Bringing Out the Best in Teachers: What Effective Principals Do
"Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!"
Teachers reveal how principals can empower them to perform their best!
What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves.
New material in this revised edition compares the authors′ original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher′s-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to
Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers.
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principals influence them and exactly how such influence affects their teaching and, more generally, their work with students. ... of praise and how principals articulate expectations to effect changes in teacher thinking and behavior.
Yet, empirical research provides few detailed pictures of the everyday social and behavioral dynamics of effective school-based leadership. This is especially true with regard to understanding leadership from the perspective of teachers ...
Their conclusions regarding the importance of a range of informal principal behaviors are consistent with the teachers' data we discuss in this book. They write: Our results indicate that many of the important instructional leadership ...
Furthermore, building trust has been shown to be a key leadership behavior (Short & Greer, 1997), just as principals' use of persuasion is significantly related to the degree of consensus that teachers perceive in schools (Muth, 1973).
High and Achilles (1986) concluded that such behaviors as enabling, norm setting, and expertise are effective means of influence with teachers in high-achieving schools. With regard to effects on teachers' commitment, involvement, ...
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CHAPTER 8 POSITIVE USE OF FORMAL AUTHORITY
CHAPTER 9 MIRRORS TO THE POSSIBLE
CHAPTER 10 CONCLUSIONS CAVEATS AND CHALLENGES
RESEARCH METHODS AND PROCEDURES