References

BCPVPA Leadership Standards Review Committee. (2020). BCPVPA Leadership Standards

for Principals and Vice-Principals in British Columbia 2020.

https://bcpvpa.insite.com/files/assets/83/bcpvpaleadershipstandardsjuly2019.pdf

Belay, S., Melese, S., & Seifu, A. (2021). Advancing teachers’ human capital through

effective leadership and institutional safety: Mediating effect of professional learning

and teaching climate. Cogent Education, 8(1), 1-18.

https://doi.org/10.1080/2331186X.2021.1912488

Bellibas, M. S., & Liu, Y. (2018). The effects of principals’ perceived instructional and

distributed leadership practices on their perceptions of school climate. International

Journal of Leadership in Education, 21(2), 226–244.

https://doi.org/10.1080/13603124.2016.1147608

Capp, G. P., Avi Astor, R., & Moore, H. (2022). Positive school climate for school staff? The

roles of administrators, staff beliefs, and school organization in high and low resource

school districts. Journal of Community Psychology, 50(2), 1060–1082.

https://doi.org/10.1002/jcop.22701

Damanik, E., & Aldridge, J. (2017). Transformational Leadership and its Impact on School

Climate and Teachers’ Self-Efficacy in Indonesian High Schools. Journal of School

Leadership, 27(2), 269–296. https://doi.org/10.1177/105268461702700205

Drago-Severson, E. (2012). New Opportunities for Principal Leadership: Shaping School

Climates for Enhanced Teacher Development. Teachers College Record (1970), 114(3),

1-18.
Kurland, H. (2019). School leadership that leads to a climate of care. International Journal of

Leadership in Education, 22(6), 706–730. https://doi.org/10.1080/13603124.2018.1529818

Lopez, A. E. (2020). Decolonizing educational leadership : exploring alternative approaches

to leading schools (1st ed. 2020.). Palgrave Macmillan. https://doi.org/10.1007/978-3-

030-62380-7

Smith, P. A., Escobedo, P., & Kearney, W. S. (2020). Principal Influence: A Catalyst for

Positive School Climate. International Journal of Education Policy and Leadership,

16(5), 1-16. https://doi.org/10.22230/ijepl.2020v16n5a961

Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: an essential

ingredient in high-performing schools. Journal of Educational Administration, 53(1),

66–92. https://doi.org/10.1108/JEA-02-2014-0024

Weathers, J. M. (2011). Teacher Community in Urban Elementary Schools: The Role of

Leadership and Bureaucratic Accountability. Education Policy Analysis Archives, 19(3),

1–39.

Zahed-Babelan, A., Koulaei, G., Moeinikia, M., & Rezaei Sharif, A. (2019). Instructional

Leadership Effects on Teachers’ Work Engagement: Roles of School Culture,

Empowerment, and Job Characteristics. CEPS Journal, 9(3), 137–156. https://doi-

org.proxy.queensu.ca/10.26529/cepsj.181