Download or read book An Examination of the Effectiveness of a Principal Leadership Screening Program on Teacher Perception and Teacher Retention written by Barbara D. McKinney and published by . This book was released on 2009 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is accountable for an environment conducive to learning. Qualified leaders improve student learning and affect the perceptions of members of the organization and their intention to stay. The responsibilities for school success and the shortage of applicants make it imperative that qualified principals are recruited and hired. Effective screening programs can ensure the candidates selected are prepared for leadership positions. Teachers' perceptions of their principal's leadership are related to job satisfaction, job resignation, and transfers. Therefore, teachers' perceptions of principals provide a basis to evaluate the quality of principals' leadership. The effectiveness of a principal leadership-screening instrument on teacher perceptions and teacher retention was examined. Two groups of principals were analyzed-those principals who completed the PrincipalInsight process and those who did not. Data were collected from a staff perception survey and teacher retention records. The PrincipalInsight scores of the principals who were hired did not correlate to the teacher ratings from the staff perception survey. Nor did the PrincipalInsight scores correlate with retention rates at schools with novice principals. Therefore, the recruitment and hiring of candidates for principal based on scores from the PrincipalInsight is a matter for concern. However, findings indicated a significant correlation between the teacher ratings and teacher retention for veteran principals. Recommendations include using veteran teachers to prescreen and evaluate candidates in light of, and with respect to the criteria developed for the screening program. The findings suggest veteran principals provide a sense of community where teachers feel valued, supported, and applauded for their talents and skills, which encourages them to remain employed at their schools. Efforts must be made to implement professional development for new principals to facilitate an understanding for the necessity of building relationships, peer support, and a community for teachers, which are major factors in retaining teachers. The findings provide information on structured screenings and their effectiveness in leadership hiring practices. Information from this study can serve to establish a protocol for the hiring of quality applicants for principal position. The participation of veteran principals and teachers is strongly encouraged in the process of the selection of new principals as their expertise and knowledge is most aligned with the responsibilities needed for present leadership positions.
Download or read book Improving Teacher Evaluation Systems written by Jason A. Grissom and published by Teachers College Press. This book was released on 2016 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership.
Download or read book The Impact of Principal Leadership on Teachers Efficacy Perceptions written by Kimberly I. Minor and published by . This book was released on 2012 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principal leadership characteristics and behaviors on teacher's perceptions of self and collective efficacy at three career stages. Forty-six teachers from six school buildings within a single southeastern Pennsylvania school district participated in the study. Multiple data collection instruments were utilized to provide qualitative data on teacher perceptions of personal and collective efficacy relative to their perceptions of their principal's leadership and their career stage. The researcher found that schools in which teachers had positive perceptions of their principal also exhibited stronger collective efficacy perceptions. The research also revealed that teachers' personal efficacy perceptions were sometimes situational and impacted directly through feedback from their principals and indirectly through their principals' leadership behaviors.
Download or read book Balanced Leadership written by Sheryl Boris-Schacter and published by Teachers College Press. This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
Download or read book Teachers Perceptions of the Effect of Principal Leadership on Teacher Retention written by Teresa B. Byrum and published by . This book was released on 2008 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Teacher Evaluation written by Kenneth D. Peterson and published by Corwin Press. This book was released on 2005-11-30 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrich the quality of teaching and learning in your school with meaningful teacher evaluations! This is the essential guide for principals who want to improve the teacher evaluation process, develop highly qualified teachers, and improve student achievement levels in their schools. This "hands-on," practical handbook provides principals with specific strategies, including: Using the best objective evidence available Putting the teacher at the center of the process Using multiple data sources which vary by individual teacher Incorporating student achievement data Inspiring ongoing teacher reflection and analysis
Download or read book An Examination of the Perceptions of Principals and Teachers Regarding Principal Leadership Style Effectiveness and Flexibility as it Relates to School Improvement written by Doris Ann Jones Lewis and published by . This book was released on 2014 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals Improving Instruction written by Michael DiPaola and published by IAP. This book was released on 2013-05-01 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development. The text demonstrates a hands-on approach grounded in sound theory and rigorous research. It provides both a conceptual frame and realistic exercises that today’s principals and supervisors can use to improve their practice. The book highlights observation tools that focus on high-yield instructional strategies. Principals and supervisors are encouraged to collect data in classrooms and provide this instructional feedback so together with teachers they can reflect and identify areas for growth. The models of supervision, evaluation, and professional development are research-based and are consistent with contemporary challenges that confront principals and others committed to improving instruction.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Principal s Role in Retaining Teachers written by Dale N. Carlson and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Principal Development and Teacher Outcomes written by Peter Youngs and published by Routledge. This book was released on 2020-12-29 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
Download or read book Perceptions of School Leadership written by Katie Tosh and published by . This book was released on 2019 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principal leadership practices improve school organization, teaching, and student achievement outcomes. These practices include framing and communicating a school's goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, and this mismatch in perception could have negative consequences. Numerous studies in the fields of human resources and organizational management reveal that leader self-awareness-when leader self-perception is in agreement with what subordinates perceive-is directly related to leadership effectiveness. The degree to which leaders rate themselves more highly than do subordinates correlates with diminished organizational outcomes, including reduced subordinate job satisfaction and productivity. Specific to education, negative teacher perception of school leadership correlates with teacher burnout and reduced teacher collaboration. We used data from the RAND Corporation's web-based American Educator Panels to gather nationally representative evidence of whether perceptions of school leadership practices vary by educator position. We find that principals almost universally rate themselves as effective, but a minority of teachers disagree.
Download or read book Principal Leadership written by Janet A. Cornella and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome. Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.
Download or read book Determining the Impact a Principal Pipeline Program Had on Instructional Leadership Preparation written by Christina J. Harris and published by . This book was released on 2019 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to determine how one school district’s Principal Pipeline Program supported aspiring leaders in their journey towards effective school leadership. Using a convergent design, the researcher utilized teacher perception surveys, administrator evaluation data, and focus group feedback from the aspiring leaders to measure program impact. Program elements included pre-service leadership training, a full-year internship as a building-based assistant principal, and context-based mentoring from school principals. Results indicated that by the end of the internship year, Pipeliners were statistically similar to assistant principals in their leadership behaviors as perceived by teachers and also in their evaluation outcomes observed by supervisors. Implications and suggestions for future research in aspiring school-leader development have been included.
