This study aims to explore whether teachers' voice behavior is triggered by the leadership of the principal or the teachers themselves. Two conceptual frameworks are proposed to guide this research. In addition, the current study analyzes separately two dimensions of teachers' voice behavior, namely, promotive voice and prohibitive voice. Data…

Surrounded by an environment of constantly changing social, technological, and natural conditions, today's schools must dynamically improve and adapt to these conditions in order to survive. In this context, school leaders play an important role as the main drivers of innovation and change in education, trusting their team of teachers, and…

Public education depends on the collaboration of adults to promote the success of the students who are served. Principal-teacher relationships are a necessary part of the overall learning environment established for students to grow and thrive. In an urban educational setting these relationships can be tested, especially in the transitional grades…

One key mechanism through which evaluation facilitates teachers' growth is principals' feedback during teacher evaluation. In this study, we examined the relationship between teachers' perceptions of feedback quality and improvement in their instructional practices. We used student report--a meaningful but rarely used measure--to measure the…

Instructional leadership has become the dominant paradigm in principal preparation and professional learning. In parallel, teacher evaluation has risen in prominence. Using interviews from 84 principals in 23 districts and three states, we asked how teacher evaluation influenced principals' reported priorities and conceptions of instructional…

This quantitative correlational study investigated the relationship between principal leadership styles and teacher psychological empowerment in U.S. public schools, grounded in the Full Range Leadership Model and Psychological Empowerment Theory. Using an associative research design, the study examined the correlation between these key variables.…

This phenomenological qualitative study explores how public school pre-kindergarten teachers in Florida perceive their principals' understanding of early learning standards and developmentally appropriate practices. The problem addressed is that prekindergarten teachers are evaluated by their principals using state-approved evaluation rubrics…

Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner…

Purpose: The purpose of this review was to expand the knowledge base regarding the relationship between principals' leadership styles and teachers' organizational citizenship behaviours drawing on a database of 87 studies. The study utilized four different data sources (WoS, Scopus, ERIC, and Google Scholar). Design/methodology/approach:…

Traditional teacher evaluations -- full-lesson observations, write-ups, and debriefs -- are time-consuming and largely ineffective. As a principal, Kim Marshall found that mini-observations -- short, frequent, unannounced classroom visits, each followed by a face-to-face coaching conversation and brief narrative summary -- actually improved…

The increasing number of teachers leaving the profession has put a serious strain on the education system, and principals have identified various strategies they implement which could impact teacher retention. Prior research indicated that school principals play a crucial role in the retention of teachers by developing a supportive school…

The increasing number of teachers leaving the profession has put a serious strain on the education system, and principals have identified various strategies they implement which could impact teacher retention. Prior research indicated that school principals play a crucial role in the retention of teachers by developing a supportive school…

Purpose: The purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal--teacher conversations support teacher epistemic curiosity for student…

Deriving from the social exchange theory, this study proposes a parallel mediation model where job autonomy and trust in school principal were underlying mechanisms through which transformational leadership affects teacher work performance. I propose that the leader provides job autonomy and builds trust among the teachers, that in turn influences…

This qualitative case study explored the relationship between teachers' trust of their principals and their decisions to implement feedback. Four tenured teachers who teach in a public school district in Pennsylvania participated in the study. Through semi-structured interviews, participants shared their experiences receiving feedback and their…