After examining past and present literature about quality teacher-principal relationships and the value of teachers, there seems to be limited research ragarding the past 5-10 years. Research conducted in Tirana, Albania by Erida Elmazi (2018) states that there are even fewer findings available about power relationships between principals and teachers, and how the importance of effectively using power and empowerment behaviours through quality teacher-principal relationships is still not clear (p. 1). Although I was able to uncover literature that helps to support this topic of interest, there don't seem to be sufficient concrete answers and solutions as to why teachers are feeling more and more undervalued and unappreciated in their profession. It should be noted that there are many similarities between the pieces of literature that I have reviewed in regards to how teachers experience this disconnect between themselves and their principals or administrators, as well as their loss of sense of worth and value in their classrooms.
Thankfully, there is a growing interest in adopting teacher empowerment as a school management strategy!...
This has prompted scholars to look more closely into how principals or administrators might want to empower their teachers more effectively and consistently (Lee & Nie, 2017, p. 261). It has also been suggested that principals or administrators should work towards building a collaborative and cohesive culture in their schools, where common goals and values are observable by both teachers and principals (Skaalvik & Skaalvik, 2017, p. 788). However, principal values should not be imposed on their teachers, but rather should be developed through conversations and shared experiences in supportive school environments; developing common values means principals must demonstrate well-established instructional leadership practices (Skaalvik & Skaalvik, 2017, p. 788). Principals or administrators have the power to improve teaching and learning experiences by providing staff with motivation and by creating positive work conditions which support teacher leadership practices (Stein et al., 2016, p. 1006). The effectiveness of improving teacher instructional leadership is greatly impacted by how principals support their efforts (Stein et al., 2016, p. 1006).
When principals or administrators make the time to communicate regularly and work closer with their teachers, ongoing and frequent opportunities begin to exist for the development of teacher leadership practices (Szeto & Cheng, 2018, p. 365). Principals need to play a significant role in creating positive and autonomous school environments that nurture teacher leadership experiences (Szeto & Cheng, 2018, p. 376). This way, feeling appreciated and recognized for their efforts, teachers will gain the confidence to develop better quality relationships with their principals, Eventually, effective principals or administrators will enhance the quality of their teachers when developing school-wide goals based upon shared norms and values by involving school staff in the decision-making process to achieve school-wide goals for school improvement (Price, 2012, p. 45).
Thankfully, there is a growing interest in adopting teacher empowerment as a school management strategy!...
This has prompted scholars to look more closely into how principals or administrators might want to empower their teachers more effectively and consistently (Lee & Nie, 2017, p. 261). It has also been suggested that principals or administrators should work towards building a collaborative and cohesive culture in their schools, where common goals and values are observable by both teachers and principals (Skaalvik & Skaalvik, 2017, p. 788). However, principal values should not be imposed on their teachers, but rather should be developed through conversations and shared experiences in supportive school environments; developing common values means principals must demonstrate well-established instructional leadership practices (Skaalvik & Skaalvik, 2017, p. 788). Principals or administrators have the power to improve teaching and learning experiences by providing staff with motivation and by creating positive work conditions which support teacher leadership practices (Stein et al., 2016, p. 1006). The effectiveness of improving teacher instructional leadership is greatly impacted by how principals support their efforts (Stein et al., 2016, p. 1006).
When principals or administrators make the time to communicate regularly and work closer with their teachers, ongoing and frequent opportunities begin to exist for the development of teacher leadership practices (Szeto & Cheng, 2018, p. 365). Principals need to play a significant role in creating positive and autonomous school environments that nurture teacher leadership experiences (Szeto & Cheng, 2018, p. 376). This way, feeling appreciated and recognized for their efforts, teachers will gain the confidence to develop better quality relationships with their principals, Eventually, effective principals or administrators will enhance the quality of their teachers when developing school-wide goals based upon shared norms and values by involving school staff in the decision-making process to achieve school-wide goals for school improvement (Price, 2012, p. 45).