LEADERSHIP: THEORY & PRACTICE

LEADERSHIP: THEORY & PRACTICE

The effect of principals on teachers: with respect to leadership and communication

REFERENCES FROM ANY 4 FROM THESE ARTICLES
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Berkovich, I., & Eyal, O. (2017). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work: A study in Israeli primary schools. Educational Management Administration & Leadership 45(2): 316–335.
Chang, D. F., Chen, S. N., & Chou, W. C. (2017). Investigating the Major Effect of Principal’s Change Leadership on School Teachers’ Professional Development. IAFOR Journal of Education, 5(3): 139-154.

Cheng, J. (2013). The effect of kindergarten principals’ leadership behaviors on teacher work performance. Social Behavior and Personality 41(2): 251-262.
Davis, J., & Wilson, S. (2000). Principals’ Efforts to Empower Teachers: Effects on Teacher Motivation and Job Satisfaction and Stress. The Clearing House 73(6): 349-353.
Delaney, J. (1991). Teacher perceptions of the effect of administrative practices on teacher morale in Newfoundland and Labrador schools (master’s thesis). Memorial University, St. John’s, Newfoundland.
Gezi, K. (1962). The principal’s role in developing staff morale. The High School Journal 46(3): 87-91.
Kean, Teoh Hong ; Kannan, Sathiamoorthy ; Piaw, Chua Yan. (2017). The Effect of School Bureaucracy on the Relationship between Principals’ Leadership Practices and Teacher Commitment in Malaysia Secondary Schools. Malaysian Online Journal of Educational Sciences 5(1): 37-55.

Kouali, G. (2017). The instructional practice of school principals and its effect on teachers’ job satisfaction, International Journal of Educational Management 31(7): 958-972.

Lambersky, J. (2016). Understanding the human side of school leadership: principals’ impact on teachers’ morale, self-efficacy, stress, and commitment. Leadership and policy in schools 15(4): 379-405.

Lautenschlager, H. (1957). The role of the principal as a morale builder. Peabody Journal of Education 34(5): 258-262.

Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: testing a mediated-effects model. Educational Administration Quarterly 35(1): 1-28.

Singh, K., &Billingsley, B. (1998). Professional support and its effects on teachers’ commitment. The Journal of Educational Research 91(4): 229-240.

Van der Vyver, C., Van der Westhuizen, P., & Meyer, L. (2014). Caring school leadership: a South African study. Educational Management Administration & Leadership 42(1): 61-74.

Wijayati, Tatik ; Syamsudin, Abin ; Retnowati, Hj ; Si, M. (2013). The effect of leadership behavior, organizational culture and job satisfaction on teachers’ organizational commitment. International Journal of Education and Management Studies 3(1): 35-42.