When the Faculty Feels Like Family: The Role of the Principal-Teacher Relationship in Rural School Improvement

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.

Author dc:creator

• Wheeler, Danella Kay 1974-

Contributors dc:contributor

• Bigham, Gary
• Hindman, Janet
• Nix, Jerry V.

• School Improvement, Rural Education, Principal-Teacher Relationships

Handle dc:identifier.uri

https://hdl.handle.net/11310/6406

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:11310/6406