848 Slices
Medium 9781475817119

Letters to the Editor

Rowman & Littlefield Publishers ePub

Editor’s Note: This section contains comments representative of the letters and telephone calls that we have received concerning the journal. If you have thoughts about the journal–questions or concerns about particular articles in the journal, address your letters to the Editor. As I’m sure you are aware, we have attempted to identify authors by institutional affiliation and give their addresses for correspondence. However, realizing how time-consuming correspondence can be, we have also included the telephone numbers for all the authors to provide the reader more ready access to the author. We hope both authors and readers will find the service useful and it continues to stimulate discussion and dialogue.

. . . It looks like the journal is getting off the ground well. . . . The new national, refereed journal in school leadership is an exciting project.

Jean Wilson, Associate Dean
Graduate School of Education
California State University, Long Beach

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Medium 9781475817102

Letter from the Editor

Rowman & Littlefield Publishers ePub

Education reform has created an era of uncertainty among educators who are faced with the inevitability of revolutionary change. Our personal challenge appears unavoidable—learning to embrace change from a variety of sources. By embracing change we can become proactive in the development of our future society, which is currently experiencing a global transformation. To assure future success, individuals should be given the educational opportunities that will enable them to be competitive in a global economy. Educators must respond to demands from all perspectives—internationalism; information systems; innovations; and people, including parents, community leaders, students, business and industry leaders, and society in general. To address this rapidly changing, competitive environment, school leaders must learn to love change—particularly as we prepare to enter the 21st century.

The Journal of School Leadership is designed to provide educators with the opportunity to share in the multiple changes in education, and to provide a proactive voice in addressing the new challenges and opportunities. Educational change is talked about by many people, but it is our hope that information from the journal will encourage school leaders to decrease the rhetoric and take action. Given the complexity of education, any change or reform must be an interactive effort among all educators and members of society.

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Medium 9781475812046

The Effects of Transformational Leadership and the Sense of Calling on Job Burnout Among Special Education Teachers

R&L Education ePub

TAO GONG
LAURIE ZIMMERLI
HARRY E. HOFFER

ABSTRACT: This article examines the effects of transformational leadership of supervisors and the sense of calling on job burnout among special education teachers. A total of 256 special education teachers completed the Maslach Burn-out Inventory and rated their supervisors on the Multifactor Leadership Questionnaire. The results reveal that transformational leadership was negatively related to emotional exhaustion and depersonalization and positively related to personal accomplishment. Moreover, the present study indicates that the relationship between transformational leadership and teachers’ burnout was mediated by the sense of calling. This finding suggests that transformational leadership indirectly affects job burnout by developing a sense of calling in followers or helping them find meaning and purpose in their experiences through transformational leadership behaviors, which can ultimately protect followers from being exposed to emotional exhaustion and depersonalization and enhance the feeling of personal accomplishment.

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Medium 9781475811810

Viewing Reading Recovery as a Restructuring Phenomenon

Rowman & Littlefield Publishers ePub

James S. Rinehart

Paula Myrick Short

Viewing Reading Recovery as a Restructuring Phenomenon

ABSTRACT: This study investigated components of Reading Recovery that relate to a restructuring paradigm. Specifically, Reading Recovery was analyzed as a way to redesign teachers’ work, empower teachers, and affect the core technology of teaching. Data were collected by a survey that consisted of open-ended questions and of categorical response items. These items were analyzed using the restructuring paradigm. Implications for the restructuring of schools are discussed.

Introduction

School restructuring gained attention with the Carnegie Forum Report, “A Nation Prepared: Teachers for the 21st Century” (1986). Authors of the report emphasized the need for the development of a school environment in which educators could decide how to meet state and local goals for children while, being held accountable for student achievement. While much debate exists on the form that restructuring should take, approaches already may be underway that change the traditional format of teaching and learning. One such approach is the Reading Recovery Program.

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Medium 9781475811605

Teacher Job Satisfaction in a Reform State: The Influence of Teacher Characteristics, Job Dimensions, and Psychological States

Rowman & Littlefield Publishers ePub

PAUL A. WINTER
DORIS B. BRENNER
JOSEPH M. PETROSKO

ABSTRACT: Despite the importance of job satisfaction, little research exists about this factor as it relates to teachers working in a school reform environment. This study addressed teacher characteristics, job dimensions, and work-related psychological states that predict public school teacher job satisfaction in a school reform state. Teachers (N = 578) completed a modified version of the Job Diagnostic Survey. Hierarchical multiple regression results indicated that the job dimension of teacher autonomy (* = .178) and the psychological states of experienced meaningfulness of the work (* = .431), experienced responsibility for the job (* = .129), and knowledge of results from the job (* = .220) explained 46% of the variance in overall teacher job satisfaction. This result greatly exceeded established criteria for a large effect size in multiple regression analysis. Implications for practice, theory, and future research are discussed.

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