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Josh Flores; James V. Shuls – Journal of Educational Leadership and Policy Studies, 2024
Prior research has identified five in-school factors that impact teacher retention: positive school culture, supportive administration, strong professional development, mentoring programs, and classroom autonomy. While much of the national attention is focused on state or district-level policies to address the teacher retention crisis, this study…
Descriptors: Leadership, Teacher Persistence, School Culture, Teacher Administrator Relationship
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Toby Greany; Tom Cowhitt; Andy Noyes; Cath Gripton; Georgina Hudson – Journal of Educational Change, 2025
This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning by teachers is associated with improvements in children's outcomes. Most research in this area focuses on evaluating formal…
Descriptors: Equal Education, Educational Quality, Administrative Organization, Outcomes of Education
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Rima'a Da'as – Journal of Research on Leadership Education, 2024
I examined the effect of school leaders' charisma on a teacher's readiness for change mediated through the teacher's perspective-taking--a social cognitive trait of seeing another's viewpoint. Study participants were 1,195 teachers working in 95 state elementary schools in the Israeli public-school system at the outset of a large-scale…
Descriptors: Administrator Characteristics, Teacher Attitudes, Elementary School Teachers, Public Schools
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Ersin Eren Akgöz; Fatih Sahin; Onur Erdogan – International Journal of Educational Management, 2024
Purpose: School principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the…
Descriptors: Educational Environment, Instructional Leadership, Principals, Teacher Administrator Relationship
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Monica Mincu – Prospects, 2024
Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers' autonomy, and pedagogical cultures. Most critical, however,…
Descriptors: Governance, Principals, Individualized Instruction, Teaching Methods
Areej Alfozan – ProQuest LLC, 2022
School principals play an instrumental role in the day-to-day running of schools, and their roles become more critical at times of education reform. The Saudi Ministry of Education (MoE) has been working towards a more decentralized system, whereby school principals have more autonomy. Under the Development Project (Tatweer) launched in 2007,…
Descriptors: Foreign Countries, Females, Principals, Secondary Schools
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White, Landon – BU Journal of Graduate Studies in Education, 2021
School principals are currently looking for ways to enhance their effectiveness as leaders by improving their instructional leadership. As the duties of principals expand, they are no longer the expert on what happens in the classroom and must find new ways to help their teachers grow and improve student learning. Instructional leadership includes…
Descriptors: Principals, Instructional Leadership, Leadership Responsibility, Trust (Psychology)
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Jane Kelly; Judith McKenzie; Brian Watermeyer; Richard Vergunst; Amani Karisa; Chantal Samuels – International Journal of Disability, Development and Education, 2024
Despite a sound policy framework, the right of learners with disabilities in South Africa to inclusive and equitable quality education is not being met. A key reason hindering the realisation of this right is that there are very few teacher education programs focused on supporting learners with disabilities. Acknowledging the urgency of teacher…
Descriptors: Inclusion, Foreign Countries, Equal Education, Sustainable Development
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Yara Yasser Hilal; Waheed Hammad; Mahmut Polatcan – Educational Management Administration & Leadership, 2024
The manner in which perceived principal distributed leadership affects teachers' professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools…
Descriptors: Professional Autonomy, Power Structure, Participative Decision Making, Instructional Leadership
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Papazoglou, Asimina; Koutouzis, Manolis – International Journal of Leadership in Education, 2022
Nowadays, in this rapidly changing environment, organizational learning constitutes a critical component toward school effectiveness. In a transitional period, the Greek nation is going through, as a consequence of a multifaceted and multi-layered crisis, the future of Greece's well-being depends on improving educational performance to boost…
Descriptors: Foreign Countries, Leadership Responsibility, Principals, School Policy
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Alazmi, Ayeshah A.; Hammad, Waheed – Educational Management Administration & Leadership, 2023
Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of…
Descriptors: Trust (Psychology), Faculty Development, Foreign Countries, Instructional Leadership
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Cells, Paticia; Sabina, Lou L.; Touchton, Deb; Shankar-Brown, Rajni; Sabina, Kiara L. – Athens Journal of Education, 2023
Teachers' perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status…
Descriptors: Teacher Persistence, Beginning Teachers, Influences, Faculty Development
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Susanne Francisco; Anette Forssten Seiser; Anette Olin Almqvist – Professional Development in Education, 2024
It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one…
Descriptors: Action Research, Teacher Education, Vocational Education, Teachers
White, Tina Marie – ProQuest LLC, 2023
The current study explored the relationship between principal leadership behaviors and teacher engagement in Texas Title I public charter schools. The current study is quantitative and is a replication of a study by Wilson (2018) done with independent school faculties. The current study explores the principal leadership behaviors of trust,…
Descriptors: Principals, Administrator Behavior, Charter Schools, Educational Legislation
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Valckx, Jasja; Vanderlinde, R.; Devos, G. – Educational Studies, 2020
Professional learning communities (PLCs) are considered ideal contexts for teachers' professional development and school improvement. Therefore, it is necessary to explore the interplay between PLC characteristics (i.e. collective responsibility, reflective dialogue, and deprivatized practice) in secondary school departments, and understand what…
Descriptors: Communities of Practice, Departments, Secondary School Teachers, Transformational Leadership
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