Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies

By Kara S. Finnigan. 2010

135 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/92572f028cdb744140c6144aa67d4201b1dc4790

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Citations in the corpus

Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “Data were gathered during semi-structured interviews designed to understand the kinds of emotional and relational effects leader actions and behaviors have had on teachers, finding an answer to the question: What kinds of leadership practices have been important in helping to produce the best perfor”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Past research shows this to be the case since it evidences the significant role of school leadership in improving teachers’ job commitment, motivation, and academic optimism (Chang 2011; Finnigan 2010; Hulpia and Devos 2010; Leithwood, Harris, and Hopkins 2008; Thoonen et al. 2011).”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “The clear intent of instructional leadership is to improve student learning outcomes by strengthening teachers’ instructional practices (Brown et al., 2004; Finnigan, 2010; Heck and Moriyama, 2010; May and Supovitz, 2011; Robinson et al., 2008).”
Mind the Gap: Organizational Learning and Improvement in an Underperforming Urban System (2012, background): “…schools tend to be turbulent with high staff turnover, multiple and changing reforms, and challenges related to leadership (Daly 2009; Finnigan 2010, 2012; Finnigan and Daly 2010; Finnigan and Stewart 2009), teacher quality (Sunderman et al. 2005), and teacher motivation (Finnigan…”
External mandates and instructional leadership: school leaders as mediating agents (2012, background): “The relationship between leadership and teachers’ sense of efficacy was tested in a recent study of Chicago schools under accountability sanctions (Finnigan, 2010).”