The Relationship between Behavioural Integrity, Competence, Goodwill, Trustworthiness, and Motivating Language of a Principal

Autor/inn/en	Holmes, William T.; Parker, Michele A.
Titel	The Relationship between Behavioural Integrity, Competence, Goodwill, Trustworthiness, and Motivating Language of a Principal
Quelle	In: School Leadership & Management, 38 (2018) 4, S.435-456 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmes, William T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2018.1430687
Schlagwörter	Correlation; Behavior; Integrity; Competence; Credibility; Principals; Motivation Techniques; Empathy; Teacher Attitudes; Elementary School Teachers; Teacher Surveys; Regression (Statistics); Statistical Significance; Response Rates (Questionnaires); Instructional Leadership; Academic Achievement; Disadvantaged Schools; Urban Schools; Minority Group Students; Administrators; School Administration; Structural Equation Models; Statistical Analysis + Suchen Sie Ihr Suchwort? Korrelation; Integrität; Kompetenz; Glaubwürdigkeit; Principal; Schulleiter; Motivationsförderung; Empathie; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Regression; Regressionsanalyse; Antwortkontrolle; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse
Abstract	Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66-75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01