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dc.contributor.authorNelson, Jennifer
dc.contributor.authorAhn, Joonkil
dc.contributor.authorHegtvedt, Karen
dc.date.accessioned2024-12-18T21:47:08Z
dc.date.available2024-12-18T21:47:08Z
dc.date.issued2024-11-22
dc.identifier.citationNelson, J. L., Ahn, J., & Hegtvedt, K. A. (2024). Fair across the board? Relating teacher commitment to teachers’ perceptions of principal versus assistant principal leadership. Educational Administration Quarterly, Online First. https://doi.org/10.1177/0013161X241300623en_US
dc.identifier.issn1552-3519
dc.identifier.doi10.1177/0013161X241300623
dc.identifier.urihttp://hdl.handle.net/10150/675382
dc.descriptionAuthors' note: We thank participants of our paper sessions at the American Educational Research Association and American Sociological Association annual meetings, and Jason Grissom, for comments on previous versions of this paper.en_US
dc.description.abstractPurpose: Little is known about how teachers view the leadership of assistant principals in comparison to that of principals, especially in relationship to teachers’ work outcomes. We examine whether a gap exists between teachers’ perceptions of fairness from principals and assistant principals, and whether this gap is associated with teachers’ commitment to their school. Research Methods: We employ mixed methods with a converging evidence model to understand the relationship between teachers’ perception gaps and commitment outcomes. We analyze interview data from 98 teachers across five high schools in one metropolitan area in the U.S. South to describe these gaps, and analyze survey data from 354 teachers from these same schools using structural equation modeling. Findings: Our qualitative analysis uses a typology to show examples of typical work scenarios where a teacher perceives a gap or no gap in fairness. Results from our quantitative data analysis suggest teachers express more commitment when they assess as fair (i.e., unbiased) the performance feedback from assistant principals rather than head principals. Yet, teacher commitment hinges on greater considerate interpersonal treatment from principals than from assistant principals. Overall, gaps in administrator fairness are associated with lower average teacher commitment. Implications for Research and Practice: Our investigation advances understandings of school leadership by clarifying role distinctions between principals and assistant principals that go beyond task types and considering expectations teachers hold of different school administrators. These perception differences matter as they appear associated with levels of teacher commitment.en_US
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.rights© The Author(s) 2024.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectassistant principalsen_US
dc.subjectprincipalsen_US
dc.subjectorganizational justiceen_US
dc.subjectworkplaceen_US
dc.subjectattitudesen_US
dc.subjectteacher commitmenten_US
dc.subjectmixed methodsen_US
dc.titleFair across the Board? Relating Teacher Commitment to Teachers’ Perceptions of Principal Versus Assistant Principal Leadershipen_US
dc.typeArticleen_US
dc.contributor.departmentDepartment of Educational Policy Studies and Practiceen_US
dc.identifier.journalEducational Administration Quarterlyen_US
dc.description.noteImmediate accessen_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
refterms.dateFOA2024-12-18T21:47:10Z


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