How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

By K. Wahlstrom, Karen Seashore Louis. 2008

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View Paper: https://www.semanticscholar.org/paper/b3b935cd44737e27f7f19220aab4cfcd40980ee9

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Citations in the corpus

Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “The concept of PDM is only one of a wider set of interests pursued by others researching distributed (e.g., Gronn, 2002), shared (e.g., Wahlstrom & Louis, 2008), dispersed (e.g., Ray, Clegg, & Gordon, 2004), or collective (e.g., Leithwood & Mascall, 2008) leadership, all of which describe the…”
Principals' influence on instructional quality: insights from US schools (2010, background): “A national study of leadership and student performance provided an opportunity for Wahlstrom and Seashore Louis ( 2008 ) to investigate influences of principal–teacher relationships on three different measures of classroom instructional practice.”
Toward Conceptual Clarity (2013, result): “…could be distinguished as separate factors (e.g., Bryk, Camburn, & Louis, 1999; Hipp, 2005; Huffman & Hipp, 2003; Visscher & Witziers, 2004; Wahlstrom & Louis, 2008), while in other studies, researchers used a standardized index that represented the sum of separate factors to…”
Authentic leadership and teachers’ voice behaviour: The mediating role of psychological empowerment and moderating role of interpersonal trust (2020, result): “The findings of this study in China could add evidence to the broader international research that increasingly highlights the role of principals’ leadership in initiating the productive involvement of teachers in school improvement (Murphy, 2013; Wahlstrom and Louis, 2008).”
Learning leadership matters (2014, background): “Wahlstrom and Seashore-Louis (2008), in their US national study of teachers and schools, found that the presence of shared leadership (among teachers and their principal) and professional community (reflecting teacher cooperation and collaboration) explains the strength of effective teacher…”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, methodology): “…are incorporated by some authors as sub-dimensions of PLCs, while a range of other scholars have chosen a more delineated concept and have focussed on the interpersonal characteristics, while seeing these other conditions as possible influences (DuFour, 2004; Wahlstrom & Louis, 2008; Wiley, 2001).”
Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “…teacher collaboration in teams or professional learning communities (Gray & Summers, 2015; Rosenholtz, 1989) whereas other studies indicate that teachers working together predict greater efficacy (Goddard et al., 2015; J.C. Lee, Zhang, & Yin, 2011; Moolenaar et al., 2012; Wahlstrom & Louis, 2008).”
Teachers’ capacity for organizational learning: the effects of school culture and context (2016, background): “As early as the 1930s, sociologists suggested that typical school cultures constrain efforts to innovate (Waller, 1932).”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “Teacher beliefs about their ability to have a positive impact on students, as well as their own capacity and opportunities to develop and grow in the job, are influenced by school norms and practices of their leaders (Goddard et al., 2015; Ross and Gray, 2006; Wahlstrom and Louis, 2008).”
Trust and Collaboration in PLC Teams (2015, background): “…studies indicate that principals indirectly affect student achievement through their influence on school organizational conditions, teacher working conditions, instructional quality, and school culture (Marzano, Waters, & McNulty, 2005; Supovitz, Sirinides, & May, 2010; Wahlstrom & Louis, 2008).”
Testing a Conception of How School Leadership Influences Student Learning (2010, background): “Leadership behaviors that support the work of PLCs are presented in the research as “quiet support, rather than bold, visibly transformational action” (Wahlstrom & Louis, 2008, p. 483).”
Mapping teacher collaboration for school success (2021, background): “When schools encourage their pupils to participate in learning processes, school performance improves (Louis et al., 2010; Wahlstrom & Louis, 2008).”
EFL teacher self-efficacy development in professional learning communities (2017, background): “The collaborative nature of PLCs provides opportunities for teachers to share their teaching experience, ask questions about how to teach effectively, and receive feedback from their colleagues (Wahlstrom & Louis, 2008).”