Principal Leadership Activities and Teachers’ Workplace Attitudes

2020 ◽  
pp. 148-167
Author(s):  
Heather E. Price
Keyword(s):  
Principal Leadership ◽  
Workplace Attitudes

Conclusions

2017 ◽  
Author(s):  
Alan Baron ◽  
John Hassard ◽  
Fiona Cheetham ◽  
Sudi Sharifi
Keyword(s):  
Empirical Research ◽  
Critical Review ◽  
Organization Theory ◽  
Organization Culture ◽  
Workplace Attitudes ◽  
Level Model ◽  
Preceding Study

The final chapter brings together a series of conclusions based on the preceding study of workplace attitudes, behaviour, and experiences within an English hospice. Initially it examines the nature of relationships between the three concepts that form the analytical core of this study—culture, identity, and image. This includes a wide-ranging critical review of these concepts in relation to the relevant fields of literature in management and organization theory. Subsequently a number of limitations are considered with regard to the use of Schein’s well-known three-level model of culture as a framework for guiding empirical research. The chapter ends by discussing some metaphorical issues relevant to the study and specifically makes proposals for perceiving organization culture as something that is philosophically fluid, uncertain, and in flux.

scholarly journals COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842098618
Author(s):  
Rebecca J. Collie
Keyword(s):  
Principal Leadership ◽  
Emotional Exhaustion ◽  
Work Situation ◽  
Supportive Leadership ◽  
Personal Resource ◽  
Role Of Principal

The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.

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