Active Followership: An Essential Component of the Teacher-Principal Relationship

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dc.contributor.authorAmmon, Robert Darwin Nigel
dc.contributor.supervisorCrippen, Carolyn L.
dc.date.accessioned2013-09-04T18:09:41Z
dc.date.available2013-09-04T18:09:41Z
dc.date.copyright2013en_US
dc.date.issued2013-09-04
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractArguably, the leadership demonstrated by a school principal determines the success of an educational organization, a school. This viewpoint, grounded in literature, maintains that the role of a leader (school principal) determines the effectiveness of followers (teachers). While accurate, this premise does not consider the role of followers to influence the significance of the leader. Therefore, it is appropriate to examine the teacher-principal relationship from the perspective of the follower. Specifically, what motivates teachers to follow a school principal? A qualitative research design was employed; data collection consisted of interviews, a questionnaire and survey, where a limited number of semi-structured open-ended questions were posited. Conclusively, the study identified an exemplary followership style as predominant among participants (followers), and several specific and general professional qualities and personal characteristics, expected and modeled by principals (leaders). Collectively, style, criteria, and rationale established that active followership is an essential component of the teacher-principal relationship.en_US
dc.description.proquestcode0525en_US
dc.description.proquestemailrammon@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/4906
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectLeadershipen_US
dc.subjectActive Followershipen_US
dc.subjectTeacheren_US
dc.subjectPrincipalen_US
dc.subjectRelationshipsen_US
dc.titleActive Followership: An Essential Component of the Teacher-Principal Relationshipen_US
dc.typeThesisen_US

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