Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Dimensions (Subtests of the OCDQ-RE): Supportive principal behavior reflects a basic concern for teachers. The principal listens and is open to teacher suggestions. Praise is given genuinely and frequently, and criticism is handled constructively. The competence of the faculty is respected, and the principal exhibits both a personal and professional interest in teachers. Directive principal behavior is rigid, close supervision. The principal maintains constant monitoring and control over all teacher and school activities, down to the smallest detail.
Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paper work, committee requirements, routine duties, and other demands that interfere with their teaching responsibilities. Collegial teacher behavior supports open and professional interactions among teachers. Teachers are proud of their school, enjoy working with their colleagues, and are enthusiastic, accepting, and mutually respectful of their colleagues. Intimate teacher behavior is cohesive and strong social relations among teachers. Teachers know each other well, are close personal friends, socialize together regularly, and provide strong social support for each other. Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers are simply putting in time in non-productive group efforts; they have no common goals. In fact, their behavior is often negative and critical of their colleagues and the school.
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American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.