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Full-Text Articles in Education
Transformational Leadership And Organizational Citizenship Behavior Motives In Teachers, Jeremy Davis, Juliann Sergi Mcbrayer, Suzanne B. Miller, Katherine Fallon
Transformational Leadership And Organizational Citizenship Behavior Motives In Teachers, Jeremy Davis, Juliann Sergi Mcbrayer, Suzanne B. Miller, Katherine Fallon
Journal of Organizational & Educational Leadership
A principal’s leadership is a key part to the success of a school as their leadership guides both instructional and organizational outcomes. Teachers often work beyond their formal duties to see that all their students have their needs met. This is referred to as an Organizational Citizenship Behavior (i.e., when followers display behaviors that benefit the organization or its members beyond their current job requirements). This study investigated the relationship between principal’s transformational leadership and teachers’ Organizational Citizenship Behaviors and related motivating factors. Participants from a suburban school district completed a questionnaire based on their perceptions of their principal’s leadership …
An Examination Of Adult Bullying In The K-12 Workplace: Implications For School Leaders, Cynthia J. Kleinheksel, Richard T. Geisel
An Examination Of Adult Bullying In The K-12 Workplace: Implications For School Leaders, Cynthia J. Kleinheksel, Richard T. Geisel
School Leadership Review
The issue of bullying in K-12 schools usually brings images of students to mind, but a recent quantitative study of a sample from K-12 school personnel in Michigan showed that 27.8% of adults in the K-12 workplace consider themselves the target of an adult bully. This study calls for school leadership to recognize and proactively address the issue of workplace bullying in K-12 schools through policy, procedures, training, prevention, enforcement, and positive resolution to provide a safe, non-threatening environment in which to work and learn.
An Autoethnography Of Culturally Relevant Leadership As Moral Practice: Lived Experiences Through A Scholar-Practitioner Lens, Charles L. Lowery
An Autoethnography Of Culturally Relevant Leadership As Moral Practice: Lived Experiences Through A Scholar-Practitioner Lens, Charles L. Lowery
The Qualitative Report
In this autoethnography, I am concerned with cultural relevance as an experience of a scholar-practitioner educational leader. I question my own cultural competence as a teacher and school principal. Turning a reflective gaze on my lived experiences as an educator creates a space in which I attempt to make meaning of the phenomenon of culturally relevant practices in the field of education. As an act of pedagogical and personal meaning-making, this autoethnographic work centers on the value of cultural relevance as informed by scholarly practice.
Teaching Moral Literacy Through Critical Pedagogical Bricolage: A Co-Constructed Auto-Ethnography Of An Educational Leadership Program, Chetanath Gautam, Charles L. Lowery
Teaching Moral Literacy Through Critical Pedagogical Bricolage: A Co-Constructed Auto-Ethnography Of An Educational Leadership Program, Chetanath Gautam, Charles L. Lowery
The Qualitative Report
In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educational leaders explore the notion of moral literacy through a lens of critical pedagogical bricolage. This study aims to reveal certain experiences of two doctoral candidates engaged in an educational doctorate, contemplating their identities as emergent leaders from diverse backgrounds. By approaching this inquiry from a qualitative and strictly post-positivist understanding of research, we aim to present critical components of our program and the literature presented in that program that led to our understanding of moral literacy’s role in theoretical and pragmatic provinces of educational leadership. Our analysis is presented in three …
Learning From School Leadership In Chile, Joseph Flessa
Learning From School Leadership In Chile, Joseph Flessa
Comparative and International Education / Éducation Comparée et Internationale
No abstract provided.