{"id":{"repo_id":"tdl","oai_identifier":"oai:tdl-ir.tdl.org:11310/6406"},"canonical_url":"https://search.dev.ndltd.org/etd/tdl/oai:tdl-ir.tdl.org:11310/6406","repository":{"repo_id":"tdl","name":"Texas Digital Library","base_url":"https://tdl-ir.tdl.org/server/oai/request"},"display":{"title":"When the Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement","abstract":"The research focus of the scholarly delivery is the principal-teacher relationship in rural schools during times of mandated school improvement. The first scholarly deliverable is a case study that can be used for teaching doctoral or master’s candidates in the field of educational leadership. The title of this article is “When a Teacher Chooses Non-Compliance: Harnessing the Power of the Principal-Teacher Relationship”. This case study uses the story of a new rural school principal’s conflict with one of her teachers to highlight the importance of building trust and using effective communication to strengthen the principal-teacher relationship. The final scholarly deliverable is an empirical article titled “When Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement”. This article details how two rural Texas principals used positive relationships to garner academic growth on their campuses.","abstract_html":"The research focus of the scholarly delivery is the principal-teacher relationship in rural schools during times of mandated school improvement. The first scholarly deliverable is a case study that can be used for teaching doctoral or master’s candidates in the field of educational leadership. The title of this article is “When a Teacher Chooses Non-Compliance: Harnessing the Power of the Principal-Teacher Relationship”. This case study uses the story of a new rural school principal’s conflict with one of her teachers to highlight the importance of building trust and using effective communication to strengthen the principal-teacher relationship. The final scholarly deliverable is an empirical article titled “When Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement”. 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The first scholarly deliverable is a case study that can be used for teaching doctoral or master’s candidates in the field of educational leadership. The title of this article is “When a Teacher Chooses Non-Compliance: Harnessing the Power of the Principal-Teacher Relationship”. This case study uses the story of a new rural school principal’s conflict with one of her teachers to highlight the importance of building trust and using effective communication to strengthen the principal-teacher relationship. The final scholarly deliverable is an empirical article titled “When Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement”. 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The title of this article is “When a Teacher Chooses Non-Compliance: Harnessing the Power of the Principal-Teacher Relationship”. This case study uses the story of a new rural school principal’s conflict with one of her teachers to highlight the importance of building trust and using effective communication to strengthen the principal-teacher relationship. The final scholarly deliverable is an empirical article titled “When Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement”. This article details how two rural Texas principals used positive relationships to garner academic growth on their campuses."],"dc:identifier":["https://hdl.handle.net/11310/6406"],"dc:identifier.uri":["https://hdl.handle.net/11310/6406"],"dc:subject":["School Improvement, Rural Education, Principal-Teacher Relationships"],"dc:title":["When the Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:19:35Z"}