Principal Leadership and Teacher Morale

Principal Leadership and Teacher Morale: The Role of the Administrator on Teacher
Satisfaction and its Implications.

Fred Phillips
200422681
47 MacDonald Drive
P.O Box 2077, STN B
Goose Bay, NL. A0P1E0

In partial fulfillment of the requirements for Education 6x90

Dr. W. Okshevsky
Faculty of Education
Memorial University
July 4th, 2017

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Principal Leadership and Teacher Morale

Abstract

Teacher morale is a topic that has been in the focus of educational research for quite
some time. It has witnessed a resurgence as of late, due to the increased number of teachers
who are experiencing mental health problems and burnout. Teachers are leaving the
profession in droves for various reasons, those who remain in the profession often sight
low morale as being a significant factor (Weiss, 1999).
Teachers are the lifeblood of a school and make up the largest professional
component of the building. If a teacher or teachers are unhappy and have low job
satisfaction then it will play a role in the overall success of the school, including student
achievement. Therefore, it is vital for those in leadership positions to recognize what
factors influence teacher morale. The research tells us that teacher morale is often affected
by stress, student behaviors and workload. While these may be significant determinants of
low teacher morale, we cannot ignore the impact of administrative leadership and how it
has a hand in almost every aspect of a teachers professional life.
The scope of this paper directly addresses how significant a role principal
leadership plays in teacher morale. By critically reviewing the research, I will show that
principal leadership is one of the main determinants of teacher morale. Furthermore, I will
discuss the impact of teacher morale in the overall school environment and recommend
ways in which principals can improve it in their schools.

Key Terms: principal leadership, teacher morale

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Principal Leadership and Teacher Morale

Table of Contents

Abstract. 1

Table of Contents.. 2

Introduction........................ 3

What is Principal Leadership? ......................... 5

What is Teacher Morale?..................................................................................... 7

Influences on Teacher Morale..................... 8

School Culture and Work Environment... 9

Workload. 10

Student Behaviors. 12

Principal Leaderships Effect on Teacher Morale.................... 13

Recommendations...................... 20

School Climate....................... 20

Self-Assessment and Evaluation..................... 21

Leadership Training 21

Empowered Teachers and Shared Vision.. 22

Transformational Leadership. 23

Concluding Thoughts. 25

References... 27

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Principal Leadership and Teacher Morale

Introduction

The education system is constantly evolving, as those in positions of authority

within these systems seek ways to improve student learning and achievement. This process

usually involves the updating of curriculum or the introduction of technology. What is

sometimes seen as less important is how a teacher feels about their job and work

environment. A staff of motivated, engaged and satisfied teachers can have a monumental

impact on student academic achievement (Cotton, 2003). While security, work

environment, stress and student behavior are cited as factors that affect teacher morale

(Delaney, 1991, Lumsden, 1998), we cannot underestimate the influence of administration,

in particular, the principal of a school.

Principals are seen as the formal leaders of a school. They wield the most authority

and power within the building and can be the catalyst of both positive and negative change.

Research suggests that a principals influence within a school is wide ranging, from

teaching and learning, to morale and school culture (Delaney, 1991; Hindt, 2012). The

impact the principal has is substantial, particularly, on teachers. However, principals are

only effective if they can gain the support of their staff, students and community. Leaders

need followers and they can only accomplish goals if all stakeholders buy in.

The role of the principal has changed dramatically over the years. In the past,

principals were thought of as managers of a school. Their job was to keep all the

mechanisms of the school running smoothly and effectively. While certain aspects of this

hold true today, the principal is seen more as the leader of curriculum improvement (Edgier,

2014). No longer is the principal just an effective manager but also an inspirational leader,

coach, and innovator. They must be sensitive to the needs of their staff, students and
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Principal Leadership and Teacher Morale

community, and be responsive to those needs. Trusting your staff to help accomplish school

goals by delegating appropriate jobs is also a hallmark of todays principal. These

characteristics usually fall under instructional leadership, which is closely linked, to

transformational leadership.

Principals who are instructional leaders can have a major impact on the morale of

teachers. Two crucial factors that affect teacher motivation are how a teacher feels about

the school and what kind of environment is provided for the teacher (Evans, 1997).

Principals play a major role with both these factors throughout a school year. They are the

ones who set the tone and lay the foundation for either a negative or positive school culture

and make the decisions that affect the work environment. The principal is directly linked

with these two factors, among others, that affect teacher morale (Hebegger, 2013; Cotton,

2003).

Teachers make up the largest professional component of a school. They also share

the strongest connection with the student population. When a teacher feels satisfied with

their job and work environment, their positive influence has a tremendous impact on the

school community. The opposite is also true, in that, if a teacher has low morale the

negative influence will radiate throughout the school. This is just one reason why it is vital

for those in education to recognize the importance of a satisfied and fulfilled staff and the

high morale that is its result.

The scope of this paper is to critically examine evidence and arguments for and

against the claim that principal leadership is one of the main determinants of teacher

morale. I will use the literature and current research to discuss what influences teacher

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Principal Leadership and Teacher Morale

morale and how teacher morale impacts the school as a whole. I will also examine how

principal leadership is linked to these influencers. Finally, there will be a discussion on

ways that principals can improve and maintain teacher morale and, in turn, create a more

positive school climate.

What is Principal Leadership?

The term leadership is one that has been often debated by scholars in many fields.

While it is difficult to pin down a clear definition, Conger (1992) does a concise job by

defining leadership as individuals who establish direction for a working group of

individuals who gain commitment from this group of members to this direction and who

then motivate these members to achieve the directions outcomes (p.18). Leadership,

especially in the field of education, does not mean what it used to. In the past, principals

tended to subscribe to transactional leadership. A transactional leader is more like a

manager who oversees such things as finances, human resources, technology and making

sure teachers have what they need to perform their duties (Griffith, 2004). They focus on

the basic needs of their staff but often fail to provide motivation and satisfaction

(Leithwood & Janzi, 1999). This type of leadership tends to be synonymous with the term

administration. Principals who follow this type of leadership model may reward and punish

extrinsically if goals are not met (Griffith, 2004). However, there is a clear distinction

between administration and leadership.

As Lipham (1988) described, an administrator is defined by as individual who

utilizes existing structures or procedures to achieve a goal. They become another cog in the

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Principal Leadership and Teacher Morale

wheel and use the mechanics already put in place to achieve goals that will satisfy those in

charge. The author continues by describing a leader as someone who is concerned with

initiating change in established structures, procedures, and goals. The principals who

become leaders look for ways to improve on the policies and procedures that are already

in place. They think outside the box and are not afraid to change the established structures

within the walls of a school, if it is for the better of students and staff.

What Lipham (1988) describes as a leader is closely linked to transformational

leadership. Transformational leadership is the most prevalent leadership theory in

educational research. Those who follow this theory give their group or school a leader with

charismatic and heroic qualities who emphasizes emotions and values (Yuk, 1999).

Transformational leaders strive to involve all stakeholders in the decision-making process.

Like transactional leadership, transformational leaders seek to achieve group goals by

taking care of the basic needs of the members. Unlike transactional leadership,

transformational leadership does this by empowering and inspiring their followers. The

followers feel trust, admiration and loyalty towards the leader and will go the extra mile to

achieve their shared goals (Ediger, 2009).

Instructional leadership is similar to transformational leadership, in that, it provides

a charismatic and heroic leader. However, instructional leaders focus more on improving

teaching and learning, and consequently, student achievement. Hopkins (2001) described

instructional leaders as those who create learning opportunities for both students and

teachers, which in turn, enhances the learning environment for all stakeholders.

Instructional leaders not only empower their followers but also distribute leadership

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Principal Leadership and Teacher Morale

responsibilities to them. The managerial aspect of the principals job often does not provide

time to make classroom visits and engage with the student population as much as they

would like. Creating teacher leaders is one way to ensure that the shared goals of the school

are being met. Having a staff of empowered leaders will ensure that school improvement

and achievement goals will continue to be supported even if the principal should leave their

position at the school.

What is Teacher Morale?

The term morale is used frequently in the education field but it is often difficult

to define. Morale is commonly linked with the feeling of confidence; enthusiasm or zeal a

person or group of people have at any given time especially when faced with hardship.

Evans (1997) defined morale as a state of mind that is derived by individuals anticipation

of satisfaction for those needs that they perceive as important factors affecting their work

environment. While Bentley and Rempel (1980) were more specific in defining teacher

morale as the professional interest and enthusiasm that a person displays toward the

achievement of individual and group goals in a given job situation (p. 2).

What is common among most definitions of morale is the link it provides between

the goals of the school or organization and the goals of the individual. High morale is

achieved when a teacher is able to meet the goals of the school without sacrificing their

own individual needs and goals. Conversely, low morale occurs when the individual feels

like their professional life has little to no meaning. They feel frustrated due to numerous

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Principal Leadership and Teacher Morale

factors that can include lack of appreciation, negative school culture, discipline issues,

ineffective leadership, and high workload (Brodinsky, 1994; Koerner, 1990).

One of the main contributors to low morale, especially in teachers, is experiencing

a problem or an issue and being denied the power to fix or change it (Wentworth, 1990). A

principal who does not enable their staff to act or encourage them to voice concerns

contributes to low teacher morale (Houchard, 2005). One shared characteristic of all the

definitions of teacher morale is that it is an internal state that presents itself externally.

Behavioral markers of teacher morale are empirical and thus measurable and these will be

the focus of much of this paper.

Influences on Teacher Morale

There are many different factors in a school setting that play a role in teacher

morale. It can range from the school culture and climate to teacher stress. Researchers in

the education field have varying answers when it comes to determine what the main

influence on teacher morale is. Jerome Delaney (1981) found through his research that

security was the number one determinant of teacher morale. Delaneys definition of

security included job protection, retirement, adequate salary, freedom from anxiety when

dealing with superiors and a sense of belonging. The principal is the core of the school

and much of his/her attitude, competency, and integrity trickles down to the staff. The

research by Hindt (2012) discovered that the single greatest factor affecting teacher

morale is the type of leadership provided by the principal. When a principal adopts a style

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Principal Leadership and Teacher Morale

of leadership that does not provide a voice to his/her staff and leaves little room for

collaboration, it has a negative impact on teacher morale.

School Culture/Work Environment

The Glossary of Education Reform (2013) defines school culture as the beliefs,

perceptions, relationships, attitudes, and written and unwritten rules that shape and

influence every aspect of how a school functions (p.1). A school culture thats

foundation is centered around collaboration and respect will lead to high morale among

staff. Research by Keefe, Kelley and Miller (1985) determined that there were three items

that strengthen school culture; professional collaboration, affiliation and collegiality, and

efficacy. Professional collaboration can be described as the ability for a staff to work

together, encourage each other, share ideas and instructional strategies, and have

constructive debates for the betterment of the student population. Affiliation and

collegiality is based around the feeling of inclusion within the school as well as the

emotional support offered by staff. Efficacy relates to how those involved with the school

(staff, administration, and outside agencies) view themselves and their goals. A principal

has many roles and responsibilities but one of the most important is to develop a positive

school culture. As Bulach (1999) suggests the first step in improving the learning

environment is identifying the school culture. Once the school culture is identified and,

more importantly understood, then the principal can implement change (Leithwood,

2001). While a principal might not single-handedly create a school culture, they are the

individuals in a position to develop positive change. Creating a school culture that

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Principal Leadership and Teacher Morale

promotes learning and engagement for students and staff leads to increased school

achievement and overall job satisfaction (Habegger, 2013). As the research by Anderman

(1991) suggests, principals who promote a supportive environment among teachers, who

effectively monitor the nature of the curriculum, who define their goals, and who

carefully supervise teachers will promote an environment conducive to teachers who are

satisfied and committed (p.21).

Workload

The role of the teacher has changed dramatically over time. The ever evolving

education system has made it essential for teachers to grow along with it. The shift to a

technology based education curriculum has meant that all teachers, young or old, must

become proficient with technology. The student population are highly influenced by

technology and it is a part of their everyday lives. While it is essential to implement

technology, the constant acquiring of skills needed to be proficient can cause significant

stress to teachers. Along with the technology aspect, curriculum and delivery are

changing from year to year, creating a scenario where teachers are required to acquire

new skills fairly consistently. Elmore (2003) states that teachers are expected to be more

proficient than any other time in the past. However, the expectations that society has

placed on teachers must be met with learning opportunities that help teachers to continue

to evolve and acquire knowledge. Elmore (2003) asks how can people in schools be held

accountable for their efforts on student learning if they havent been provided the

opportunity to acquire the new knowledge and skills necessary to produce the

performance that is expected of them? (p.7). Change can be difficult to cope with and

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Principal Leadership and Teacher Morale

the teaching profession seems to be in a constant state of flux. Significant changes to how

instruction is delivered can be the cause of stress and low teacher morale. This is

especially true of those teachers who struggle with technology, as they can see

themselves as not being useful in the current education climate (Bember et al, 2002). It is

vital that principals prevent teachers from becoming overwhelmed by providing them

with appropriate and meaningful learning opportunities (Bredeson, 2000). Principals who

refuse to be stagnant and are constantly learning about the latest initiatives in education

are better able to provide access to appropriate learning opportunities for their staff. This,

in turn, helps empower the teacher and boost morale. As Ash (2000) states Principals

must create an environment that supports collaboration among teachers; provides time for

teachers' professional development; and recognizes, rewards, and celebrates the concept

of the teacher as leader (p.1).

The pressure associated with workload is also a leading cause of teacher stress

and, in turn, low teacher morale. Differentiated instruction, extra-curricular activities,

teacher cutbacks and committees has increased the amount of work a teacher is

responsible for. The workload is not only contained to the school, as much of the

preparation and grading carries over into a teachers home life. Research by Mackenzie

(2007) suggests that teacher time, including workloads inside and outside of school,

directly affect the levels of teacher morale. According to Rowland (2008),

The teacher is no longer expected to follow a set of structured criteria for

teaching a lesson as outlined in an educational textbook; rather, the teacher is
expected to facilitate learning in the classroom so that the students will grasp
information and learn skills in order to perform well on standardized exams. With
this shift to higher accountability, teachers experience greater pressures and

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Principal Leadership and Teacher Morale

demands. These pressures and demands can be very burdensome and can cause
teachers to have a lower morale level or even to exit the profession (p.2)

In the research conducted by Mackenzie (2007), teachers felt that workload had

increased overtime and that ineffective leadership, both within the school and externally,

played a role. Teachers felt that the increased workload, in particular, paperwork was a

contributing factor in low morale. The author suggests that principals, and others in

positions of authority, need to develop ways to limit the paperwork that has become

overwhelming part of teachers every day lives. This will help alleviate stress, increase

morale and allow teachers to focus on providing the best education possible.

Student Behaviors

Student behaviors is another contributing factor to teacher stress and low morale.

More and more teachers are feeling powerless when it comes to dealing with behaviors of

their students. Ineffective leadership, the increase in bullying incidents, and the lack of

support from parents have made it difficult for many teachers to correct the behaviors of

their students. A study by Landers, Alter and Servilio (2008), determined that there was

a strong correlation between challenging student behaviors and job satisfaction. It was

also determined in a study by Klassen (2010) that student misbehaviors often affected

female teachers moral and stress levels more significantly than male teachers. Another

significant finding from this study was that a major contributing factor to low morale in

new teachers is student misbehavior. One frustration that is evident in the research is that

teachers feel student misbehaviors are often due to ineffective leadership. Teachers who

struggle with student discipline in their classrooms and those who feel like they are not

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Principal Leadership and Teacher Morale

receiving support from administration, often suffer from low morale. It is vital that

administrators support teachers who may be experiencing challenging student behaviors

in their classrooms in order to boost morale and keep teachers from leaving the

profession (Tye & OBrien, 2002).

Principal Leaderships Effect on Teacher Morale

A report by The National Center for Education Statistics (1997) revealed many

factors that contributed to higher teacher job satisfaction. Among them were the

involvement of a supportive administrative staff, leadership, better student behavior,

more teacher autonomy, and a safer, supportive school that promotes a positive

atmosphere. By looking at this research, as well as studies by (Cotton, 2003; Covington,

2010; Rowland, 2008; Hindt, 2012), we can see the significant effect leadership plays in

teacher morale. The principal and other administrators are seen as guiding lights within

the school. They are the major influence on school culture and climate and are the

determining factor on how a school will operate. They are also the person that teachers

look to for support and guidance. This is especially true of new teachers just starting their

career. A kind word or the offer of support and guidance by a principal can help relieve

teacher stress and increase teacher morale. Praise by the principal can provide teachers

with an increased efficacy, self-esteem, and creates greater motivation (Blas and Blas,

1994).

A supportive principal who encourages and motivates staff also makes substantial

changes within the student body. In studies by Houchard (2005) and Sabin (2015) it was

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Principal Leadership and Teacher Morale

determined that there is a strong correlation between high teacher morale and student

achievement. Principals who empower and support their staff, create an environment

where educators want to do their best and be the most effective teacher possible.

Consequently, this positive attitude and the desire to excel transfers to the student

population and improves academic achievement (Houchard, 2005; Covington, 2010).

In 1991, Jerome Delaney conducted research that investigated teachers'

perceptions of the effect of administrative practices on teacher morale in Newfoundland

and Labrador schools. A questionnaire containing six sections was developed and mailed

out to 500 random teachers across Newfoundland and Labrador. The instrument used to

collect the data was tested for both validity and reliability. The data obtained through the

instrument was subjected to computer analysis using the SPSS-X statistical package. All

ethical standards were considered and the methodology used was sound.

Section A of the questionnaire dealt with personal and demographic information.

Section B listed six factors affecting teacher morale and teachers were asked to rank these

in order of Importance from 1-6 with 1 being the most important in affecting teacher

morale and 6 being the least important. Those six factors were security, working

conditions, administrative practices, staff relations, community conditions and statures.

Section C listed thirty administrative practices and respondents were asked to indicate

how they thought those practices affected teacher morale. Section D involved the same

thirty administrative practices and teachers were asked to indicate if these practices were

occurring at their schools. Section E asked teachers to rate what they perceived to be their

own levels of morale. Section F requested teachers to list other administrative practices

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Principal Leadership and Teacher Morale

not previously listed that they thought might affect teacher morale in Newfoundland and

Labrador.

The results found that teachers ranked security (salary, retirement, protection from

illness, tenure, freedom from anxiety in relations with superiors) as the most important

factor affecting teacher morale. The second most important was working conditions with

administrative practice placing third out of six. While we can not dismiss the findings, we

must be aware, as noted by Delaney himself, that the study was conducted in

Newfoundland and Labrador during 1991. At the time, the province was going through a

financial crisis and there were several cutbacks in many sectors of the work force

including education. Job security was a realistic and relevant fear for most teachers

during this time. If this study was conducted at another time it would be interesting to see

if security still ranked as number one. It is also important to note that principal leadership

plays a role in security, as freedom from anxiety in relations with superiors was a

component of that factor. Working conditions which included such things as schedules,

duties, class size and supplies and equipment is another factor in which principal

leadership plays a vital role.

Teachers who participated in this research also identified several policy and

human relation qualities that they say played a role in teacher morale. Many of the

teachers felt that administration that made an effort to attend staff functions and showed a

sense of humor and humanity had a significant effect on teacher morale. Having an

administrator that was visible around the school and who stayed connected to the realities

of the classroom was also seen as having an important effect on teacher morale. Teachers

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Principal Leadership and Teacher Morale

felt that the principal should treat all staff fairly and equally and encourage teamwork and

empathy for the teaching practice.

A study conducted by Rowland (2008) examined the relationship of the leadership

practices of middle school principals and the morale of the teachers in these schools. The

participants in the study were teachers from seven middle schools in the metropolitan

Atlanta school system. The prominent research question in the study asked: How strongly

are teacher morale and principal leadership practices correlated? The results from the

random surveys determined that there seemed to be a significant positive correlation

between the measures of principal leadership and teacher morale.

The author used a correlational research design in order to answer the research

questions. The variables were studied with two surveys which were distributed to 471

teachers in sealed envelopes which had detailed instructions and an explanation of the

research. The faculties of each of the seven middle schools were randomly split and

assigned to receive one of the two surveys. Of the 471 surveys distributed, 210 surveys

were returned. The Perdue Teacher Opinionnaire was used to determine a quantified

representation of teacher morale and the Leadership Practices Inventory was used to

quantify principals daily practice. The data was analyzed using Pearson product

Movement Correlation Coefficient (Pearson r). Analysis of Variance (ANOVA) and

Least Significant Difference (LSD) tests were used to determine significant differences

between schools for both surveys. The methodology used in this research was of a sound

nature. The research design was carefully conceived and implemented in order to achieve

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Principal Leadership and Teacher Morale

accurate data. All ethical concerns were addressed and permission was granted by those

involved in the study, as well as, the school board.

The study found that there was a correlation between aspects of leadership

categories such as Encouraging the Heart and Inspiring a Shared Vision and teacher

morale. The leadership aspect that showed the most significant positive correlation with

teacher morale was Enable Others to Act. The category Enable Others to Act includes

developing mutual respect and cooperation, listening to the points of view of others,

supporting the decisions of others, allowing freedom in decision-making, and providing

the opportunity for growth (Rowland, 2008, p. 65). This supports the claim that teachers

appreciate having authority in their specialty areas, they desire a principal who listens and

they want their decisions to be respected and supported. The results of this study further

suggest that teachers want a principal who will foster an environment of respect and

cooperation among staff and provide abundant learning opportunities that supports

professional growth (Rowland, 2008).

While the data collected during this research is reliable, we must also be mindful

of the limitations of the study. Firstly, the length of the study may have caused some

teachers to rush through their answers without thinking about them in order to finish

quickly. Some teachers may have answer more positively about their principals because

they may have believed they and the school were being judged. The opposite may also be

true. There was only a 45% return rate, while low return rates are often common place in

some research, the reliability of the data would of increased with more respondents.

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Principal Leadership and Teacher Morale

Lastly, there was no qualitative data to help explain why respondents answered the way

they did.

A study by Hindt (2012) examined the effects of principal leadership and its

relationship between teacher morale and student achievement in three grade 7-8 middle

schools in Texas. This study was designed to determine if relationships exist between

principal trust and leadership satisfaction and teacher morale. Further research was

conducted within the study to discover if there was additional impact on student

achievement. A MDed Survey was distributed to the three schools with a combined staff

of 89 teachers. The survey was one that was designed by the school district in 2009 in

order to determine teacher satisfaction with leadership. Hindt chose to use this design

because it aligned with the research questions he sought to answer. The study also asked

two distinct questions: Does the level of trust that teachers have in the building principal

influence their level of satisfaction or morale? And, does the level of confidence that

teachers have in the actions and decisions of their principal influence teacher morale?

The results of the study by Hindt (2012) determined that principal leadership

behaviors do significantly impact teacher morale and student achievement. Furthermore,

the results indicated that positive teacher morale and student achievement in the schools

involved influenced positive student behaviors and reduced student discipline referrals.

It must be noted that this study involved a small sample of three schools in

Southeast Texas. More importantly, the schools involved in this research were labelled

Initiative schools by their school board. These initiative schools were recently

overhauled due to low scores, high teacher turnover and discipline problems. The school

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Principal Leadership and Teacher Morale

board rezoned the area which impacted student population and reduced class sizes. They

also carefully hired new principals and increased professional development for all

teachers and administrators. Another cause for concern was that the principals of the

schools who took part in the survey, told their staff that if they had a return rate of over

60% they would be given a free breakfast. Furthermore, the MDed survey used was not

designed specifically for this research but already existed from a previous study

conducted by the school board. Since these schools had already taken such steps to

improve the work environment and there are some ethics concerns, the generalizability of

the results are questionable.

The study by Hearn (2013) was conducted to determine if there was a relationship

between principal leadership styles, faculty morale and faculty job satisfaction. Hearn

(2013) surveyed 11 elementary schools in one school district located on the Mississippi

Gulf Coast. 627 teachers, assistant teachers and certified staff received two surveys, a 100

item Purdue Teacher Opinionnaire and a 30 item Leadership Practices Inventory. All

ethical standards were met by this study and the methodology was sound. The results of

this study indicated that there was no statistically significant relationship between

principal leadership styles and teacher morale. This result differs from the majority of the

research conducted on principal leadership and teacher morale. Hearn, herself, indicates

that her results do not support any of the research included in her literature review.

Additionally, it was also determined that there was no statistically significant relationship

between principal leadership practices and job satisfaction.

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Principal Leadership and Teacher Morale

While we can not dismiss the results of the study, we must also be mindful of its

limitations. The study only included surveys from 123 teachers with a 22% return rate

which brings into question the reliability of the data. The participating schools were all

elementary and located in one school district. While the methodology is sound and

procedures were followed correctly, the generalizability of the results are questionable.

Recommendations

In many schools across Canada and the world, teachers are suffering from low

morale. We have previously discussed the factors contributing to low morale and the

substantial role played by the principal. Now we must look at ways that principals can

solve the serious problem of low teacher morale.

School Climate

It is beneficial for a principal, especially those new to a school, to evaluate the

school climate. By this, I mean the principal needs to seriously examine the perceptions

all major stakeholders have about the school and its goals. If a principal does not have an

assessment about how staff, students, and parents feel about the school and its direction,

then it becomes quite difficult to develop goals and make changes (Leithwood, 2001). In

order for teacher morale to improve, principals must have the courage to change the

school climate (Hindt, 2012). This can be done by developing professional learning

communities, creating small student led learning communities, and teacher and

administrative evaluation (Hindt, 2012).

When everyone involved in the school community has a chance to voice their

opinion, the principal can develop short term and long term goals. It also gives the

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Principal Leadership and Teacher Morale

principal a starting point of what initiatives could be implemented and what needs to be

worked on in regard to morale, relationship building and overall job satisfaction.

Self-Assessment and Evaluation

An important aspect of principal leadership is being able to reflect on your role as

an administrator, listen to your staff and be able to make changes to policy that is

ineffective. This can be achieved through self assessment and peer assessment.

Acknowledging your performance and getting feedback from staff can help

administrators make better decisions that results in a more positive work environment and

high teacher morale. As Rowland (2008) suggests, Current principals need to use the

knowledge to self-assess their daily practices and gain knowledge on how they help or

hurt the morale of their teachers (Rowland, 2008, p.68)

The results from Delaney (1991) suggest that principals should be more reflective

in the human relations practices that they employ with their staff. One way to achieve this

is through consistent self and peer evaluations. Teachers desire leaders who are

professional and supportive in the work environment. The way a principal interacts with

their staff plays a vital role in teacher morale and can lead to teachers leaving the

profession (Bolton, 2002).

It is also suggested by Delaney (1991) that principals may need to revise their

policies on a more consistent basis. While a principal does not always have control over

school policies, they must be reflective on the ones that they do. If a policy is not

effective or is causing problems in the work environment, a principal must be willing to

implement changes, even if they developed the policy. Policies involving student

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Principal Leadership and Teacher Morale

discipline, teacher evaluation, supervision and communication were all cited as being

important to teacher morale (Delaney, 1991).

Leadership Training

While providing teachers with professional development is a crucial aspect of the

administrative profession, principal training cannot be ignored. In his research, Delaney

(1991) discusses the importance of principal involvement in professional development/in-

service activities that are designed to improve professional competency. Delaney (1991)

suggests that principals need to be knowledgeable in such areas as technology,

instructional leadership, teacher empowerment, and conflict resolution as they may

contribute to teacher morale. As the educational world evolves, teachers are not the only

ones who have to keep up with the changes that are occurring. Having a principal who

embraces professional development and learning opportunities, not only for their staff,

but also themselves can provide a positive work environment where teacher morale can

flourish. As Rowland (2008) suggests school systems should and often do have

leadership training programs to prepare future principals for their positions. These

preparation programs need to use the research and the theories of leadership to train their

future principals in the areas that affect teacher morale.

Empowered Teachers and Shared Vision

A shared vision is paramount to the success of a school. A principal who takes it

upon him or herself to determine what problems the school has, how to fix them and the

direction the school will take going forward will be, more often then not, unsuccessful. It

is vital for a principal to respect the insight and knowledge of his staff, use their ideas and

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Principal Leadership and Teacher Morale

create a shared vision for the future. Empowering staff members to take an active role in

the schools goal setting and in the decision making process will boost morale

significantly (Balyer, 2012).

A principals greatest assist are their teachers. Empowering and supporting

teachers is crucial to the success of the school. It creates a positive work environment and

allows teachers the opportunity to become leaders in the school. A principal who is able

to identify and use the skills of their staff to achieve goals will create a successful school

with positive staff morale. As Maehr, Midgley, and Urdan (1993) state, People are more

personally invested in their work with an organization when (1) they have a voice in what

happens to them; and (2) their work has meaning and significance in contributing to a

higher purpose or goal (Maehr, Midgley, & Urdan, 1993, p. 423). Implementing teacher

mentor programs where senior teachers support and guide new teachers is one way to

take advantage of the skills of your staff (Weiss, 1999). This provides opportunities for

relationship building, professional growth, support and empowerment. These are the

cornerstones to a positive work environment and will lead to increased teacher morale.

Transformational Leadership

Many of the recommendations mentioned above can be achieved by principals

who subscribe to the transformational leadership theory. Through the years, many

researchers have tackled studies into the different forms of leadership and their

effectiveness. Gorton and Alston (2012) discuss the numerous theories and studies that

have been conducted over the years regarding leadership. Studies ranging from

behavioral studies to situational leadership to path-goal theory have helped develop a

23
Principal Leadership and Teacher Morale

wealth of knowledge about how to be an effective leader. In todays educational climate,

the leadership style that is the most studied and is accepted by many as being the most

effective is transformational leadership. In the simplest terms, transformational

leadership is the ability to get people to want to change, improve, and be led (Balyer,

2012). Transformational leadership motivates, empowers and inspires people to reach

goals that serve both themselves and the organization.

Kouzes and Posner (2002) discuss the five practices of effective transformational

leaders; Model the Way (interactive), Inspire a Shared Vision (visionary), Challenge the

Process (creative), Enable Others to Act (empowering), and Encourage the Heart

(passionate). For a transformational principal model, the way would mean that he or she

leads by example. They are positive role models for both staff and students in the school.

They dont hide behind a desk but are part of the school community. Inspire a shared

vision refers to a principal who determines the goals of the school with his staff, then

motivates them to achieve said goals through their enthusiasm and vision. Challenge the

process is the ability of the principal to think outside the box when determining the goals

of the school and how to achieve them. They use innovation and creativity and are not

afraid to change things up in order to improve the school. Enable others to act is when the

principal gives a voice to their staff. The principal gives the staff an opportunity to play

an active role in the decision making process. He or she builds the staff up by allowing

them to be contributing members to the schools goals. Encourage the heart refers to a

principal who motivates their staff even in the face of hardship and frustration. Being a

24
Principal Leadership and Teacher Morale

teacher is stressful and there are often bumps along the way. A leader who can motivate

their staff is invaluable.

Concluding Thoughts

There is a reason why there has been a substantial amount of research involving

teacher morale and the role of the principal. Teacher morale has been a significant issue

in schools across the globe for many years. As the research we have examined illustrates,

there are many factors that contribute to low morale. We live in an increasingly complex

world and with that comes added pressure in the education field. The role of the teacher

has changed and continues to change to meet the needs of our society. This means that

teachers feel the constant stress of trying to stay one step ahead of students especially in

the technology field. It also means that there is an increased workload on teachers in

order to help their students succeed in this complex world. Teachers feel the stress of

implementing differentiated instruction in order to meet the needs of students with

exceptionalities. There has also been an increase in the amount of paperwork that

teachers must complete on a regular basis. Student behaviors are also a serious factor in

terms of teacher stress and morale. Teachers who struggle with classroom management or

student behaviors often suffer from low teacher morale.

The one common denominator to all the factors that impact teacher morale is

leadership. In order for a school to be successful, an effective leader must be at the helm.

The principal is the captain of the ship and should be there to provide guidance and

support to their staff. Principals should act as role models in the school community and

25
Principal Leadership and Teacher Morale

work to develop a positive school culture. An effective principal often uses

transformational leadership in order to empower and motivate their staff to achieve a

shared vision and goals. By taking advantage of the knowledge and abilities of their staff,

an effective principal can create a positive and successful work environment where

teacher morale is high.

Finally, while discussing the causes of low teacher morale and the role principals

play, we must not forget to look at ways to improve morale. The key to improving low

teacher morale lies with the principal. They are the ones who must create a supportive

and inclusive environment for both staff and students. They are the ones who have to use

their own abilities and those of their staff to solve the problems of the school. The first

step is including teachers and staff members in the decision making process and

providing them opportunities to make meaningful changes. Creating a shared vision then

motivating those involved to follow through is crucial to staff morale and, consequently,

overall school success.

It is also vital for principals to take part in self and peer assessment in order to be

reflective about their tenure as principal and to help guide future decisions. Furthermore,

the principal should create learning opportunities for themselves and their staff through

appropriate professional development. Staying stagnant and not continuing to grow and

advance will contribute to low teacher morale. A true leader will help inspire, empower

and create learning opportunities for their followers with the goal of developing a school

community of leaders.

26
Principal Leadership and Teacher Morale

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