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This study tested the theoretical argument that psychological need-supportive conversation functions as a protective factor against teacher burnout by satisfying teacher psychological needs. The empirical test was conducted with a sample of 263 teachers from a medium sized urban school district in a Southwestern city. Need-supportive conversation had an indirect effect on teacher burnout through teacher psychological needs. Results support the role of need-supportive conversation in lessening the extent to which teachers experience emotional exhaustion, depersonalization, and reduced accomplishment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to 1) examine the relationship between instructional program coherence (IPC) and teacher intent to leave; and 2) investigate teacher psychological need satisfaction as a mediator in this relationship. HLM was used to test the hypotheses. As predicted, school differences in teacher intent to leave their school were related to teacher perceptions of IPC. Teacher autonomy and relatedness mediated the relationship between IPC and teacher intent to leave, while teacher competence satisfaction did not. Results suggest that the way school leaders organize the instructional environment has implications for teacher well-being and retention. [ABSTRACT FROM AUTHOR]

This study tested the relationship between Principal Support of Teacher Psychological Needs (PSTPN) and a need-supportive instructional climate. Evidence on social contagion was used to advance three hypotheses: PSTP is associated with school differences in student reported autonomy-support, competence-support, and relational-support; A climate of teacher psychological safety mediates the relationship between PSTPN and student reported autonomy-support, competence-support, and relational-support; A climate of organizational commitment mediates the relationship between PSTPN and student reported autonomy-support, competence-support, and relational-support. Hypotheses were tested in a sample of teachers and students from 93 urban schools in a southwestern state of the US. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore sustainability of social conditions and achievement outcomes in six full-service community schools (FSCSs) in two districts (Tulsa and Union Public Schools) associated with the Tulsa Area Community Schools Initiative (TACSI). Three questions guided the inquiry: How has TACSI changed over the last 9 years? Have the six TACSI FSCSs in Tulsa and Union maintained strong conditions for learning compared to non-TACSI schools? Have the six TACSI FSCSs in Tulsa and Union maintained better achievement outcomes compared to non-TACSI schools? Findings suggest that FSCSs cannot be separated from the larger district context in which they are embedded. Differences in FSCS implementation and outcomes were visible as the TACSI network expanded, as district priorities shifted, and as leadership changed. Implications of these findings for educational reform, generally, and FSCSs, specifically, are discussed. [ABSTRACT FROM AUTHOR]

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. [ABSTRACT FROM PUBLISHER]