Classroom teachers need to motivate, inspire, and influence their students, not just make them behave.
Get full access to this article
View all access options for this article.
References
1.
BurnsJames M.Leadership. New York: Harper & Row, 1978.
2.
ChiuLian H., and TulleyMichael. “Student Preferences of Teacher Discipline Styles.”Journal of Instructional Psychology24, no. 3 (1997): 168–175.
3.
CollingwoodHarris, and KirbyJulia. “All in a Day's Work.”Harvard Business Review79 (December 2001): 55–66.
4.
DruckerPeter. The Practice of Management. New York: Harper & Row, 1954.
5.
DuBrinAndrew J.Essentials of Management. Cincinnati, Ohio: South-Western, 1990.
6.
The Education Trust.In Need of Improvement: Ten Ways the U.S. Department of Education Has Failed to Live Up to Its Teacher Quality Commitment. Washington, D.C.: The Education Trust, 2003.
7.
MascallBlair, and RolheiserCarol. “Building the Capacity to Lead.”Education Today19, no. 1 (Spring 2007): 28–29.
8.
MaxwellJohn C.The 21 Irrefutable Laws of Leadership. Nashville: Thomas Nelson, 1998.
9.
NortonM. Scott. “Teacher Absenteeism: A Growing Dilemma in Education.”Contemporary Education69, no. 2 (Winter 1998): 95–100.
10.
RoseLowell C., and GallupAlec M.. “The 39th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools.”Phi Delta Kappan89, no. 1 (September 2007): 33–48.
11.
SaylesLeonard R.Leadership. New York: McGraw-Hill, 1979.
12.
SmylieMark A., and DennyJack W.. “Teacher Leadership: Tensions and Ambiguities in Organizational Perspective.”Educational Administration Quarterly26, no. 3 (August 1990): 235–259.