Download or read book An Investigation of the Relationships Among Leadership Behavior of Principals Demographic Variables and Concerns of Teachers about Innovation written by Paul Louis Del Gobbo and published by . This book was released on 1982 with total page 320 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 2006 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between Leadership Behavior Components and Demographic Variables Among Middle School Principals written by Jacqueline Blanton and published by . This book was released on 1996 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 862 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationship of Principal Leadership Behavior to Teacher Motivation and Innovation written by Carol Ann Fox Pulvino and published by . This book was released on 1979 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Relationships Between Selected Demographic Variables and the Principals Self perception of Technology Leadership written by Donald Eugene White and published by . This book was released on 2004 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index Education D H written by and published by . This book was released on 1984 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationships Between the Value Orientations Leader Behavior and Effectiveness of Secondary School Principals in Selected Middle Sized School Systems written by John Charles Hefty and published by . This book was released on 1971 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between the Leadership Styles of Suburban Secondary Principals and the Stress Levels of Their Teachers written by Judith Lee Johnson and published by . This book was released on 1990 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationships Among Selected Demographic Variables School Settings Attendance in Leadership Academies and the Self perceptions of Secondary School Principals written by Margie Shepard Bell and published by . This book was released on 2005 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Work Related Abstracts written by and published by . This book was released on 1983 with total page 1332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Academic professional and Contextual Demographic Variables of Principals Upon Developmentally Appropriate Beliefs of Principals and Teachers written by and published by . This book was released on 2005 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education professionals have articulated the need for and are beginning to define more carefully what constitutes a quality program leader in Early Childhood Education. However, most states have little, or no, specific specialization requirements for administrators of programs in early childhood (defined by the National Association for the Education of Young Children as children from birth to age 8). Because research has shown that the developmental and learning needs of students in early childhood are unique, administrators of school programs for younger students should be aware of these needs and their implications for the learning environment. However, little is known about the types of academic/professional characteristics and contextual demographic variables that must be present to properly allow a leader to lead early childhood grades in a developmentally appropriate manner. This study investigated the qualities of educational leaders of early childhood grade programs, and how those qualities relate to developmentally appropriate beliefs of both principals and teachers in early childhood education. Information was gathered via survey. Surveys were sent to principals and teachers in Erie County, New York whose grade configurations included any early childhood grades (prekindergarten-grade 3) as defined by the National Association for the Education of Young Children (NAEYC). Principal surveys probed principals' teaching background, professional preparation, instructional program and school/district circumstances. Principals were also asked to complete the Primary Teacher Questionnaire (PTQ) which resulted in a score of their developmentally appropriate beliefs. Teachers were asked basic demographic questions, completed the PTQ, and also answered open-ended questions related to the types of principal behaviors that influence their classroom instruction. Returned teacher surveys were paired with returned principal surveys from the same school. Results were analyzed by both quantitative and qualitative methods. The quantitative analyses measured the relationship a specific principal quality had to a principal's or the teachers' developmentally appropriate beliefs. The qualitative analyses explored the extent to which a building principal's behavior influenced classroom instruction among teachers whose beliefs were classified as developmentally appropriate. Results from this study suggest that comprehensive leadership skills and experiences may lead to programs in which developmentally appropriate beliefs are evident. However, no one particular leadership preparation experience was found to ensure such beliefs within a program. Teacher-reported principal behaviors that positively influenced classroom instruction included behaviors related to building a culture of community within the school, and with outside stakeholders; helping the school community close the gap between research and practice in early childhood education; and ensuring a safe and orderly environment for learning. Principal behaviors that negatively influenced classroom instruction included behaviors that did not support a culture of community, and were divisive within that culture. Additionally, principal behavior that exemplified a lack of knowledge of early childhood development and practice were also cited as having a negative influence on early childhood classroom instruction. Future research efforts include replication of this model in other areas of the state and country. Additional efforts should be aimed at exploring developmentally appropriate early childhood grade schools to probe more deeply into descriptive issues presented in this study.

Download or read book An Examination of the Relationship Among Principals Leadership Styles Principals Sense of Efficacy Teachers Sense of Efficacy Teachers Perceptions of Principal Support and Teachers Years of Experience in Urban Georgia Elementary Schools written by Christina Sherard and published by . This book was released on 2016 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study, "An Examination of the Relationship Among Principals' Leadership Styles, Principals' Sense of Efficacy, Teachers' Sense of Efficacy' Teachers' Perceptions of Principal Support, and Teachers' Years of Experience in Urban Georgia Elementary Schools," was designed to examine the factors impacting the efficacy of principals and teachers in urban elementary schools as related to different leadership styles, novice and experienced teachers and level of readiness versus leadership style. Based on social learning and motivational theories concerning leadership and efficacy, the theories were significant in identifying characteristics of leadership styles, level of readiness, and the sense of efficacy for principals and teachers. The study utilizes a non-experimental quantitative design employing both a descriptive and inferential analysis. Data were acquired from principals and teachers in two urban school systems in Georgia through the Teacher Sense of Efficacy Scale, Principal Sense of Efficacy Scale, Leadership Styles Questionnaire and the Teacher's Perception of Principal Support Questionnaire. Of the four research questions posed in this body of research, research question one indicated no significant difference in principal self-efficacy by leadership style. The remaining research questions noted a significant correlation between teachers' self-efficacy and perceptions of principal support. A statistical significance suggested a difference between the sense of efficacy of principals and teachers as well as a difference in the sense of efficacy of teachers based upon years of experience.

Download or read book A Study of the Relationships Among the Principal s Leadership Style Teacher s Need orientation and the Degree of Teachers Satisfaction with Their Principal s Job Performance written by Joong Shik Shin and published by . This book was released on 1975 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Leadership and School Culture written by Philip Hallinger and published by . This book was released on 1994 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Among Instructional Leadership Behaviors of the School Principal and Selected School level Characteristics written by L. Bruce Sheppard and published by . This book was released on 1993 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt: These hypotheses were tested using Multiple Regression Analysis. Only two of these hypotheses were not supported. These were hypothesis 4(B) and hypothesis 4(C). The relationship among instructional leadership behaviors of principals and the school-level characteristics of innovativeness and professional involvement were found to be statistically different for each school type.