A Study of Teacher Loyalty to the Principal: Rule Administration and Hierarchical Influence of the Principal

Johnston, Gladys Styles; Venable, Bernice Proctor

doi:10.1177/0013161x86022004002

Cited by 8 publications

(4 citation statements)

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“…This indicates that teachers are willing to cooperate with their school leaders even though some from the "out-group" have limited relationship with their school leaders. Teachers who show their loyalty to their school headteachers express high commitment and unquestioning faith and trust in their headteachers ( Johnson and Venable, 1986) and support headteachers' decisions (Mauro, 2007) related to school operational tasks even though they are among the "out-group".…”

Section: Influence Of Lmx Relationship On Teachers' Trustmentioning

confidence: 99%

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Musah

Rahman

Tahir

et al. 2018

IJEM

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PurposeThe purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.Design/methodology/approachUsing a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.FindingsThe findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.Practical implicationsThe findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.Originality/valueThe results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.

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Section: Influence Of Lmx Relationship On Teachers' Trustmentioning

confidence: 99%

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Musah

Rahman

Tahir

et al. 2018

IJEM

View full text Add to dashboard Cite

show abstract

“…Sergiovani (2006) found that interactions among personnel in schools were necessary for promoting and institutionalizing decisions. In addition, a principal's interactive style impact a teachers' construction of others as influential (Cranston, 2001;Johnson & Venable, 1986;Spillane, 2006;Spillane, Hallet, & Diamond, 2003).…”

Section: Controlling 11mentioning

confidence: 99%

Negotiating for Democratic Communities in Schools: Principals’ Perspectives

Wasonga¹,

Christman²

2009

Educational Considerations

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“…The 1980s produced a substantial body of general research on how principals influence teachers (Blase, 1987;Blumberg and Greenfield, 1986;Brady, 1985;Bredeson, 1989;Firestone and Wilson, 1985;Hoy and Brown, 1986;Johnston and Venable, 1986). Micropolitical studies, in particular, have been especially important in providing descriptions of how principals influence teachers (Anderson, 1991;Ball, 1987;Blase, 1990).…”

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The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment

Blasé

Blase

1997

Journal of Educational Administration

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This article describes the micropolitical leadership orientation of exemplary facilitative school principals. Specifically, the focus is on the everyday micropolitical strategies and personal characteristics of principals who directly and indirectly contribute to teachers' sense of empowerment. Owing to space limitations, the meanings which comprise teachers' perspective on empowerment linked to facilitative principal leadership are only discussed briefly in this article. (See Blase and Blase, 1994, for a full description of teacher empowerment as it relates to facilitative principal leadership.)During the last ten years, theoretical and empirical work in the micropolitics of education has advanced significantly. Although there are several perspectives on micropolitics in the professional literature, all focus on how individuals and groups in organizational settings influence others (via strategies, behaviour and values, for example) to achieve their goals or purposes. Blase (1991b) offers a broad-based definition of micropolitics that subsumes most of the factors described in the relevant literature:Micropolitics refers to the use of formal and informal power by individuals and groups to achieve their goals in organizations.In large part, political actions result from perceived differences between individuals and groups, coupled with the motivation to use power to influence and/or protect. Although such actions are consciously motivated, any action, consciously or unconsciously motivated, may have political "significance" in a given situation. Both cooperative and conflictive actions and processes are of the realm of micropolitics. Moreover, macro-and micropolitical factors frequently interact (p. 11),Of particular significance for the study discussed in this article is the notion that micropolitics deals with the realm of co-operative (i.e. collaborative, collegial, consensual, democratic) as well as conflictive forms of interaction in organizational settings. Conflictive-based approaches to the micropolitics of leadership focus on how leaders seek to control others, that is, elicit the compliance of others to the means and/or ends of education as determined by leaders. Co-operative, especially consensual-based, approaches to micropolitics emphasize how leaders work to empower others by facilitating the process through which others share responsibility and authority. Co-operative approaches include political strategies (e.g. negotiation, compromise, mutual

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A Study of Teacher Loyalty to the Principal: Rule Administration and Hierarchical Influence of the Principal

Cited by 8 publications

References 0 publications

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools

Negotiating for Democratic Communities in Schools: Principals’ Perspectives

The micropolitical orientation of facilitative school principals and its effects on teachers’ sense of empowerment

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