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Administrative practice and high school students' perceptions of their school, teachers and performance

Bill Mulford (Leadership for Learning Research Group, Faculty of Education, University of Tasmania, Hobart, Australia)
Lawrie Kendall (Leadership for Learning Research Group, Faculty of Education, University of Tasmania, Hobart, Australia)
Diana Kendall (Leadership for Learning Research Group, Faculty of Education, University of Tasmania, Hobart, Australia)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 February 2004

2297

Abstract

This article explores the relationship between teachers' perceptions of administrative practice in high schools and students' perceptions of the school, teachers and their own performance. It was found that where decision making is perceived by teachers as collegial, collaborative, co‐operative and consultative and providing adequate opportunities for participation it will be more likely to lead to positive student perceptions about their school and teachers, as well as perceptions about relationships and their own performance, than where decision making is more top‐down, executive or does not foster widespread involvement. Reinforcing these findings it was found that where teachers identify the main sources of stress in their schools as lack of support from management, poor leadership and ineffective decision‐making processes, students are much less favourably disposed towards their teachers or their own engagement and performance. Previously reported results have shown that such inclusive decision‐making practices may not be widespread in high schools.

Keywords

Citation

Mulford, B., Kendall, L. and Kendall, D. (2004), "Administrative practice and high school students' perceptions of their school, teachers and performance", Journal of Educational Administration, Vol. 42 No. 1, pp. 78-97. https://doi.org/10.1108/09578230410517486

Publisher

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Emerald Group Publishing Limited

Copyright © 2004, Emerald Group Publishing Limited

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