Foreword - Don Saul, AASA American Superintendent of the Year
Foreword - Gary Anderson, Professor of Educational
Administration
Acknowledgements
About the Authors
1. The Problem of Principal Mistreatment of Teachers
2. The Many Faces of Moderate Mistreatment: From Discounting
Teachers to Offensive Personal Conduct
3. Escalating Mistreatment of Teachers: From Spying to
Criticism
4. Severe Mistreatment of Teachers: From Lying to Destruction
5. The Effects of Principal Mistreatment of Teachers: Lasting
Wounds and Damaged Schools
6. Worlds of Pain: The Undoing of Teachers
7. Overcoming the Problem of Principal Mistreatment of Teachers:
What Can We Do?
Research Method and Procedures
References
Index
Joseph Blase is a professor of educational administration at
the University of Georgia. Since receiving his Ph.D. in 1980 from
Syracuse University, his research has focused on school reform,
transformational leadership, the micropolitics of education,
principal-teacher relationships, and the work lives of teachers.
His work concentrating on school-level micropolitics received the
1988 Davis Memorial Award given by the University Council for
Educational Administration, and his coauthored article published in
the Journal of Educational Administration won the W. G. Walker 2000
Award for Excellence. In 1999 he was recognized as an elite
scholar, one of the 50 Most Productive and Influential Scholars of
Educational Administration in the world. Blase’s books include The
Politics of Life in Schools: Power, Conflict, and Cooperation
(winner of the 1994 Critic’s Choice Award sponsored by the American
Education Studies Association), Bringing Out the Best in Teachers
(1994, 2000, 2008); The Micropolitics of Educational Leadership
(1995), Empowering Teachers (1994, 2000), Democratic Principals in
Action (1995), The Fire Is Back (1997), Handbook of Instructional
Leadership (1998, 2004), Breaking the Silence (2003), and Teachers
Bringing Out the Best in Teachers (2006). His recent research
(coauthored with Jo Blase and Du Fengning, 2008), a national study
of principal mistreatment of teachers, appeared in The Journal of
Educational Administration. Professor Blase has published over 120
academic articles, chapters, and books. Jo Blase is a professor of
educational administration at the University of Georgia, and a
former public school teacher, high school and middle school
principal, and director of staff development. She received a Ph.D.
in educational administration, curriculum, and supervision in 1983
from the University of Colorado at Boulder, and her research has
focused on instructional and transformational leadership, school
reform, staff development, and principal-teacher relationships.
Through work with the Beginning Principal Study National Research
Team, the Georgia League of Professional Schools, and public and
private school educators with whom she consults throughout the
United States and abroad, she has pursued her interest in
preparation for and entry to educational and instructional
leadership as it relates to supervisory discourse.
Winner of the W. G. Walker 2000 Award for Excellence for her
coauthored article published in the Journal of Educational
Administration, the University of Georgia College of Education
Teacher Educator Award, the University of Colorado School of
Education Researcher/Teacher of the Year, and the American
Association of School Administrators Outstanding Research Award,
Blase has published in international handbooks and journals such as
The Journal of Staff Development, The Journal of Curriculum and
Supervision, Educational Administration Quarterly, and The Alberta
Journal of Educational Research; her eight book editions include
Empowering Teachers (1994, 2000), Democratic Principals in Action
(1995), The Fire Is Back (1997), Handbook of Instructional
Leadership (1998, 2004), Breaking the Silence (2003), and Teachers
Bringing Out the Best in Teachers (2006).
Blase has authored chapters on becoming a principal, school
renewal, supervision, and organizational development; her recent
research examines the problem of teacher mistreatment. She has
published over 90 academic articles, chapters, and books, and she
also conducts research on supervisory discourse among physicians as
medical educators and consults with physicians in US hospitals and
medical centers.
Truly a groundbreaking effort and one that deserves serious
attention.
*Don Saul, AASA American Superintendent of the Year, 2000*
The book is based on extensive research, loaded with real examples,
and it reflects the authors′ concern to improve the conditions of
all schools. Because of the book′s comprehensive focus, it will be
valuable to practitioners, fledgling administrators, and other
educators who are striving to improve the conditions in
schoools.
*The School Administrator, January 2003*
Breaking the Silence is the first empirical report of the actual
experiences of abused teachers; that is, what constitutes principal
mistreatment and its impact on teachers and their work.
*Chicago Union Teacher, May 2003*
Blase and Blase sound the alarm on principals’ mistreatment of
teachers, and begin the important work of finding constructive
solutions. Not just an exposé for the purpose of raising awareness,
the book is also a guide, providing practical strategies for
preventing and correcting this
mistreatment.
*Georgia Association of Teachers (NEA) Newsletter, 2003*
Required reading for educators around the country.
Long overdue, and finally brings this serious problem to the
public’s attention.
Phenomenal…every abused teacher’s story on every page.
*American Society for Ethics in Education website*
The book fell from cyberspace…the answer to our prayers.
Blase & Blase have the integrity to reveal what has been a very
deep, dark, destructive secret.
The descriptors of abuse are so accurate that few teachers could
read this book without pits in their stomachs and tears rolling
down their eyes.
*National Association for the Prevention of Teacher Abuse website*
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