The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers

Autor/inn/en	Walker, Jeff; Slear, Sharon
Titel	The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers
Quelle	In: NASSP Bulletin, 95 (2011) 1, S.46-64 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636511406530
Schlagwörter	Teacher Effectiveness; Middle School Teachers; Teaching Experience; Teacher Administrator Relationship; Administrator Behavior; Teacher Surveys; Experienced Teachers; Beginning Teachers; Self Efficacy; Teacher Attitudes; Leadership Styles; School Administration; Academic Achievement; Measures (Individuals); Educational Practices; Administrator Effectiveness + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Führungsstil; Schulleistung; Messdaten; Bildungspraxis
Abstract	There is a positive relationship between high levels of teacher efficacy and increased student achievement as well as a positive link between principal behavior and teacher efficacy. A diverse group of middle school teachers from a mid-Atlantic state were surveyed. Responses from 366 teachers were analyzed to determine whether various principal behaviors affected the efficacy of new and experienced teachers differently. Findings suggest that teacher efficacy is significantly affected by principal behaviors based on years of teaching experience. (Contains 6 tables.) (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	2017/4/10