How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

Abstract

Purpose: The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear. The purpose of this study was to examine various factors that are often present in principal—teacher interactions and teacher—teacher relationships to see how those may have an impact on teachers' classroom instructional practices.