FranklinCovey Leader in Me Program: The Impact on Quality of Work Life and Perceived Relationship Changes between Administrators and Teachers

Autor/inn/en	Tench, Paula J.; Green, Ronny; Tsemunhu, Rudo; Nobles, Kathy; Truby, William; Brockmeier, Lantry
Titel	FranklinCovey Leader in Me Program: The Impact on Quality of Work Life and Perceived Relationship Changes between Administrators and Teachers
Quelle	In: National Youth Advocacy and Resilience Journal, 5 (2021) 1, S.28-49, Artikel 3 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2766-9300
Schlagwörter	Leadership Training; Student Leadership; Quality of Life; Leadership Role; Caring; Teacher Empowerment; Elementary School Teachers; Disadvantaged Schools; Educational Change; Educational Improvement; Job Satisfaction; Teacher Administrator Relationship; Georgia + Suchen Sie Ihr Suchwort? Führungslehre; Studentenwerk; Lebensqualität; Care; Pflege; Sorge; Betreuung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	Federal and state initiatives designed to improve schools have created unintended, negative consequences. Educational research studies link these initiatives to declines in teacher job satisfaction, decreased teacher retention, and the potential development of adversarial relationships between teachers and administrators (Darling-Hammond, 2010). The purpose of this study was to determine the impact of the FranklinCovey Leader in Me Program's effect at an identified, Title I school in Georgia that implemented the program as a means of school reform and improvement. Data were obtained through observations, document analysis, and interviews. A constructivist epistemology was used to synthesize collected data to create meaning. Findings indicated faculty and administrators established strong interpersonal relationships with each other and created a school family. Participants expressed they shared a common language and students and faculty were empowered to develop leadership roles. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01