This study explores a school leaders' perspective on teacher professional agency. Tensions may arise when teachers feel hindered in their professional agency and try to negotiate their 'space' with other stakeholders (colleagues, students, management). School leaders are expected to empower and support teachers, but how do they perceive teachers'…

In the study reported on here we aimed to determine the role of strengthening leadership behaviour on the psychological contract in primary and secondary schools. The population was a total of 7,772 teachers (3,627 primary school teachers and 4,145 middle school teachers) working in the districts of Baglar, Kayapinar, Sur and Yenisehir in…

A core role of the K-12 school leader is to support and nurture the growth of others. That growth is commonly thought to be at the student level. However, school leaders must also focus on the growth of their teachers. School leaders are adjusting to a world where technology has crept into many aspects of the profession. And sometimes, technology…

Research was undertaken to find ways of resolving implementation challenges of supervision and evaluation systems by examining the perceptions of South African school-based managers and educators regarding the effectiveness of the clinical supervision strategy as a tool for improving the quality of teaching in compliance with the total quality…

Despite the growing media attention paid to charter-school unions, comparatively little empirical research exists. Drawing on interview data from two cities (Detroit, MI, and New Orleans, LA), our exploratory study examined charter-school teachers' motivations for organizing, the political and power dimensions, and the framing of unions by both…

Purpose: The purpose of this paper is to describe the various ways in which a group of principals conceptualize the power basis of teachers within teacher-principal interactions. Design/methodology/approach: The present study takes power as a potential to influence people as it was conceptualized in the taxonomy developed by French and Raven…

"It's always been a promising time for teacher leadership. It's just never been a successful time," writes noted educator Roland Barth. Why? Barth points to five obstacles: administrator resistance, the taboo in teaching against elevating oneself higher than one's peers, the fact that teachers' plates are full, the…

Implementing teacher evaluation systems across the United States has created both challenges and opportunities to improving teacher quality. Lessons learned at the state level illustrate a wide range of challenges with system implementation, including value-added growth scores, implementation timetables, and human capital demands (McGuinn, 2012),…

The literature on teacher retention is abundant, yet the focus on new teachers themselves is limited. This research study provides a detailed description of what beginning teachers reported made them want to stay at one middle school with a 100% teacher retention rate over four consecutive years. This study employed qualitative methodology.…

According to Erlandson and Bifano (1987), teacher empowerment is a vital dimension of the school's organization. Lieberman (1989) defined teacher empowerment as "empowering teachers to participate in group decisions and to have real decision-making roles in the school community" (p. 24). Furthermore, Summers (2006) addressed the need for…

Workforce remodeling in England has been presented as a means to empower school staff through a restructuring process which has possibilities to dramatically shift the ways in which they operate. This initiative has also included a number of legislative requirements intended to help embed the more technocratic aspects of the remodeling process.…