Caring Leadership in Schools: Findings from Exploratory Analyses

Autor/inn/en	Louis, Karen Seashore; Murphy, Joseph; Smylie, Mark
Titel	Caring Leadership in Schools: Findings from Exploratory Analyses
Quelle	In: Educational Administration Quarterly, 52 (2016) 2, S.310-348 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X15627678
Schlagwörter	Caring; Leadership; Principals; Teacher Surveys; Leadership Styles; Teacher Responsibility; Academic Achievement; Interpersonal Relationship; Regression (Statistics); Structural Equation Models + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Führung; Führungsposition; Principal; Schulleiter; Führungsstil; Lehrverpflichtung; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Regression; Regressionsanalyse
Abstract	Purpose: This article (1) analyzes and synthesizes literatures from philosophy and education to propose a conceptual framework for caring in schools and caring school leadership and (2) reports the results of an exploratory analysis of the relationship of caring principal leadership to school-level supports for student academic learning. Conceptual Framework: This conceptual framework defines caring as a quality of social relationships with several core elements: attentiveness and authentic knowledge of others, motivational displacement, situationality, mutuality, and authenticity. Characteristics of relationships and organizational conditions that enable caring and caring leadership are proposed. Research Design: The empirical analysis employs a survey of teachers in 134 schools. Measures of principal caring and student academic support were developed and related to the conceptual framework and student achievement using regression and path analyses. Findings: We found significant positive relationships among caring principal leadership, student academic support, and teachers' sense of collective responsibility. In addition, small but significant relationships of caring principal leadership with student academic support and teachers' collective responsibility to student achievement were apparent. Caring leadership has an indirect relationship to student achievement through student academic support. Conclusions: This article makes a case for the importance of caring and caring school leadership for the success and well-being of both teachers and students in schools. While the work is exploratory, it points in promising directions for further theory building, research, and development of leadership practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01