Download or read book Exploring the Relationships of Principal Preparation Programs and Leadership Styles on School Accountability Indices written by Christy Lynn Smith and published by . This book was released on 2018 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding the Principalship written by Charles L. Slater and published by Emerald Group Publishing. This book was released on 2013-05-09 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume originates from the International Study of Principal Preparation (ISPP), a collaborative project representing nearly a decade of research on principal preparation in countries throughout the world. The authors examine the dynamic changes that are affecting the way principals work and transforming the world of educational leaders.
Download or read book Principal Actions in Massachusetts Schools in Relation to School Accountability Status written by Timothy R. Callahan and published by . This book was released on 2020 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2015 Every Student Succeeds Act (ESSA), builds upon decades of federal efforts to improve student achievement through state-level systems of accountability and school improvement (U.S. Department of Education, 2017). Research on school improvement has shown that actions of the school principal have a significant impact on school performance (Cotton, 2003; Elmore, 2000; Fullan, 2001). Marzano, Waters, and McNulty (2005) conducted a meta-analysis of 69 leadership studies and identified 21 responsibilities of the school leader that showed a significant effect on student achievement, and Massachusetts has developed and implemented 11 Conditions for School Effectiveness (Department of Elementary and Secondary Education, 2012b) to guide school leaders to take leadership actions to improve school performance. The purpose of this quantitative study is to explore the relationship between the actions of principals of public schools in Massachusetts, grouped by state accountability status, and Massachusetts Department of Elementary and Secondary Education Conditions for School Effectiveness. The conceptual framework of this study is grounded in the meta-analyses conducted by Marzano et al. (2005) in School Leadership that Works cross-referenced with the 11 Conditions for School Effectiveness identified by the Massachusetts Department of Elementary and Secondary Education (2012b). The findings from this research indicate that the 11 Conditions for School Effectiveness are not widely used by Massachusetts principals, regardless of accountability status. Additionally, several of the most common leadership actions taken by Massachusetts principals do not align to the 11 Conditions but are shown by Marzano et al. (2005) to be effective leadership actions. Principals with longevity are shown to commonly implement a larger number of leadership actions shown in the literature to be effective, but, overall, principals in schools designated at various levels of state accountability status do not take significantly different actions.
Download or read book Readying School Leaders written by Janet L. Tareilo and published by . This book was released on 2004 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of Connections Between a Principal s Leadership Style and the Academic Achievement Gap written by Khalid Almasnaah and published by . This book was released on 2021 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored possible connections between school principals' leadership styles and behaviors and closing the student achievement gap at three schools serving high poverty student populations. Two of the three schools were high schools designated as Priority Schools in 2012 as a result of student achievement that ranked in the bottom 5% of all Michigan schools. The two schools managed to exit the Priority designation in 2017 after implementing school culture and instruction reforms that improved student achievement. The third school was a K-8, which was not designated as a Priority School. It had the same student demographics as the Priority Schools, and it is located in the same district as one of them. It was added to the study to reinforce the data. The researcher conducted 17 interviews. A bottom-up inductive coding approach was adopted for the qualitative data analysis. The researcher assigned emerging themes specific and meaningful codes relevant to the topic and purpose of the study. Based on the data from the three schools, a possible connection between school leadership and closing the student achievement gap was found. The three principals adopted practices and behaviors relevant to multiple leadership styles. They did not limit themselves to only one leadership style or a set of behaviors. The two Priority School principals had to undo the negative impact of the former toxic culture. The three principals instituted a positive school culture based on trust, respect, collaboration, and accountability. They indirectly impacted student achievement by improving the schools' culture and climate and enhancing the curriculum, instruction, assessment, and data-driven interventions. They worked with all the stakeholders to align and streamline all the efforts and programs into well-coordinated plans and established common language and practices regarding teaching and learning. They involved all the teachers in the decision making about teaching and learning.
Download or read book Preparing Principals for a Changing World written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Download or read book The Impact of Principal Leadership Styles on School Accountability written by Bryant Kimberly and published by LAP Lambert Academic Publishing. This book was released on 2015-01-06 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principals' leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals' information was not useful; thus leaving the researcher with a sample size of n = 110 participants. This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts.
Download or read book Principal Leadership Styles in an Era of Accountability written by Kathlene Bentley and published by LAP Lambert Academic Publishing. This book was released on 2012-04 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive, quantitative, non-experimental, cross-sectional study was to determine the self-perceived leadership style of principals in an era of accountability. The research instrument was the Multifactor Leadership Questionnaire with added demographic questions. In addition to the determination of the self-perceived principal leadership style, the intention of this study was to determine the possible relationship of demographic variables such as principal gender, experience, ethnicity, school type, school grade, and school socioeconomic status determined by Title I on leadership styles. The participants of the study were principals from three large school districts in the state of Florida. The dependent variable was the principal leadership style categorized on the MLQ as transactional, transformational, or laissez-faire. The MLQ also determined the use of behaviors categorized as laissez-faire, authoritative, or participative. The independent variables were the demographic variables, principal gender, ethnicity, years of experience as a school principal, school type, school grade, and school socioeconomic status defined by Title I.
Download or read book The Principal and Accountability written by Shirley Jean Hansen and published by . This book was released on 1975 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Accountability and Principal Behaviors written by Laura Casey Amo and published by . This book was released on 2015 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability policies were created in response to concerns that the United States was under-performing and losing its position as an international leader in education. These policies are currently an integral part of the American educational system. The effectiveness of school accountability policies, however, remains unclear and research on how performance-based accountability is related to principal behavior is largely undeveloped. This dissertation examined the relationships between performance-based school accountability and the behaviors of school principals. Using a nationally-representative database of public elementary schools (the Schools and Staffing Survey 2003-04), this dissertation explored the associations between different aspects of performance-based educational policy on principal work engagement, supportive leadership, and shared instructional leadership. Findings suggest that most associations between performance-based rewards and interventions and principal behaviors are negligible or negative. State policy for rewards had a negative association with supportive leadership, and state policy for intervention had a negative association with principal engagement. Among schools meeting all performance goals in the previous academic year, nearly all of the associations were statistically negligible; the only significant association was that between exposure to school-wide monetary rewards and principal engagement. Specifically, exposure to school-wide monetary reward had a significant negative association with principal engagement. Among schools failing to meet all performance goals in the previous academic year, exposure to intervention was negatively related to all three principal behaviors and three associations were statistically significant. Specifically, exposure to evaluation cycle was associated with significantly less supportive leadership, exposure to reduced resources was associated with significantly less shared instructional leadership, as was exposure to school choice. The interactions with school size and school poverty varied by type of incentive and by principal behavior, and generally suggest that the relationships between policy and principal behavior are stable across different contexts. Findings from this dissertation resound previous concerns with present performance-driven school accountability policy and introduce a new point of concern into the argument against the practice. While negative associations between accountability policy and principal behaviors may not be deemed directly pertinent to the bottom line (i.e. student achievement), that the only significant relationships are negative is an important consideration and refutes the theory of action in accountability. Reconsideration of performance-based accountability is recommended, as neither reward nor intervention consistently related positively to principal behavior; state policy for reward and intervention, exposure to monetary rewards, and exposure to nearly all interventions were negatively related to at least one principal behavior.
Download or read book Accountable Leadership written by Tawana Malone Ewing and published by . This book was released on 2001 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Successful School Leadership written by Christopher Day and published by . This book was released on 2017-12 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Relationship Between the Principal s Self efficacy School Climate and Student Achievement at the Middle Level written by Franklin W. Reese and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
Download or read book The Impact of Principal Leadership Styles on School Accountability written by Kimberly Nicole Bryant and published by . This book was released on 2014 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principals' leadership styles on the academic achievement of students as measured by the Mississippi Curriculum Test, Second Edition (MCT2). The 2013-2014 school year MCT2 mathematics and language arts scores were used as measures of student achievement and high-stakes testing. The Multifactor Leadership Questionnaire (MLQ5x) was distributed to 420 principals. However, because of incomplete information given by the principals on the questionnaire, and the fact that the Mississippi Department of Education (MDE) did not report MCT2 scores for particular schools, some of the principals' information was not useful; thus leaving the researcher with a sample size of n = 110 participants. This study was guided by 2 research questions. Relationships were analyzed using the Multivariate test for Analysis of Covariance (MANCOVA) in which the variable of socioeconomic status was used as a covariate because it was found to result statistically different scores across group means. The research questions sought to determine what type of principal leadership style resulted in higher student achievement in mathematics and language arts. The findings of this study indicated that there were no statistically significant differences among the transformational, transactional, and passive avoidant leadership styles. It is imperative that principals draw from all leadership approaches (i.e. transformational, transactional, and passive avoidant approach) in their practice instead of focusing on just one type of leadership style. This is true especially in schools that serve a large percentage of students that come from families with low socioeconomic status since this study found that socioeconomic status had a statistical significant effect on student achievement. Only through the utilization of research-based practices will schools be able to raise the bar of student achievement by revamping the leadership style of the school's ultimate instructional leader, the principal.
Download or read book Second International Handbook of Educational Leadership and Administration written by Kenneth A. Leithwood and published by Elsevier. This book was released on 2002-12-31 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook is both an authoritative and comprehensive reference work for researchers, and a state-of-the-art compilation of new insights and guidance for practicing educational leaders. It provides essential information for those working in the fields of educational leadership and administration. Since the publication of the first International Handbook of Educational Leadership and Administration, in 1996, governments around the world have undertaken major activities in the realms of school leadership and school improvement. In addition, a growing body of research and writing has advanced the field in the past few years to such an extent that a second International Handbook was needed to capture new insights and developments. This second Handbook : -has a broadly international editorship; -brings together new material and fresh, global insights from 55 well-regarded scholars; -contains 34 chapters organized around six leadership themes; and -adds a great deal of new information to the first Handbook .
Download or read book The Relationships Between Principal Preparation Leadership and School Effectiveness written by Scott Alan Schaffer and published by . This book was released on 2016 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
