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Five principals serving in Texas describe strategies that strengthen staff motivation, commitment, and teachers’ working conditions. Grounded in the middle school attributes of developmentally responsive, challenging, empowering, and equitable environments, findings identify six themes, including classroom visits, using data, recognizing teachers’ work, supporting professional improvement, collaborating, and distributed leadership.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/its-what-principals-do-influencing-teachers-to-support-students/599891/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/its-what-principals-do-influencing-teachers-to-support-students/599891.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on middle school principals?","Question",{"text":112,"@type":113},"The study explores how middle school principals perceive they build trusting teacher-principal relationships to support student success through improved staff motivation, commitment, and working conditions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework guides the study’s view of middle school success?",{"text":117,"@type":113},"The study uses four middle school attributes—developmentally responsive, challenging, empowering, and equitable—to describe the conditions of successful middle schools and how principals can focus improvement work.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of data were collected in the methodology?",{"text":121,"@type":113},"Data included interviews, observations, and document collection from five middle school principals currently serving in Texas.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599891,1792131926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Running Head: PRINCIPALS INFLUENCING 1  \nIt’s What Principals Do: Influencing Teachers to Support Students  \nMarsha Sowell  \nTexas A&M University – Kingsville  \nPRINCIPALS INFLUENCING TEACHERS 2  \nAbstract  \nRecognized as the leader of the school, the middle school principal is expected to continually facilitate student success and school improvement. One such way principals can lead school improvement is through building supportive, trusting relationships with teachers. This qualitative case study explored the ways in which five middle school principals perceived they built trusting teacher-principal relationships to influence staff motivation, commitment, and working conditions for teachers in an effort to support student success. The principals' insights led to the identification of six themes relating to the middle school principals' role in influencing student success through increasing teachers’motivation, commitment, and working conditions. The themes include: prioritizing classroom visits, helping teachers use data, acknowledging teachers’work, providing for teacher’s professional improvement, working collaboratively with teachers, and distributing leadership to teachers.  \nKeywords: middle school, principal, teacher support, student success  \nPRINCIPALS INFLUENCING TEACHERS 3  \nIt’s What Principals Do: Influencing Teachers to Support Students  \nAs the political context changes in America and school reform is apparent, it is important to prepare educational leaders to remain focused on their task. Regardless of the political landscape, the role of the middle school principal remains the same. As Leithwood, Harris, and Strauss (2010) summarize, \"The main task of leaders is to constantly monitor the status of the internal conditions in the school that influence student learning and improve the status of those conditions that are most in need of improvement and most likely to improve student learning\" (p. 256). Because teaching has been identified as the number one influence on student academic achievement (Leithwood, Day, Sammons, Harris, & Hopkins, 2006), supporting the learning needs of staff will translate into effective practices in the classroom, in turn creating positive  \nlearning environments for students. The primary focus of this study was to explore the ways in which middle school principals perceive they influence teachers in an effort to support student success.  \nFramework of the Study  \nThe Association for Middle Level Education (formerly National Middle School Association) (NMSA, 2010) identified four attributes that influence student success in the middle school. These attributes describe successful middle schools as being developmentally responsive, challenging, empowering, and equitable (NMSA, 2010) . Principals can use the attributes in this model to focus their work in school improvement. The attributes of the model warrant a short description:  \nDevelopmentally responsive. All school decisions are based on a foundation of the distinctive nature of young adolescents (NMSA, 2010) .  \nPRINCIPALS INFLUENCING TEACHERS 4  \nChallenging. Academic rigor ensures “that every student learns and every member of the learning community is held to high expectations\" (NMSA, 2010, p. 13) .  \nEmpowering. Students are taught “the knowledge and skills they need to take responsibility for their lives, to address life's challenges, to function successfully at all levels of society, and to be creators of knowledge\" (NMSA, 2010, p. 13) .  \nEquitable. Schools provide challenging and appropriate learning opportunities in “an inviting, supportive, and safe place”where “human relationships are paramount”(NMSA, 2010, p. 33) .  \nAny change or improvement within the school system begins with the leadership at the campus level (ten Bruggencate, Luyten, Scheerens, Sleegers, 2012); leadership that resides primarily in the role of the principal. Principals create effective educational environments, inclusive of the attributes of succe","cbCaigY6Tl9dEQQH","https://ap.wps.com/l/cbCaigY6Tl9dEQQH","pdf",321282,21,"English","# Abstract\n# Framework of the Study\n## Middle school success attributes\n# Methodology\n## Research Design\n## Data Collection\n## Interviews","[{\"question\":\"What is the purpose of the study on middle school principals?\",\"answer\":\"The study explores how middle school principals perceive they build trusting teacher-principal relationships to support student success through improved staff motivation, commitment, and working conditions.\"},{\"question\":\"What framework guides the study’s view of middle school success?\",\"answer\":\"The study uses four middle school attributes—developmentally responsive, challenging, empowering, and equitable—to describe the conditions of successful middle schools and how principals can focus improvement work.\"},{\"question\":\"What kinds of data were collected in the methodology?\",\"answer\":\"Data included interviews, observations, and document collection from five middle school principals currently serving in Texas.\"}]","It’s What Principals Do - Influencing Teachers to Support Students | PDF",1792089638,53]