Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ916086 - Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ916086
Title:	Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence
Authors:	Printy, Susan M.; Marks, Helen M.; Bowers, Alex J.
Descriptors:	Content Analysis; Transformational Leadership; Instructional Leadership; Principals; Case Studies; Organizational Change; Organizational Climate; Organizational Culture; Organizational Effectiveness; Teacher Administrator Relationship; Institutional Characteristics; Educational Administration; Participative Decision Making
Source:	Journal of School Leadership, v19 n5 p504-532 Sep 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals
Publication Date:	2009-09-00
Pages:	29
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with attention paid to the influence and conditions that activate interdependent relationships and enhance shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers' work differently do not automatically result in the kinds of interactions associated with quality teaching and learning. (Contains 3 notes and 1 figure.)
Abstractor:	As Provided
Reference Count:	42

Note:	N/A
Identifiers:	United States (Northwest); United States (West Coast); United States (Deep South)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1052-6846
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.rowman.com/Page/JSL

Back to Search Results