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1 – 10 of 111WAYNE K. HOY, C.J. TARTER and PATRICK FORSYTH
The theoretical and practical significance of the concept of subordinate loyalty to immediate superior is developed, and then, an empirical exploration of administration behavior…
Abstract
The theoretical and practical significance of the concept of subordinate loyalty to immediate superior is developed, and then, an empirical exploration of administration behavior that best predicts subordinate loyalty to elementary and secondary principals is undertaken. Data were collected from the principals and faculties in eighty public schools. Those characteristics of principal behavior accounting for the greatest explanation of loyalty are Thrust, Consideration, Initiating Structure, and Nonauthoritarianism; however, somewhat contrasting profiles emerge in predicting teacher loyalty in elementary and secondary schools. While Initiating Structure of the principal has high value in the secondary schools, it is Consideration, not Initiating Structure, which is most salient in elementary schools.
GEOFFREY B. ISHERWOOD and WAYNE K. HOY
The purpose of this study was to examine teachers' sense of powerlessness within two distinctive school organizational structures. The concept of teacher work values was employed…
Abstract
The purpose of this study was to examine teachers' sense of powerlessness within two distinctive school organizational structures. The concept of teacher work values was employed as an intervening variable in the primary relationship. Definite patterns of teacher sense of powerlessness were uncovered within Authoritarian and within Collegial school bureaucratic structures. In addition, a majority of teachers in Authoritarian schools experienced a greater sense of powerlessness than did their peers in Collegial schools.
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WAYNE K. HOY and BONNIE LEVERETTE BROWN
Effective administrative authority involves willing rather than forced compliance; hence, a major concern of school principals should be to find strategies to increase the zone of…
Abstract
Effective administrative authority involves willing rather than forced compliance; hence, a major concern of school principals should be to find strategies to increase the zone of acceptance among teachers. This research investigates the leadership behavior of principals and the personal characteristics of teachers as both are related to elementary teachers' professional zone of acceptance. Data from 46 elementary schools support the hypothesis that a large professional zone of acceptance for elementary teachers is nurtured by a principal's leadership style that combines both structure and consideration. The personal characteristics of individual teachers, however, were not as strongly related to zone of acceptance as predicted.
The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic…
Abstract
Purpose
The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES).
Design/methodology/approach
The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement.
Findings
Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES.
Originality/value
The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.
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WAYNE K. HOY, RICHARD BLAZOVSKY and WAYNE NEWLAND
Data collected from 41 high schools are used to test a set of hypotheses concerning dimensions of organization and alienation. The results from school organizations are then…
Abstract
Data collected from 41 high schools are used to test a set of hypotheses concerning dimensions of organization and alienation. The results from school organizations are then compared with those of Aiken and Hage for social welfare agencies. Although the relationships between bureaucratic structure and alienation are remarkably similar for secondary schools and social welfare agencies, there are striking differences in their organizational structures. Schools are dramatically more formalized and centralized than welfare agencies; and teachers are significantly more alienated than welfare workers. It is theorized that a bifurcation of professional and administrative domains in schools provides a distinctive organizational structure that reduces the impact of structure on alienation of teachers.
Megan Tschannen‐Moran and Wayne Hoy
The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical…
Abstract
The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.
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Page A. Smith and Wayne K. Hoy
The aim of this study was two‐fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary…
Abstract
Purpose
The aim of this study was two‐fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size.
Design/methodology/approach
Data were collected from 99 urban elementary schools in Texas and multiple regression and factor analyses were used to test a series of hypotheses guiding the inquiry.
Findings
The major hypotheses of the study were supported; academic optimism was a second‐order construct comprised of collective efficacy, faculty trust, and academic optimism. Moreover, academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status.
Practical implications
The results support Bandura's social cognitive theory, Coleman's social capital theory, Hoy and Tarter's work on organizational climate, and demonstrate the existence of a cultural property of schools called academic optimism. Further, the findings have practical implications for developing strategies to improve the academic performance of urban schools.
Originality/value
The findings demonstrate the existence of a new collective construct, academic optimism, which has the potential to help improve the effectiveness of schools.
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Jason H. Wu, Wayne K. Hoy and C. John Tarter
The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective…
Abstract
Purpose
The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective responsibility and enabling school structure, to the model.
Design/methodology/approach
Structural equation modeling was used to test, refine, and expand an organizational path model of student achievement first developed in the USA.
Findings
The proposed organizational model was supported in Taiwan and was consistent with the initial studies done in the USA. Further, two concepts were added to the model, enabling structure and collective responsibility, both of which had significant indirect effects on student achievement through academic optimism. Moreover, the theoretical foundations (efficacy, trust, and academic emphasis) of the latent construct of academic optimism were confirmed again in this sample of schools in Taiwan.
Originality/value
The findings support an organizational model of student achievement, which has application in both the USA and Taiwan. The original model was supported, refined, and extended. Academic optimism is at the center of the model and explains student achievement for all students. Collective responsibility and enabling school structure both predict academic optimism directly and student achievement indirectly.
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Wayne K. Hoy and C. John Tarter
The concept of organizational justice is defined, and, based on a review of the literature, ten principles of organizational justice are elaborated. Similarly, the elements of…
Abstract
The concept of organizational justice is defined, and, based on a review of the literature, ten principles of organizational justice are elaborated. Similarly, the elements of faculty trust are conceptualized and discussed. Then, a model of organizational justice and trust is proposed and tested using path analysis. The results underscore the symbiotic relations between trust and justice. The paper concludes with a few suggestions for future research and recommendations for practice.
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