Literaturnachweis - Detailanzeige
| Autor/inn/en | Cerni, Tom; Curtis, Guy J.; Colmar, Susan H. |
|---|---|
| Titel | The Cognitive Information-Processing Systems of Leaders and Their Relation to Student Learning Outcomes |
| Quelle | In: Journal of School Leadership, 24 (2014) 2, S.287-310 (24 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Outcomes of Education; Cognitive Processes; Principals; Transformational Leadership; Job Satisfaction; Prediction; Teacher Attitudes; Self Concept; Correlation; Instructional Leadership; Labor Turnover; Teacher Attendance; Administrator Attitudes; Foreign Countries; Administrator Characteristics; Questionnaires; Australia; Multifactor Leadership Questionnaire |
| Abstract | Research has shown that school principals who display transformational leadership are likely to influence organizational commitment and job satisfaction (Koh, 1990), and this in turn is thought to influence student learning outcomes. Based on a sample of experienced educational leaders (n = 88), this study examined if transformational leadership and information-processing systems according to cognitive-experiential self-theory predict teachers' job satisfaction and student learning outcomes. The rational system and constructive elements of the experiential system were found to have a significant positive connection with student learning outcomes. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
