A Case Study of Empowering Principal Behavior
Bibliographic Data
| ID | 8222730 |
|---|---|
| Authors | Ulrich C Reitzug (University of Wisconsin–Milwaukee, corresponding author) |
| Year | 1994 |
| Volume | 31 |
| Issue | 2 |
| Pages | 283-307 |
| Publication date | 1994-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312031002283 |
| OpenAlex | W2132678756 |
| Language | EN |
| Citations received | 13 |
| References cited | 27 |
During the past decade there has been considerable criticism of administrative leadership behavior in schools. Criticism has focused on the hegemony of autocratic forms of leadership as well as on the manipulation inherent in leadership practices that “sell” leader-held conceptions of organization direction and practice to followers. Principals have been exhorted to empower teachers. However, much of the empowerment literature promotes a narrow conception of empowerment; more expansive constructs are long on concept and theory and short on field-based examples of principal behavior that inform practice. This study addresses this criticism by integrating an iteration of a recently developed theoretical empowerment framework with field-based data collected in a case study of one principal
Autocracy · Computer security · Criticism · Democracy · Empowerment · Epistemology · Expansive · Field (mathematics · Hegemony · Mathematics education · Political science · Principal (computer security · Public relations · Sociology · Collaborative Teaching and Inclusion · Computer Science · Education and Learning Interventions · Educational Research and Pedagogy · Evaluation and Performance Assessment · Law · Mathematics · Psychology · Teacher Education and Leadership Studies
Antecedents and Consequences of Teacher Organizational and Professional Commitment
Effective instructional leadership
A Path Analysis of Teacher Effectiveness as Estimated by Leadership Behavior, Communicative Competence and Self-Efficacy of Teachers in San Isidro, Davao Oriental
Collaborative Evaluation Research
The mediating function of organizational commitment in the relationship between teachers' job satisfaction and principals' empowering leadership
Prácticas inclusivas ante el riesgo de exclusión socio-educativa. Estructuras de trabajo colaborativo en centros escolares situados en zonas de deprivación social
Facilitative school leadership and teacher empowerment
Leading sustainable schools
Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools
Gender Implication of Perceptions of Trustworthiness of School Administration and Teacher Burnout/Job Stress
Conceptualizing Instructional Leadership
Toward Authentic Participation
Leadership and performance beyond expectations
Teacher Education and the Politics of Engagement
The Instructional Management Role of the Principal
Effective Schools
Fidelity in Teaching, Teacher Education, and Research for Teaching
But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation
Becoming Critical
Focus Groups as Qualitative Research
The Practical 4
The Teacher's “Practical Knowledge”
Why Triangulate
Some Negative Effects of Principals’ Control-Oriented and Protective Political Behavior
Qualitative Analysis as a Public Event
Conversations With Self and Settings
You Don’t Have to Be a Teacher to Teach This Unit
Naturalistic inquiry
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 1996 - 2025 (30) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |