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Principals in schools with a positive school culture

(2008) EDUCATIONAL STUDIES. 34(3). p.157-172
Author
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Abstract
This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi-structured interviews with the principals. Functioning, well-being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement-oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.
Keywords
SELF-EFFICACY, JOB-SATISFACTION, PERFORMANCE, LEADERSHIP, SINGAPORE, LOCUS, WORK, primary school, school culture, principal, professional development, well-being

Citation

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Chicago
Engels, Nadine, Gwendoline Hotton, Geert Devos, Dave Bouckenooghe, and Antonia Aelterman. 2008. “Principals in Schools with a Positive School Culture.” Educational Studies 34 (3): 157–172.
APA
Engels, Nadine, Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools with a positive school culture. EDUCATIONAL STUDIES, 34(3), 157–172.
Vancouver
1.
Engels N, Hotton G, Devos G, Bouckenooghe D, Aelterman A. Principals in schools with a positive school culture. EDUCATIONAL STUDIES. 2008;34(3):157–72.
MLA
Engels, Nadine, Gwendoline Hotton, Geert Devos, et al. “Principals in Schools with a Positive School Culture.” EDUCATIONAL STUDIES 34.3 (2008): 157–172. Print.
@article{524101,
  abstract     = {This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi-structured interviews with the principals. Functioning, well-being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement-oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.},
  author       = {Engels, Nadine and Hotton, Gwendoline and Devos, Geert and Bouckenooghe, Dave and Aelterman, Antonia},
  issn         = {0305-5698},
  journal      = {EDUCATIONAL STUDIES},
  language     = {eng},
  number       = {3},
  pages        = {157--172},
  title        = {Principals in schools with a positive school culture},
  url          = {http://dx.doi.org/10.1080/03055690701811263},
  volume       = {34},
  year         = {2008},
}

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