Download or read book Georgia Public School Superintendents Perceptions of Principals Skills and Dispositions in an Era of Principal Shortage written by Linda K. Grisham and published by . This book was released on 2003 with total page 123 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 2004 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Isolation Among Georgia High School Principals written by Molly Parish Howard and published by . This book was released on 2002 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Role Perceptions of Georgia High School Principals in Light of Requirements of No Child Left Behind written by Ja'net S. Bishop and published by . This book was released on 2009 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract and keywords: Georgia high school principals are under extreme pressure to meet new education standards through No Child Left Behind, such as ensuring and improving teacher quality, meeting and exceeding state mandated testing, increasing graduation and graduation rates, and meeting adequate yearly progress (AYP). The role of principal is important in an effective school where student achievement is occurring. The perceived implications of the principals. roles may also impact how efficiently they can improve student achievement in their schools. Principals. perceptions of their roles, and their perceived changes in their roles, may have an effect on how they address achievement in their school. The purpose of this study was to gain an understanding of Georgia high school principals. awareness and perceptions of their role in addressing the requirements of NCLB who had been in that position at least 5 to 7 years. A qualitative method was used to conduct the research. Procedures for this study involved employing a research instrument of 10 questions designed to elicit responses relating to three research sub-questions. The researcher interviewed five Georgia high school principals, one principal recently retired from public education. The study allowed the participants to articulate their experiences as they reflected upon the impact of NCLB on their roles as high school principals and how their roles evolved over their tenures. The interviews were recorded, transcribed, and coded for recurring patterns and themes by the researcher. This information supports the conclusion that the requirements of NCLB mandates have had an impact on the role of Georgia high school principals in the selected regions. Principals have seen an evolution in their roles and responsibilities since the law has been enacted. Therefore, the answer to the overarching question is that Georgia high school principals are aware of their roles and perceive that NCLB mandates have affected their roles and responsibilities by requiring them to rely on their human relations and communications skills in developing teacher leaders and being more data driven in their instructional leadership. This research points to a definite evolution in the role of the high school principals studied as a result of NCLB.

Download or read book The Perceptions and Beliefs of Principals Teachers and Media Specialists Regarding the Roles of Media Specialists in the Public Schools of Georgia written by Cynthia Angeline Burcham and published by . This book was released on 1989 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Employment Criteria Used by Georgia Public School Superintendents in High School Principal Selection written by Jeffrey Lynn Carney and published by . This book was released on 2006 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The high school principal plays an important and highly visible role in the community. High school principals are expected to provide challenging curriculum, comprehensive athletic and fine arts programs, a disciplined leanring environment, increased test scores, and community involvement. With such an array of demanding expectations, the selection of the high shcool principal is an extremely important decision made by Georgia school superintendents. In an effort to gain a better understanding of the employment criteria used to hire Georgia high school principals, the researcher used a previously validated formal survey constructed by Dr. Linda Gresham in 2003. The survey was mailed to all 180 Georgia public school superintendents. Descriptive statistics common to quantitative research were calculated, including frequencies, means, and standard deviations. The researcher's findings confirmed that there is an abundance of certified high school principal applicants in Georgia. However, superintendents reported that the actual number of qualified applicants is much lower. Georgia superintendents value credibility, having high expectations, and the ability to see the whole picture when considering the most important educational selection criteria for high school principal candidates. Criteria such as years of experience, being skilled in technology, and being knowledgeable about innovative practices were least valued by Georgia superintendents. The researcher recommends that Georgia school supereintendents be more proactive in recruiting high school principals by "growing their own" through more formalized professional learning programs.

Download or read book The Impact of Alternatively Prepared Teachers in Middle Georgia written by Jaquel LaFay Johnson and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Alternative teacher preparation programs make both positive and negative contributions in producing classroom teachers. Principals are the key evaluators in determining the teachers' success. Principals are essential evaluators because they serve as the immediate supervisors of the program and help determine the certification process of the alternatively prepared teachers. Teachers are being hired to teach from traditional and alternative teacher preparation programs. This study was essential in determining the impact of the alternative teacher preparation programs in producing needed teachers for the classroom. The study focused on alternatively prepared teachers meeting the shortage areas in Georgia schools. "A teacher shortage means that the number of effective teachers the district wants to employ is greater than the number of effective teachers who are willing and able to work at a given salary (Jacob, 2006, p. 6)." This study revealed the perceptions of principals as related to the performance of the alternatively prepared teacher in regards to content knowledge, classroom management, and carrying out their teaching duties. Content knowledge influences student achievement, but no evidence is present that content knowledge is the only requirement for students' success (Kaplan & Owings, 2002). In fact, classroom management is an essential tool teachers need to ensure optimal levels of learning experiences. In order to discover the impact alternatively prepared teachers made in the Middle Georgia area, face-to-face interviews were conducted with high school principals. An interview guide was developed based on the information highlighted in the literature. The researcher organized, analyzed, and transcribed the data into emerging themes and patterns to reflect the final results of the research. Eight high school principals participated in a semi-structured interview. The findings of this research suggest that the Middle Georgia area is not experiencing any shortage of teachers at the time of the study. Although no teacher shortages were evident, through interview data, the principals revealed that more alternatively prepared teachers are teaching in the content areas of mathematics and special education. The strengths noted in this study were the alternatively prepared teachers' content knowledge and life experiences enrich the learning opportunities in the classroom. The weaknesses identified in this study are the lack of classroom management skills and pedagogy skills that were evident during the first semester or the first year of teaching. Implications for future research and practices were also discussed in this study. The results of this study will add to the available research on the principals' perceptions of the benefits and challenges Georgia Teacher Academy for Preparation and Pedagogy Program (GA TAPP) teachers' performance in the classrooms at the high school level located in Middle Georgia.

Download or read book Georgia Elementary School Principals Perceptions of the Ideal and Actual Role of the Assistant Principal written by Darrel Simon May and published by . This book was released on 2001 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceptions of Three Groups of Georgia Public School Principals Concerning Certain Content Knowledge and Professional Skills Objectives written by William Arthur Faircloth and published by . This book was released on 1985 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Georgia Elementary Principals Perceptions of High stakes Testing written by Sabrina Vaughn Calhoun and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The study explored the perceptions of the Georgia elementary principals as high-stakes testing is utilized in the theme of accountability. The study examined 335 principals personal and professional demographics and perceptions of the implementation of high-stakes testing. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals perception of high-stakes testing, and included both a qualitative and quantitative orientation. Findings indicated that the majority of the 335 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically held the Education Specialist degree, have an average of two years of experience as principal, and made AYP for the 2005-06 school year. Respondents believed that they could use high-stakes testing results to improve student achievement. At the same time, the principals expressed concern that factors beyond the control of the principal influenced student achievement yet were not considered with the findings from the test results. 2 Principals supported the purpose of high-stakes testing as the improvement of student achievement and indicated that although the results were consistently used for that purpose high-stakes testing did not improve education for all students. A majority of principals indicated that high-stakes testing appropriately held them accountable for student achievement as measured by the tests, but did not evaluate their school leadership abilities.

Download or read book Superintendents and High School Principals Perceptions of the Importance of Selected Competencies of School Principals written by William Herbert Bice and published by . This book was released on 1988 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Principals Perceptions Regarding Recess in Georgia Elementary Schools written by Lori Morrison and published by . This book was released on 2006 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The researcher's purpose in this study was to obtain the perceptions of principals regarding recess in Georgia's elementary schools, their recess practices, their considerations in developing recess, their guidelines of implementing recess, and principal's demographics. The quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) (1999)-program version 11.0. The researcher developed a Likert-scale survey that was mailed to 500 Georgia elementary principals. Two hundred ten principals completed and returned the questionnaire. In the overarching question, the researcher proposed to examine the perceptions of principals regarding recess in Georgia elementary schools. The following findings support principals' perceived recess positively in Georgia elemenetary schools with an above average level of agreement. In sub-question 1, seven recess practices used in Georgia elementary schools as perceived by principals were analyzed by the researcher. The researcher's findings revealed that princiapls had a 62% or higher total percentage of agreement rating. In sub-question 2, the considerations of principals in developing recess time at their school were analyzed by nine recess considerations. The researcher's findings revealed that principals had a 54% or higher total percentage of agreement rating, except consideration 1. In sub-question 3, the principal's guidelines of implementing recess time in Georgia elementary schools were analyzed by six guidelines. The researcher's findings revealed that principals had an 80% or higher total percentage of agreement rating. In sub-question 4, the researcher examined principal's demographics to determine the differences in their perceptions of school recess. In regards to gender, the researcher's findings revealed that there was no significant difference between male and female with general perceptions, practices, or considerations. There was a significant difference in the way male and female looked at guidelines. Female principals had a higher level of agreement with the guidelines. In regards to race, the findings confirmed that there were no significant differences in considerations and implementation. There was a signifcant difference in principals' general perceptions and practices. Caucasians had a higher level of agreement in principals' general perceptions and practices. No significant difference was found in principals' responses regarding perceptions of recess in level of experience and degree level.

Download or read book Georgia Middle School Principals Perceptions Toward Inclusion written by Myrel A. Seigler and published by . This book was released on 2003 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Perceptions of Long term Georgia Public School Superintendents on Education and Reform 1975 1995 written by Robert E. Waller and published by . This book was released on 1997 with total page 718 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of the Georgia High School Assistant Principal as Perceived by Principals and Assistant Principals written by Joan Jackson Brown and published by . This book was released on 1985 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Georgia s Globally minded Principals written by Catherine Wooddy Wooddy and published by . This book was released on 1999 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Georgia Superintendents Perceptions of the Minority Achievement Gap written by and published by . This book was released on 2008 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study is to examine Georgia superintendents perceptions of both the possible causes of and proposed remedies for closing the Minority Achievement Gap (MAG). Using a survey instrument developed by the author, the perceptions of Georgia public school superintendents are explored. This study codifies this information so that it is available for consideration by all superintendents interested in becoming more effective leaders and in closing the MAG. As chief executive officers of school districts who play crucial roles in the education of Americas children, superintendents play a major role in addressing all aspects of the MAG, yet little research on their perceptions exists. Most empirical studies of the MAG do not reflect superintendents voices. In particular, no research directly focuses on superintendents perceptions of the possible causes of and proposed remedies for closing the MAG. Superintendents are held accountable for the performance of their schools under NCLB, and they struggle to improve education and close the MAG; however, research studies addressing their perceptions that may help them achieve these goals are absent. Therefore, a need exists for a study to examine Georgia superintendents perceptions of the possible causes of and proposed remedies for closing the MAG. Analysis of the survey responses shows that the superintendents view lack of parental involvement, peer pressure, low SES, and low teacher expectations as possible causes of the MAG. Likewise, they view increased parental involvement, better classroom instruction, preschool/early learning, increased teacher expectations, and higher SES as possible remedies for closing the MAG. However, the superintendents responses do not lead to any conclusions about the extent of racial differences in their perceptions, and their responses point to no significant difference between genders on their perceptions. The significant findings from this study reveal that years of experience are associated with Georgia superintendents perceptions of two possible causes of the MAG, lack of parental involvement and low SES.