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Thursday, November 17 • 4:20pm - 5:30pm
Social-Emotional Approaches to School Leadership

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Strategies for Improving School Culture: Creating Supportive Spaces for Black and Latino Young Men. Adriana Villavicencio, New York University

Improving school culture is increasingly seen not only as valuable in and of itself, but also as a viable pathway for raising student achievement. Yet many schools struggle to create a welcoming and supportive schoolwide culture. This paper highlights the efforts of school leaders to (a) develop culturally relevant education, (b) adopt restorative approaches to discipline, (c) promote strong in-school relationships, and (d) provide early support for students’ postsecondary goals.

The Role of Principal Optimism and Organizational Commitment in the Learning Values–Team OCB Relationship. Ronit Bogler, Open University of Israel; Anit Somech, University of Haifa

The study aims at examining the mediating role of organizational commitment in the relationship between learning values and team organizational citizenship behavior (OCB), and the effect of the principal’s optimism on this relationship. Eighty-two management teams of Israeli elementary schools were studied involving 395 participants. Overall, the results con rmed the mediating role of organizational commitment between learning values and team OCB and the interaction effect of principal’s optimism and learning values on team OCB.

Encouraging the Heart: Care as a Key Element of School Leadership. Jennie Weiner, University of Connecticut; Tiffany Squires, Syracuse University

Using sensemaking theory as a guiding framework, this qualitative interview study explores how a group of school leaders used the concept of care to guide their practice and facilitate externally mandated changes within a complex school setting. Speci cally, due to its centrality with regard to making connections and forming relationships with the school community, participants came to view care as essential to their success in their role as school leaders.

School Leaders’ In uence on Student Learning Mediated by Teacher Emotions. Jingping Sun, University of Alabama; Kenneth Leithwood, OISE-University of Toronto

The purpose of the study was to test two hypotheses: (a) three observed variables, teacher trust, teacher collective ef cacy, and teacher sense of collaborative community, will come together
to form the latent construct Teacher Emotions (TE), and (b) school leadership has signi cant indirect effects on student learning through TE. A con rmatory factor analysis and a simultaneous structural equation model applied to the survey data collected in 2012 from 856 school teachers con rmed the two hypotheses.

Thursday November 17, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 4 - Cartier

Attendees (14)