Download or read book A Study of Principals Perceptions of Competence in Common Administrative Roles written by Kelly J. Glodt and published by . This book was released on 2006 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The findings of the study are organized around three research questions throughout Chapters IV and V. Discussions of the findings, as well as recommendations for future studies are also organized around the research questions.

Download or read book Principals Perceptions of the Relationship Between Teacher Leader Positions and Success as a Head School Administrator in Pennsylvania written by Bradley Testa and published by . This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The K-12 principalship is a role unlike any other. The demands and responsibilities placed on this position are numerous, while the gratification and accolades, can, at times, be non-existent. As the years have progressed, the demands, roles and responsibilities that accompany this position have grown immensely. Principals that used to run and operate buildings now are often the instructional leader of the building, handle conflicts and budgetary issues, and be a community outreach worker, all while still managing and operating the school building. As this change in the principalship has occurred, and the demands of the position have increased, the pool of qualified candidates for these positions has decreased. Less people are becoming certified for these positions, and many candidates that are certified are not applying when they come open. This decrease in candidates is the result of a number of factors, including increased workload, salary that does not match the work and effort that principals put into the position on a daily basis, as well as the isolated environment that principals often have to work in as a result of the nature of the position. As a result, there is a shortage of effective/successful principals in Pennsylvania, and interview panels struggle to find and hire candidates that will succeed in these positions. This study attempted to aid interview panels and aspiring administrators by examining the relationship between teacher leadership positions and success as head school administrators in Pennsylvania. Principals were surveyed regarding the types of leadership positions that they held or served in during their tenure as a teacher, and how they felt each of these roles contributed to their success as a principal. More specifically, the study analyzed how each role impacts certain skills that are characteristic of effective principals. The goals of the study were to provide interview panels with information on which teacher leader positions help principals become successful, and also to give aspiring principals some insight into which positions will give them experience that could possibly lead to future success. The majority of respondents to the study had served in the classroom for a period of 2-10 years prior to entering the field of administration. In addition, most of the principals who participated in the study reported having served in a high school, along with having worked in a suburban setting, both as teachers and administrators. The role that was occupied most by the respondents was teacher mentor. In addition, it was found that principals believe that serving as a teacher mentor had the greatest impact on future administrative success, and that serving on the Student Assistance Program team had the least amount of impact. Principals who had not served in the leadership positions believed that they would have received the most benefit from having served as a department chair/curriculum coordinator, and that the least amount of benefit would have come from serving as an athletic coach. Also, principals not holding these positions recommended that aspiring administrators serve as teacher mentors, as they would garner the most benefit from this position. It was also found that athletic coaches were the least recommended of the five leadership positions. Lastly, principals who had served in these leadership roles during their tenures in the classroom were asked about how each of these roles affected their ability to perform twelve characteristics that effective principals share. When the results of these questions were analyzed, it was found that the three characteristics that were found to have been impacted the most from the leadership positions pertained to the visionary and forward-thinking aspects of the principalship, while the three characteristics that were found to receive the least amount of enhancement from the roles were those that are associated with the day-to day operations of the school building. From this, it can be concluded that serving in the five leadership roles will help administrators establish a long-term vision for the school, and be more of an instructional leader and keeper of the vision, rather than simply an operations manager. This further exacerbates and defines the difference between leadership and management.

Download or read book Principals Perceptions of Competence Needed for Administration of Special Education written by Rita A. Stevenson and published by . This book was released on 2002 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principal Perceptions of Competencies in Administrative Skills written by Patricia Ann Allison and published by . This book was released on 1980 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary School Principals Perceptions of the Importance of Competencies Within Critical Administrative Task Areas written by Melanie W. Greene and published by . This book was released on 1983 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of Principals and Assistant Principals Perceptions Regarding the Knowledge Skills and Attributes Needed for Their Current Job Role to Lead Schools Effectively written by Yalcin Akyildiz and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: It is well documented that school leadership is second only to classroom instruction as an influence on student learning and achievement (Leithwood & Reihl, 2003; Wahlstrom et al., 2010, Ediger, 2014; Waters et al., 2003). Because principals directly impact schools’ academic capacity, effective principals are essential for the transformation of failing schools (Harvey & Holland, 2011). Assistant principal positions are a major stepping-stone towards principal positions; however, an assistant principal position does not provide appropriate training for a principal position (Fields, 2002; Koru, 1993; Kwan, 2009; Mertz, 2006; Webb & Vulliamy, 1995). It is important to know how principals and assistant principals perceive the knowledge, skills, and attributes (KSAs) needed to be an effective leader because leaders develop their leadership style and base their actions on their beliefs and perceptions. This study examines whether there is a significant difference in the perceptions of principals and assistant principals regarding the KSAs needed to be successful in their roles. The study further examines whether there is a significant difference in principals’ and assistant principals’ perceptions regarding KSAs based on gender, years of experience, ethnicity, and campus academic rating. This study used archival data collected from two larger studies entitled, “A Survey to Examine the Work, Attitudes and Perceptions of Public School Principals” (MacNeil, 2004) and “A Survey to Examine the Work, Attitudes and Perceptions of Public School Assistant Principals” (MacNeil, 2006). 305 principals and 371 assistant principals in a large metropolitan area of the Gulf Coast area of Texas participated in the study. The participants rated knowledge (of people, curriculum, law, and fiscal management), skills (interpersonal, communication, leadership, management, technical), and attributes (positive disposition, visionary, ethics and values, good communicator, organization) on a Likert scale. One-way and two-way MANOVA were used to answer research questions. The study revealed that principals and assistant principals perceive knowledge, skills and attributes needed to be successful in their roles differently. The most differences are in knowledge of law, leadership skills, and being visionary. The differences are also irrespective of gender, years of experience, ethnicity or campus academic rating. This information can be used in principal preparation programs as well as in principal and assistant principal professional development programs in school districts. The study also provides recommendations about the role of assistant principals who are in a promotion track.

Download or read book PRINCIPALS PERCEPTIONS OF THEI written by Mei-Ching Li and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Principals' Perceptions of Their Leadership Roles Under School-based Management" by Mei-ching, Li, 李美貞, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196232 Subjects: School based management - China - Hong Kong - Case studies Educational leadership - China - Hong Kong - Case studies Role expectation - Case studies Elementary school principals - China - Hong Kong - Attitudes

Download or read book Perceptions of Principals Concerning Their Levels of Competence in and Degrees of Importance of Criteria of Administrative Effectiveness and Leadership written by Debra Ann Bradley and published by . This book was released on 1987 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principals Perceptions of Critical Administrative Competencies and Performance Indicators Related to Their Performance Evaluation and Salary Determination written by Richard A. Cunningham and published by . This book was released on 1993 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A STUDY OF PRINCIPALS PERCEPTIONS OF THEIR COMPETENCY AND COMPETENCY NEEDS IN INSTRUCTIONAL LEADERSHIP written by Hussein bin Mahmood and published by . This book was released on 1989 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: roles of principals as instructional motivators and as providers for attitudinal change.

Download or read book A Study of the Perceptions of Elementary Principals Concerning Their Roles in Site based Management written by Deborah J. Tubbs and published by . This book was released on 1992 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Single and Multiple Leadership Roles of Building Principals written by Michael A. Gaunt and published by . This book was released on 2016 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Principals play a critical role supporting the student’s academic achievement. Their work has become increasingly challenging over past decades due to demands for increased accountability and a decline in fiscal and human resources. Principals, regardless of size and geographical locations, have had to assume additional work responsibilities, including additional administrative roles, in response. There is a plethora of research documenting the important role principals provide in supporting the academic achievement of students (Chickering and Reisser, 1993; Cotton, 2003; Figlio, 1999; Halinger and Heck, 2011; Leithwood, 1994; and Senge, 2007). Marzano et al’s., (2005) research, as described in his book, School Leadership That Works, identified 21 principal responsibilities for school leadership that are empirically correlated to increased student achievement. Given the current dilemma of an increasing number of principals having to assume additional leadership responsibilities, coupled with continuing demands placed on school leaders and teachers to increase student achievement, this investigator sought to determine whether there were differences, if any, between principals who held single and multiple administrative roles and their ability to implement Marzano’s second-order change responsibilities. To conduct this study, 62 principals in a Midwestern area were contacted and asked to participate. A SurveyMonkey instrument was administered to principals and they were asked to indicate their level of agreement with 36 statements related to Marzano et al’s. (2005) second-order principal-leadership responsibilities. The study identified seven directional hypotheses that were closely aligned to Marzano’s second-order change responsibilities. An independent t-test was used to determine whether there was a significant difference in the perception of principals in schools with single administrative roles, as compared to principals holding multiple administrative roles, and their capacity to implement Marzano’s second-order change responsibilities. Findings in this study indicate there was one hypothesis that found a significant difference between the two groups of principals. Principals with multiple administrative roles indicated they had more difficulty in monitoring and evaluating staff, programs, and procedures than their corresponding counterparts. The study concludes with recommendations for further study and suggestions to district administrators, professional organizations and school boards for improving the working conditions of principals in these challenging positions.

Download or read book A Decade of Research on School Principals written by Helene Ärlestig and published by Springer. This book was released on 2015-11-13 with total page 547 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries. Each of these directions has its own particular cultural, educational and policy history. Taken together, the various chapters in the volume provide a rich and varied mosaic of what is currently known and what is yet to be discovered about the roles and practices of principals, and their contributions to the improvement of teaching and the learning and achievement of students. The particular foci and methodological emphases of the research reported illustrate the different phases in the development of educational policies and provision in each country. This collection is an important addition to existing international research that has shown beyond any reasonable doubt that the influence of school principals is second only to that of teachers in their capacity to impact students’ progress and achievement and to promote equity and social justice.

Download or read book Elementary School Principals Perceived Role Performance as it Relates to Analytic Style written by Arlene Gilligan and published by . This book was released on 1976 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principals Perceptions of Alternatively Certified Teachers in New Orleans Public Schools written by Jacquelyn Lynn Mahatha and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to increasing attention to the issues of teacher quality, quantity, and the mandate for highly qualified teachers, alternative approaches to teacher certification have become widespread. Alternative certification allows individuals who typically posses an undergraduate degree in a field other than education to participate in shortened training and/or on- the- job learning experiences that lead to full certification. The number of alternatively certified teachers in urban hard to staff schools is growing. There are many debates as to the effectiveness of alternative certification. At the core of the arguments are issues surrounding teacher pedagogy, classroom management, and knowledge of the teaching and learning experience in general. This study sought to determine public school principals' perceptions of alternatively certified teachers. The study asked principals to compare alternatively certified teachers to those teachers who have participated in a traditional university based teacher education program. Both groups of teachers had one to three years of experience in the classroom. Survey research was used to compare the effectiveness of alternatively certified teachers to traditionally certified teachers based upon principals' perceptions. There were five survey domains, including (1) content knowledge, (2) classroom management, (3) instructional planning, (4) human relations skills, and (5) professionalism. Results of this study indicated that principals perceived that alternatively certified teachers were perceived as slightly less effective than traditionally certified teachers. Teachers trained in the traditional teacher education programs were viewed as more effective with regard to content knowledge, classroom management, instructional planning, and professionalism.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt: