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Thursday, November 17 • 3:00pm - 4:10pm
Shaping the Culture and Climate of Learning

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How Principals Use Narrative to Foster a Culture of Learning and Promote Positive Change. Barry Aidman, Texas State University

Stories have the potential to help people connect, develop genuine understanding, and unite around common purposes. This paper reports the results of a qualitative case study that examines if, how, when, and why principals intentionally use stories as a leadership strategy. Preliminary results indicate that many principals use storytelling purposefully in order to develop relationships, build community, promote a culture of improvement, clarify key expectations, and support positive change.

School Leaders’ Influence on Student Learning Mediated by Academic Culture. Kenneth Leithwood, OISE-University of Toronto; Jingping Sun, University of Alabama

The purpose of the study was to test two hypotheses: (a) three observed variables, academic press, disciplinary climate, and teachers’ use of instructional time, will come together to create the latent construct Academic Culture (AC), and (b) school leadership has signi cant indirect effects on student learning through AC. A confirmatory factor analysis and a simultaneous structural equation model applied to the survey data collected in 2012 from 856 elementary school teachers con rmed the two hypotheses.

From Teacher Self-Regulatory Climate to Student Self-Regulatory Climate: Principal Effects on Learning Conditions. Jordan Ware, Timothy G. Ford (University of Oklahoma)

Self-determination theory posits that humans thrive in environments that support the satisfaction of their innate psychological needs. In order to create and sustain thriving schools, principals must seek to support these needs in teachers and students. Results showed principals have strong effects on learning conditions when they support the needs of teachers, who then feel more ef cacious as a staff, making them more likely to use instructional strategies and approaches that support student psychological needs.

An Exploration of a Principal’s Professional Identities and Their Relationship to School Climate. Rodney S. Whiteman, Gary Crow (Indiana University)

This empirical paper reports on a study of an elementary school principal’s professional identities and ways in which he perceives his identities relating to school climate. We used a qualitative interpretive study design, analyzing data through inductive content analysis to identify the principal’s salient professional identities and ways in which the presentation of those identities related to perceptions of school climate and success. Findings suggest a relationship between perceptions of identities and school climate.

Thursday November 17, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (17)