Written entirely from the teacher's perspective, this document is intended to help practicing and prospective school principals examine what they can do to influence teachers and their performance. It is based on an indepth study of everyday strategies that effective principals use to motivate, influence, and empower teachers. Chapter 1 presents a…

In a recent study, teachers linked use of praise to principals' goals of promoting and reinforcing instructional performance. Teachers viewed praise as a positive, effective influence strategy that helped boost their confidence and pride and enhance feelings of satisfaction and belonging. Only work-related praise was viewed as influential.…

A study of 18 exemplary Georgia principals found that major psychodynamic changes can result from developing a shared-leadership style. There were changes in motivation, role conflict, and use of power. Principals sometimes wondered if they were needed, but most reaped major rewards: satisfaction, pride of accomplishment, and good press. Contains…

This paper reports a portion of the data from a larger study designed to examine the high school principal's influence on the classroom behavior and thinking of teachers. Data were derived from semistructured interviews conducted with a selective sample of 6 principals and 33 teachers in a suburban school district in the southeastern United…

Micropolitics is the use of formal and informal power by groups and individuals to achieve their goals in organizations. Article summarizes findings of study examining 1,200 teachers' perspectives on the everyday strategies that principals use to influence them. Data from 826 teachers describing open and effective principals suggest that such…

Over 800 American teachers responded to an open-ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what influences these characteristics had on them. The data revealed 11 strategies and 2 effective-leadership themes: talking with teachers to promote reflection and promoting…

Twelve hundred teachers answered open-ended questions on the strategies that school principals use to influence them. Data from 836 teachers who described their principals as open and effective suggest that the strategic orientation of effective principals (normative-instrumental leadership) has positive impacts on teacher work involvement.…

A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH)

This book is about exceptionally effective school principals and how they meet the challenges for leadership in a new era of educational reform. It describes the major elements of successful facilitative leadership from the perspectives of teachers. Drawn from a study of highly successful principals affiliated with Carl Glickman's League of…