Search results

1 – 10 of 15
Article
Publication date: 9 May 2008

Jo Blase, Joseph Blase and Fengning Du

This study seeks to identify 172 American elementary, middle, and high school teachers' perceptions of the major sources and intensity of the experience of mistreatment by…

2554

Abstract

Purpose

This study seeks to identify 172 American elementary, middle, and high school teachers' perceptions of the major sources and intensity of the experience of mistreatment by a principal, the effects of such mistreatment, how these perceptions varied by demographic variables, teachers' coping skills, and teachers' perceptions of contributing factors.

Design/methodology/approach

Participants completed a piloted, validated online questionnaire.

Findings

The participants reported experiencing a wide range of abusive principal behaviors that resulted in serious or extensive harmful psychological/emotional, physical/physiological, and work‐related effects to themselves, their work, and their families. An overwhelming majority (77 percent) indicated they would leave their job for another because of the harm caused by the principal's mistreatment. Mistreated teachers typically did not enact problem‐focused coping strategies. Differences were found among teachers of various demographic categories for several variables.

Originality/value

The findings of this current, quantitative study expand the authors' earlier qualitative research on the topic of teacher mistreatment; these are the only studies on this topic completed in the USA. Practical implications and suggestions for future research are included.

Details

Journal of Educational Administration, vol. 46 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 December 1999

Jo Blase and Joseph Blase

Describes the practices, thoughts, and feelings of shared‐governance principals as they confront the challenges of school restructuring. The focus is on the principals…

1815

Abstract

Describes the practices, thoughts, and feelings of shared‐governance principals as they confront the challenges of school restructuring. The focus is on the principals’ perspective on shared governance and democratic schooling; the challenges of becoming involved in collaborative decision making with teachers, parents, and students; and the principals’ own professional growth as they strove to become “one among equals” with their colleagues. The data discussed here were drawn from a qualitative study of principals in nine schools affiliated with Glickman’s League of Professional Schools in Georgia. A protocol of open‐ended interview questions designed by the researchers, according to general guidelines for grounded theory inquiry, provided principals with the opportunity to identify and describe in detail their perspective on shared governance leadership in schools. Inductive analysis of the data generated a description of the implementation of shared governance that includes five salient themes: meanings, becoming involved, letting go of power, supportive processes, and supportive structures. Discusses findings in terms of the relevant empirical and theoretical literature.

Details

Journal of Educational Administration, vol. 37 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 August 2003

Joseph Blase and Jo Blase

This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was…

3104

Abstract

This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was used to study a sample of 50 US teachers who were subjected to long‐term mistreatment from school principals. The authors discuss descriptive, conceptual, and theoretical findings about principals’ actions that teachers define as mistreatment. In addition, the inductively derived model briefly looks at the harmful effects of principal mistreatment and abuse on teachers, psychologically/emotionally and physically/physiologically. Implications of study findings are discussed for administrator and teacher preparation, for school district offices, and for further research.

Details

Journal of Educational Administration, vol. 41 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 May 1997

Joseph Blase and Jo Blase

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense…

2048

Abstract

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

Details

Journal of Educational Administration, vol. 35 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 May 2000

Joseph Blase and Jo Blase

Few studies have directly examined teachers’ perspectives on principals’ everyday instructional leadership characteristics and the impacts of those characteristics on…

18490

Abstract

Few studies have directly examined teachers’ perspectives on principals’ everyday instructional leadership characteristics and the impacts of those characteristics on teachers. In this study, over 800 American teachers responded to an open‐ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what impacts those characteristics had on them. The data revealed two themes (and 11 strategies) of effective instructional leadership: talking with teachers to promote reflection and promoting professional growth.

Details

Journal of Educational Administration, vol. 38 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 20 March 2009

60

Abstract

Details

Journal of Educational Administration, vol. 47 no. 2
Type: Research Article
ISSN: 0957-8234

Content available
Article
Publication date: 21 August 2007

303

Abstract

Details

Journal of Educational Administration, vol. 45 no. 5
Type: Research Article
ISSN: 0957-8234

Content available
Article
Publication date: 1 February 2008

94

Abstract

Details

Journal of Educational Administration, vol. 46 no. 1
Type: Research Article
ISSN: 0957-8234

Content available
Article
Publication date: 22 March 2011

511

Abstract

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 March 1998

Jo‐Ann Harrison

Based on the structural theory of tensions between bureaucratic and professional control, many analyses of recent educational reforms argue that teachers and…

1002

Abstract

Based on the structural theory of tensions between bureaucratic and professional control, many analyses of recent educational reforms argue that teachers and administrators typically adhere to divergent views of governance. Others argue that conflict between administrators and teachers is not inevitable. The degree of competition among professions is affected by the nature of institutional and occupational differentiation and by particular cultural and historical forces in different societies. This study examines the way teachers and principals in a representative sample of Israeli schools view current and preferred control over school curricula in the wake of a decade and a half of decentralization reforms. Our findings show institutional variation in the degree of conflict between the perceptions and preferences of teachers and principals in secondary and elementary schools and major differences in perceptions and preferences by school level. These findings reflect the interplay of occupational segmentation, the functional differentiation of educational institutions, and government policies in Israeli society.

Details

Journal of Educational Administration, vol. 36 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

1 – 10 of 15