Impacts of School Leaders and Educators

Impacts of School Leaders and Educators

prolonged impacts of school leaders and educators in Title 1, schools in Harlem, NY. The study will examine leadership and educators. The proposed study focuses on the distinctive difference of leadership and how it contributes to student improvement, which contributes to teacher performance. Apply this study to the present study, it aids in understanding the different leadership styles that will be implemented to find the overall solution. Teacher Leadership – Behaviors have willingly undertaken by teachers which serve to improve the quality of education for students, to enhance the practice of fellow teachers, to alleviate the leadership responsibilities of the principal, and to create a more enriching educational environment throughout the school (Angelle, & DeHart, 2011). Examining the relationship between educators and leadership will be conducive to address and manage teacher stress. Comment by Roxanne Williams: You have some misalignment, here, with the purpose of your study. You stated earlier: The purpose of this proposed qualitative narrative inquiry study is to understand the stories of public 6th-8th grade teachers who have experienced stress related to their jobs in Harlem, New York. Comment by Roxanne Williams: ? What other study? Comment by Roxanne Williams: your purpose statement does not mention leadership style investigation Comment by Roxanne Williams: unclear

References Comment by Roxanne Williams: Please see my week 8 first submission feedback on your reference entries

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Impacts of School Leaders and Educators

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Impacts of School Leaders and Educators

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Oberle, E. & Schonert-Reichl, K.A. 2016. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science and Medicine, 159: 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031 .

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Van der Vyver, C. P., Kok, T., & Conley, L. N. (2020). The Relationship between Teachers Professional Wellbeing and Principals’ Leadership Behaviour to Improve Teacher Retention.

Perspectives in Education, 38(2), 86–102. https://doi.org/10.18820/2519593X/pie.v38.i2.06

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