DIMENSIONS OF INEFFECTIVE SCHOOL LEADERSHIP: THE TEACHERS' PERSPECTIVE

1 February 1987

journal article
Published by Emerald Publishing in Journal of Educational Administration

Vol. 25 (2) , 193-213
https://doi.org/10.1108/eb009931

Abstract

The study reported in this paper examines teachers' perspectives on ineffective school leadership. Unstructured and structured interviews, open-ended questionnaires, and observations were used to collect data from teachers in one urban high school in the southeastern United States. Data were collected and analyzed according to guidelines for grounded theory research. This paper describes factors teachers identified with ineffective school principals and the impact of these factors on the teachers and their relationships with other faculty, students, and parents. Theoretical ideas derived from the data are discussed. These ideas focus on relationships between school principal factors and the sociocultural context of the school.

Keywords

This publication has 2 references indexed in Scilit:

Using Bureaucratic and Cultural Linkages to Improve Instruction: The Principal's Contribution
Educational Administration Quarterly, 1985
Educational Organizations as Loosely Coupled Systems
Administrative Science Quarterly, 1976