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The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process.

By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested.

Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support.

Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement.

The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy.

This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.

What factors influence teachers to attribute leadership qualities to some principals and not others? In particular, what accounts for attributions of transformational school leadership? Guided by an information processing perspective to explain teachers’ attributions, answers to these questions were explored through data provided by an achieved sample of 1,253 elementary and secondary teachers from a single large school system. Replicating the framework and design of an earlier study by the same authors, this, as well as the previous study, found that teachers’ leadership attributions were largely explained by alterable rather than unalterable variables.

The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

The main aim of the research is to investigate the relationships among primary school teachers' perceptions on coworker social loafing, organizational justice and task visibility. It is also examined whether teachers' opinions on organizational justice and task visibility are statistically significant predictors of their perceptions on coworker social loafing.

Research was designed by using correlational survey model. The sample of the study consisted of 656 teachers selected by cluster sampling method among primary school teachers working in Eskisehir.

Research results showed that teachers' perceptions on their coworkers' social loafing levels were low, while their perceptions on organizational justice and task visibility were high. Furthermore, it was determined that distributive justice and task visibility predicted 13% of teachers' perceptions about their coworkers' social loafing levels. According to this finding, as teachers' perceptions of distributive justice and task visibility increase, their perceptions about coworker social loafing decrease.

This paper is unique in terms of examining the most probable antecedents of social loafing perceptions according to the literature among teachers which are organizational justice and task visibility together in Turkey context. The facts that social loafing studies are rare and hardly encountered among studies in the field of educational administration distinguish this study and make it appropriate to be published in a journal whose scope includes creation of an environment in which the management of resources provides the most efficient outputs.

The purpose of this study is to determine primary school teachers' perceptions regarding organizational citizenship and organizational justice. The study also aims to determine whether such perceptions vary depending on the variables of gender, field of study and seniority, and whether organizational citizenship behaviors and organizational justice are related.

Data were gathered via a survey instrument that incorporated the “Organizational Citizenship Behavior Scale for Schools” (OCB‐Scale) and the “Organizational Justice Scale” (OJS).

It was found that the teachers had positive perceptions regarding organizational citizenship and organizational justice. Their organizational citizenship perceptions did not vary according to gender, field of study and seniority, whereas their organizational justice perceptions varied according to seniority, but not gender and field of study. There was a moderate positive relationship between the teachers' organizational citizenship and organizational justice perceptions.

The study is limited to the perceptions of primary school teachers.

The findings of this research provide particular information for Turkish policy makers concerned with school administration as well as insights that may be relevant to similar studies internationally.

The study of organizational citizenship and organizational justice in schools adds to a relatively limited literature on this theme.

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception) affect teacher performance (in-role performance and organizational citizenship behavior (OCB)).

The research hypothesis holds that the leadership style (transformational or transactional) has a direct and indirect effect on teacher performance (through occupation perception). These hypotheses have been tested on data collected from 630 Arab Israeli teachers.

Teachers’ in-role performance increases as they perceive their principals’ leadership style as more transformational and less transactional. In addition, the results reveal that the effect of transformational principals’ leadership style on OCB is expressed only by indirect effect (through occupational perception).

The results of the study contribute to the understanding of the way leadership style and performance interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

The purpose of this paper is to explore how perceptions of risk influenced teachers’ sensemaking and actions during a professional learning and development (PLD) initiative where teachers were expected to change their practices.

A risk perception lens, focussed on uncertainty, was used to capture the on-going experiences of teachers as they participated in PLD. The PLD, delivered by one organisation, focussed on developing teacher use and understanding of formative assessment practices. Data for this three-school qualitative exploratory case study of teachers’ perceptions of risk primarily utilised qualitative interviews.

Findings identified that teachers perceived risk and experienced feelings of vulnerability as a result of their on-going assessment and evaluation of the uncertainty in the professional learning context. The perceived risk informed teachers’ responses and actions, ultimately impacting on teachers’ learning.

The risk perception process model developed from the findings and conceptual framework provides a tool for educators to navigate and reduce perceived risk and enhance learning in change.

This research advances the conceptualisation of perceived risk in PLD. It challenges the current concept of teachers’ resistance and instead considers the role of their perceptions of risk, broadening the understanding of responses to educational change.

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB.

The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers.

The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB.

The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

While school leadership literature has searched for practices with the largest effect on outcomes, we know little about how these behaviors vary by context. Further, recent shifts to include teachers in leadership have prompted a need for purposeful distinction between teacher and principal perceptions and roles. Person-centered statistics offer a means to study differences in how teachers and principals perceive leadership by context, how these perceptions interact, and the extent to which this interaction influences teacher decisions, such as whether or not to remain at their current school. The paper aims to discuss these issues.

This study applies a two-level latent class analysis (LCA) with a cross-level interaction to the 1999-2000 Schools and Staffing Survey (SASS), n=35,560 teachers across n=7,310 US public schools. SASS includes a comprehensive set of leadership measures, not found in other surveys, collected when US schools restructured to include teachers in leadership. Multilevel LCA helps to identify different types of teachers and principals in leadership, the distribution of teacher types across principal types and to test the extent that these types predict teacher retention decisions.

Teacher and principal types were best defined by the survey items that addressed their own role not the role of the other. The highest and lowest responding teacher types were evenly distributed across principal types. Teacher types who reported the lowest principal-directed leadership were more likely to leave their school regardless of principal type.

This study provides evidence for how leadership differs across perceptions and context and, in turn, influences teacher retention.

This research treated the secondary school teachers as the research scale and the research targets included the following: secondary school (employ unit), center of teacher education, and qualified teachers. In terms of these three groups of people, the topics of exploration focused on the perception of suitable teachers, perception of evaluation standard during the process of teacher examination and the relationship among teacher examination systems. The research was managed by two phases: the first phase referred to literature reorganization, expert interview, the qualities and conditions of suitable teachers, important evaluation standard during the process of teacher examination and teacher examination system used; the second phase included questionnaire survey, employ school acquisition, the perception of centers of teacher education and qualified teachers toward the suitability condition and examination evaluation standard in the first phase and teacher examination system used. This research found out that as to the perception of suitable teachers, through data collection, there were six factors reorganized. The levels of their importance were as follows: education devotion, teaching capacity, class management, capacity to guide special students, capacity to communicate with the parents and the will to undertake administrative works. Noticeably, employee unit and centers of teacher education apparently valued class management more, compared with trained teachers; as to evaluation standard of examination, the analytical result found out that the perception of three groups were different in terms of the views toward educational works, written examination data, candidate’s age, club experience at school and capacity to use multimedia support teaching materials. This research further proposed six suggestions for centers of teacher education and trained teachers: (1) employ schools considerably valued educational devotion; (2) trained teachers tended to neglect the importance of class management; (3) employee unit considerably cared about the new teachers’ competence to use multimedia support teaching materials; however, trained teachers did not have the same view; (4) employee unit considerably cared about new teachers’ views toward educational works as well as the candidates’ ages; (5) generally speaking, trained teachers neglected the importance of club experience at school; (6) the data revealed that written examination data was not relatively important in terms of teacher examination