https://orcid.org/0000-0002-1572-1500
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ABSTRACT
This study explored if and how principal practices from diverse leadership models could be integrated to predict burned out, ineffective, overextended, or engaged teachers. This unique approach produced an actionable blend of practices and the frequency explaining teacher outcomes. A sample of 240 teachers rated frequency of 58 principal principal practices via an online survey. Discriminant function analysis produced two integrated functions which improved prediction of teacher outcomes. The optimal frequency was “sometimes.” Function two, “community learning,” had optimal impact on teachers when engaged “frequently.” Both functions were needed to predict “engaged” teachers.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Notes
1. Principals also directly impact school conditions and organizational processes which mediate indirect principal effects on teacher effectiveness and teacher morale. This study focused on the principal-teacher direct influence because it has stronger mediated impact on student achievement and respondents are uniquely situated to provide feedback on outcomes important to this study.
2. Used by permission.
3. Procedures to identify four teacher profiles and perform variable transformation in SPSS are detailed in prior study (Grant, Citation2020).
4. A detailed description of this procedure was reported in Grant (Citation2020, pp. 178–182).