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The Hiring Process Matters: The Role of Person-Job and Person-Organization Fit in Teacher Satisfaction
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Ellis, Christina; Skidmore, Susan Troncoso; Combs, Julie P. – Educational Administration Quarterly, 2017
Purpose: Teachers' satisfaction with their jobs has reached the lowest point in 25 years. One contributing factor is when teachers experience information-poor hiring processes and do not obtain an accurate preview of their positions, their person-organization (P-O) fit, and person-job (P-J) fit. Sparked by a renewed focus on the variables that can…
Descriptors: Teacher Attitudes, Job Satisfaction, Personality Theories, Teacher Selection
Teacher Trust in District Administration: A Promising Line of Inquiry
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Adams, Curt M.; Miskell, Ryan C. – Educational Administration Quarterly, 2016
Purpose: We set out in this study to establish a foundation for a line of inquiry around teacher trust in district administration by (1) describing the role of trust in capacity building, (2) conceptualizing trust in district administration, (3) developing a scale to measure teacher trust in district administration, and (4) testing the…
Descriptors: Trust (Psychology), Teacher Administrator Relationship, Inquiry, Capacity Building
Social Networks and Parent Motivational Beliefs: Evidence from an Urban School District
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Curry, Katherine A.; Jean-Marie, Gaëtane; Adams, Curt M. – Educational Administration Quarterly, 2016
Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the…
Descriptors: Parent Attitudes, Motivation, Parent Participation, Social Networks
Professional Learning among School Leaders in Secondary Education: The Impact of Personal and Work Context Factors
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van Veelen, Ruth; Sleegers, Peter J. C.; Endedijk, Maaike D. – Educational Administration Quarterly, 2017
Purpose: School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders' formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn…
Descriptors: Faculty Development, Instructional Leadership, Educational Change, Teacher Improvement
An Exploration of Relationships between Leadership and Student Citizenship Outcomes in Cyprus Middle Schools
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Savvides, Vassos; Pashiardis, Petros – Educational Administration Quarterly, 2016
Purpose: The main purpose of this study was to explore direct and indirect relationships between Leadership and Student Citizenship Outcomes in Cyprus middle schools. In the case of indirect effects the mediating role of School Academic Optimism and Instructional Quality was examined. Method: The specific study adopted a value-added quantitative…
Descriptors: Correlation, Middle School Students, Foreign Countries, Instructional Leadership
The Nature, Meaning, and Measure of Teacher Flow in Elementary Schools: A Test of Rival Hypotheses
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Beard, Karen Stansberry; Hoy, Wayne K. – Educational Administration Quarterly, 2010
Purpose: This inquiry is the first comprehensive, empirical analysis of the nature and measurement of flow in elementary teachers. The clearest sign of flow is the merging of action and awareness, that is, the degree to which an activity becomes spontaneous and automatic and individuals lose conscious awareness of themselves as they perform a task…
Descriptors: Elementary School Teachers, Instruction, Psychological Patterns, Satisfaction
Leadership and Writing: How Principals' Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and Secondary Schools
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McGhee, Marla W.; Lew, Chulsub – Educational Administration Quarterly, 2007
Purpose: This study explored the perceptions of teachers regarding principal support for and understanding of effective writing instruction and whether certain areas of knowledge influence principals' actions and interventions. Research Design: Researchers surveyed teacher participants using the Principal's Support for Writing Instrument and also…
Descriptors: Instructional Leadership, Writing Instruction, Principals, Knowledge Level