Abstract
The study reported in this paper examines teachers’ perspectives on effective school leadership. Formal interviews, both unstructured and structured, and informal interviews 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 article describes factors teachers identified with effective school principals and the impact of these factors on the teachers and their relationships with other faculty, students, and parents. The research data are discussed briefly in terms of their implications for leadership training and research.
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