers and enable teachers to be willing to make efforts for the school (Blase & Blase, 2000).”
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning (2015, background): “For example, Blase and Blase (2000) observed that effective principals focused on connections between both social and professional exchanges.”
The Leadership Teachers Want from Principals: Transformational (2013, background): “…Heck, 1996, 1998), others have provided data from meta-studies (Deal & Peterson, 1990), and still others have approached the issue by attempting to secure first-hand reports using empirical measures (Blase & Blase, 2000; Blase & Kirby, 1992; Hauserman, 2005; Leithwood & Jantzi, 1990, 1999, 2000a).”
Mentoring and Coaching Rural School Leaders: What Do They Need? (2010, background): “Blase and Blase ( 2000 ) identified instructional leadership behaviors in more detail, including making instructional suggestions to teachers, giving feedback, modeling effective instruction, soliciting opinions, supporting collaboration, providing professional development opportunities, and praisin”
Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “…on pupil learning is mostly indirect through school organisational conditions, teacher cognitive and emotional states and their professional learning and classroom practices (Blase and Blase 2000; Heck and Hallinger 2014; Leithwood and Jantzi 2006; Sleegers et al. 2014; Thoonen et al. 2011).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “In fact, the positive influence of PIL and teacher collaboration has been well established in the research over the past two decades (Gumus et al., 2013; Blase and Blase, 2000; Goddard et al., 2015).”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “Many studies have assessed principal leadership in terms of specific leadership models, such as instructional leadership (Blase and Blase, 2000, Goddard et al., 2015, Robinson et al., 2008) or transformational leadership (Liu et al., 2019; Ninković and Knežević-Florić, 2018; Shatzer et al.,…”
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): “Leaders of this type focus on improving the quality of instruction by observing teaching and providing teachers with constructive feedback (Blasé & Blasé, 2000; Glickman et al., 2001) and strive to develop a positive learning climate at school by supplying incentives for effective teaching and…”