Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

2020 ◽  
pp. 105268462092308
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
School Leadership ◽  
Methodological Approach ◽  
Effective School ◽  
Data Set ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship ◽  
New Framework

Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

Knowing Kids Makes a Huge Difference, Part II: Advancing a Conceptual Framework for Positive Principal-Student Relationships

2020 ◽  
pp. 105268462093538
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
Conceptual Framework ◽  
School Leadership ◽  
Future Research ◽  
Academic Press ◽  
Effective School ◽  
Principal Characteristics ◽  
The Social ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship

The majority of the scholarly work on school leadership over the past several decades has centered on issues of academic press, while matters involving the social development and support of students have received far less attention. We know that improving students' relationships with teachers has important, positive and long-lasting implications for building trust, increasing motivation and engagement, and improving both behavior and academic achievement, and we know that principals have the second most significant effect on students. So, what about principals' relationships with students? Given a lack of research specifically concerning the principal-student relationship (PSR), this article addresses that gap. The authors conducted a qualitative narrative inquiry of the PSR in order to describe more nuanced implications and deeper understandings of the influence and impact of the phenomenon. This work resulted in a two-part series. Part I, included in a prior issue, focused heavily on the literature review and detailed findings of the study. Part II, included in this issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. This framework consists of 16 dimensions of the PSR grouped into four categories: Principal Characteristics, Building the PSR, Meaning and Purpose, and Challenges. A short discussion including implications, limitations, and directions for future research is also included.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 757-760
Author(s):  
Besa Dogani
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Resistance To Change ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Effective School ◽  
Teacher Student ◽  
Controlled Systems ◽  
Adult Culture ◽  
Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

Work environment characteristics that satisfy principals in China, Germany and the USA

2021 ◽  
pp. 174549992110185
Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Work Environments ◽  
Industrialized Countries ◽  
Effective School ◽  
Formidable Challenge ◽  
Effective School Leadership ◽  
The World ◽  
The Usa ◽  
Survey Responses

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality

2021 ◽  
pp. 073428292110394
Author(s):  
Steven R. Chesnut ◽  
Daniel B. Hajovsky
Keyword(s):  
Preservice Teachers ◽  
Relationship Quality ◽  
Short Form ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Study Results ◽  
Teacher Student Relationship ◽  
Student Relationship

The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale; Pianta, 2001). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.

Knowing Leadership: Students of Color (Re)considering Togetherness with Leaders and Authority Figures

2018 ◽  
Vol 28 (6) ◽  
pp. 788-814
Author(s):  
Ty-Ron M. O. Douglas ◽  
Jennifer M. Beasley ◽  
Emily R. Crawford ◽  
Juan A. RÍos Vega ◽  
Cayce McCamish
Keyword(s):  
School Leadership ◽  
Students Of Color ◽  
Research Study ◽  
School Administrators ◽  
Positive Role ◽  
Effective School ◽  
Border Theory ◽  
Perceived Benefit ◽  
Authority Figures ◽  
Effective School Leadership

Drawing on Bauman's (1995) conceptualization of various forms of togetherness and Giroux (2005) and Anzaldúa (2007) explication of border theory, this paper presents findings of a research study that investigates how students of color come to know leaders and authority figures. Findings suggest that students identified “leaders” in part based on their relationships and connections with them and the perceived benefit of such connection. Family members and teachers were considered leaders when students’ relationships with them reflected Bauman's (1995) “being-for” perspective, as characterized by positive role modeling and empathy. In schools, teachers—rather than school administrators—were most often described as leaders. These relationships were commonly associated with disciplinary issues and the enforcement of rules, and a colorblind system. Implications suggest that relationship characteristics in the borderlands of schools influence the perception of effective school leadership and school authority for students of color.

scholarly journals Prevalence of Childhood Depression: The Effects of Teacher-Students Relationship as Predictor Factors to Depressive Symptoms

2017 ◽  
Vol 12 (1) ◽  
pp. 9
Author(s):  
Adel Tannous
Keyword(s):  
Depressive Symptoms ◽  
Peer Influence ◽  
Severe Depression ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Students ◽  
Student Relationship ◽  
Age Range ◽  
Predictor Factors

The aims of this study are to determine the prevalence of depression among children, and scrutinize the teacher-student relationship as predictor factor to depressive symptoms according to the children's perception. The Jordanian translation of Children's Depression Inventory (CDI) was used in this study. The study was carried out among children in private and state schools within the age range of (7-13) in Amman city. The sample on which the study tools were applied consisted of 705 children. The results of this study indicate that the prevalence of moderate depression was the lowest (3.8%) at the age of 8 and the highest (5.8%) at the age of 11. The prevalence of severe depression was lowest (2.3%) at the age of 9 and highest (6.8%) at the age of 13. The results also show that there is no single cause of depression and it is difficult to separate the different causes. All the children with severe depression discuss how the teacher-student relationship as predictor factors to depressive symptoms. From the analysis of the results, specific reasons to teacher-student relationships that cause depressive symptoms are categorised into two basic factors these are: The teacher-student interaction, and peer influence.

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership

2020 ◽  
pp. 0013161X2092589
Author(s):  
Rosa L. Rivera-McCutchen
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Black Male ◽  
Urban School ◽  
School Principal ◽  
Effective School ◽  
Urban School Leadership ◽  
Effective School Leadership ◽  
Document Review

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

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