Leadership and Individual Principal-Teacher Relationships in Schools

By Kerry Barnett, John McCormick. 2004

182 citations recorded by the source corpus.

Transformational approaches to leadership have increasingly been advocated for schools. Research evidence suggests that the effect of leadership on student learning outcomes is mediated by school conditions such as goals, structure, people, and school culture. Using the combined approach of multilevel analysis and structural modeling, this study investigated the relationships of leadership with school learning culture. Data were collected from a random sample of 373 teachers. The results suggested relationships between leadership and school learning culture did exist, and they highlight the importance of individual principal-teacher relationships in schools.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/b49001f3fe6acda885d54865ffaea2485f6356f7

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In Education

Citations in the corpus

The Relationship between School Culture and Leadership Practices. (2013, background): “Related literature highlights the importance of the relationship between the leadership and the school culture (Balcı, 2011; Hofstede, 1998; Cotton, 2003; Hargreaves & Fink, 2003; Barnett & McCormick, 2004; Zmuda, Kuklis, & Kline, 2004; Çelikten, 2006).”
Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement (2011, background): “Previous work has supported the implementation of principal instructional leadership strategies to positively influence student achievement (Barnett & McCormick, 2004; Day, 2000; Foster, 2005; Hallinger & Heck, 1998; Hoy, Sweetland, & Smith, 2002; Kelley, Thornton, & Daugherty, 2005; Leithwood &…”
Measurement of Transformational Leadership and its Relationship with Team Cohesion and Performance Level (2009, methodology): “Researchers using the MLQ-5X have found transformational leadership to positively influence individual and group outcomes in business (e.g., Purvanova, Bono, & Dzieweczynski, 2006), the military (e.g., Dvir, Eden, Avolio, Bass, & Shamir, 2002), and education (Barnett & McCormick, 2004).”
The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers (2011, background): “Principal leadership characteristics, such as an ability to encourage feelings of effectiveness and confidence on the part of the faculty are essential in order to maximize teacher impact on the achievement of students (Barnett & McCormick, 2004; Leithwood & Montgomery, 1982).”
Origins and Consequences of Schools’ Organizational Culture for Student Achievement (2009, background): “At the school level, empirical analyses have showed that TL is linked to teachers’ collective self-efficacy (Ross & Gray, 2006) and school average learning culture (Barnet & McCormick, 2004).”
SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS (2006, background): “potential mediator is teacher beliefs about teaching and learning which Barnett and McCormick (2004) found to be correlated with transformational leadership.”
Principal Leadership and Teacher Motivation under High-Stakes Accountability Policies (2010, background): “Some researchers, such as Barnett and McCormick (2004 ) and Hoy et al.”