I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes

Kathleen Boies; John Fiset

doi:10.1177/0013161x18785869

journal article Jun 26, 2018

I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes

Kathleen Boies

John Fiset

Educational Administration Quarterly Vol. 55 No. 2 pp. 225-252 · SAGE Publications

View at Publisher Save 10.1177/0013161x18785869

Abstract

Purpose: Decades of research in educational leadership has extolled the importance of principals in both the effective functioning of teachers and the overall performance of schools. The mechanisms explaining what makes principals effective in the eyes of teachers, however, are not well known. This study builds on prior research to posit that principal effectiveness is the result of their own cognitions, which are translated into specific leadership behaviors directed at teachers, which, in turn, serve to foster trust. Research Methods/Approach: Data came from principals and teachers in 33 French and English Canadian elementary schools. All principals took part in a face-to-face interview which elicited their leadership cognitions, while teachers responded to measures of principal leadership behaviors, trust, and effectiveness. Findings: This research provides empirical support for a sequential mediation model whereby principal leadership cognitions were related to teacher evaluations of principal effectiveness through teacher ratings of principal leadership behaviors and teacher trust in their principal. Specifically, we found support for three specific leadership behaviors (supporting, developing, and active management-by-exception). Implications for Research and Practice: The results reveal the importance of a number of distinctive leadership behaviors in fostering a work context where teachers are able to perform effectively. Principals who “walk the talk” tended to be perceived as more trustworthy and effective. Additionally, the results suggest that principals’ professional development could focus on cognitions related to leadership behaviors and effectiveness.

Topics

No keywords indexed for this article. Browse by subject →

References

80

[1]

10.1016/s1048-9843(03)00030-4

[2]

Ashton P. T. (1986)

[3]

10.1016/j.tate.2017.10.001

[4]

Avolio B. J. (2006)

[5]

Bass B. M. (1985)

[6]

Bass B. M. (1998)

[7]

Bass B. M. (1990)

[8]

Bass B. M. (1995)

[9]

Bass B. M. (2004)

[10]

10.1016/j.jbusres.2013.09.006

[11]

Bliese P. D. (2000)

[12]

10.1016/j.leaqua.2012.11.006

[13]

Bryk A. S. (2002)

[14]

Bryk A. S. (2010)

[15]

10.1016/j.leaqua.2007.09.006

[16]

Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level

Gian Vittorio Caprara, Claudio Barbaranelli, Patrizia Steca et al.

Journal of School Psychology 10.1016/j.jsp.2006.09.001

[17]

10.1007/s10551-012-1470-8

[18]

Darling-Hammond L. (1988)

[19]

Davis S. (2005) 10.59656/el-pp8449.001

[20]

10.1037/0021-9010.87.4.611

[21]

10.2307/3069307

[22]

10.1016/j.leaqua.2010.10.006

[23]

10.1016/j.leaqua.2011.09.007

[24]

10.1086/656298

[25]

10.1177/019263650308763403

[26]

10.1080/0022062042000336046

[27]

10.1177/1534484315575966

[28]

10.1177/016146811111301102

[29]

10.1080/0924345980090203

[30]

Halverson S. K. (2005)

[31]

10.1108/09578231311304706

[32]

Hayes A. F. (2013)

[33]

10.1108/13620431111168903

[34]

What we know about leadership: Effectiveness and personality.

Robert Hogan, Gordon J. Curphy, Joyce Hogan

American Psychologist 10.1037/0003-066x.49.6.493

[35]

Hoy W. K. Journal of Research and Development in Education (1992)

[36]

10.1177/00131610121969334

[37]

10.5861/ijrse.2012.86

[38]

Estimating within-group interrater reliability with and without response bias.

Lawrence R. James, Robert G. Demaree, Gerrit Wolf

Journal of Applied Psychology 10.1037/0021-9010.69.1.85

[39]

10.1016/s0148-2963(03)00140-1

[40]

10.3102/00346543060003419

[41]

10.1016/1048-9843(95)90014-4

[42]

10.1080/09243450600797638

[43]

Lashway L. (2003)

[44]

Leithwood K. Studies in Educational Leadership (2012)

[45]

Leithwood K. A. (2010)

[46]

10.1080/13632430701800060

[47]

Leithwood K. A. (2003)

[48]

10.1177/074193259401500505

[49]

10.1016/s1048-9843(00)00060-6

[50]

10.1007/s10833-006-9015-5

Showing 50 of 80 references

Metrics

12

Citations

80

References

Details

Published: Jun 26, 2018
Vol/Issue: 55(2)
Pages: 225-252
License: View

Authors

K

Kathleen Boies

Concordia University, Montreal, Quebec, Canada

J

John Fiset

Memorial University of Newfoundland, St. John’s, Newfoundland and Labrador, Canada

Funding

Social Sciences and Humanities Research Council of Canada

Cite This Article

Kathleen Boies, John Fiset (2018). I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes. Educational Administration Quarterly, 55(2), 225-252. https://doi.org/10.1177/0013161x18785869

I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes

You May Also Like