Download or read book Perceptions of Teachers in High Moderate and Low Performing K 8 Schools on the Extent to which Principals Practice the Interstate School Leadership Licensure Consortium Standards for School Leaders written by Geraldine L. Sumpter and published by . This book was released on 2003 with total page 246 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 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Principal s Use of Interstate School Leaders Licensure Standards written by Michael C. Reeber and published by . This book was released on 2002 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Invitational Education written by John M. Novak and published by . This book was released on 2001 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Download or read book Leadership Practices written by Randy Scott Mann and published by . This book was released on 2014 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the differences of the teachers' perceptions and principals' perceptions of the principals' leadership practices in public schools of a small rural county in western North Carolina. The participants in this study included 207 certified teachers and 11 building-level principals. The researcher used the survey method of data collection in which the teacher participation was 70% and the principal participation was 92%. -- The instruments used to collect data included a demographic survey and the Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003a). The demographic survey was used to obtain teacher demographic characteristics. The LPI was used to record the teachers' perceptions and the principals' perceptions of the principals' leadership practices within the school setting. -- Data were analyzed using descriptive and inferential procedures. At the elementary level, teachers evaluated their principals lower in all five leadership practices than their principals evaluated themselves. At the high school level, the principals evaluated their leadership practices lower than their teachers in all five leadership practices. For the five leadership practices, the principals of elementary, K-8, and middle levels evaluated themselves significantly higher than the high school level. Among the teachers, the K-8 level evaluated their principals' leadership practices higher in all five leadership practices than all other levels. In all five leadership practices, the male principals evaluated their self-observed leadership practices lower than their teachers.
Download or read book Public school Principals Perceptions of Interstate School Leaders Licensure Consortium Standards for School Leaders and Principal Preparation in the State of Illinois written by J. Michel Morrow and published by . This book was released on 2003 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Relationship Between Elementary School Teachers Perceptions of Principal Leadership and School Climate written by Sandra Yuvett LaRoche and published by . This book was released on 2014 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between principal leadership style and climate as perceived by teachers. Eleven elementary schools and 275 teachers participated in this study. The Leadership Practices Inventory (LPI) assessed teachers' perceptions of principals' leadership styles. The Organizational Climate Description Questionnaire - Revised Elementary (OCDQ-RE) obtained climate data, measured as Open, Closed, Disengaged, and Engaged. Demographic data consisted of five categories: (a) Gender, (b) Years teaching, (c) Years with current principal, (d) Level of Education, and (e) SES and Star rating of each school. An analysis, utilizing Pearson's r correlations, indicated relationships existed between the five LPI and the six OCDQ-RE subscales for principal and teacher behavior. When teachers perceived exemplary principal behaviors, their perception of Collegial and Supportive climate indicators were very high and Disengagement low. Conversely, when teachers perceived low principal behaviors, their perceptions of Collegiality were low with high Restrictive climate indicators and high Disengagement. An analysis, utilizing MANOVA, indicated teachers who spent zero to two years with the principal or spent greater than six years with the principal perceived their principals in a similar manner. Teachers who spent three to five years with the principal scored the principal lower. An analysis of the SES and Star rating of the school indicated teachers from high SES schools with satisfactory achievement scored their principals higher than teachers from high SES schools with high achievement on four LPI subscales and one OCDQ-RE subscale. Findings support the proposition for continued research in the area of school climate and principal leadership.
Download or read book Teachers Perceptions of the Roles of Principals as Instructional Leaders in distinguished high Performing and needs Improvement low Performing Middle Schools in Urban Metropolitan Atlanta Georgia written by Wanda Powe Greenwood and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A total of 278 teachers participated in this study. This study was designed to examine how teachers from "distinguished" (high performing) and "needs improvement" (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers' perceptions of their principals' roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.
Download or read book Content Validity of the Interstate School Leaders Licensure Consortium s ISLLC Standards for School Leaders written by Jane Clark Lindle and published by . This book was released on 2004 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most validity studies of ISLLC standards and indicators rely heavily on focus groups and perceptual surveys. This study included self-report and observational data on principals' use of time. A content analysis tested ISLLC's descriptions of instructional leadership with a related set of Kentucky's Standards and Indicators for School Improvement (SISI) as well as across the observational job analyses of two sets of principals: (a) five elementary and secondary principals in a typical rural district and (b) five matched for school characteristics from high performing schools on Kentucky's assessment system. Results reinforce early studies revealing the intense and fragmented nature of principals' work, but results question whether ISLLC provides sufficient guidance for principals' instructional leadership performance as compared to Kentucky's SISI. ISLLC seems to offer better descriptions of legal and ethical standards as well as guidance on building community internally and externally to the school; however, ISLLC is silent about principals' interactions with students. (Contains 6 tables and 2 figures.).
Download or read book Examining the Relationship Between Teachers Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers Perception of the Importance of the Peer Cohesion of School Staff written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p
Download or read book Principal Succession written by Ann Weaver Hart and published by SUNY Press. This book was released on 1993-01-01 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines major issues in theory and research related to leader succession. It looks at the persistent problems confronted by people assigned to lead established social and professional groups like those found in schools. The author demonstrates how interaction between new leaders and established school organizations shape succession events (with illustrations drawn from educational administration) and provides a framework for understanding succession as a dynamic and interactive process.
Download or read book Teacher Leaders Perceptions of Principal Instructional Leadership Practices in Two Mid South Charter High Schools written by Frednardo Doryell Davis and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).
Download or read book The Instructional Leadership Practices of Principals in K 8 Schools and Their Impact on Student Learning Outcomes written by Randal Lee Haggard and published by . This book was released on 2008 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principals and Teachers Perceptions of the Extent to which Principals Exercise Transformational Leadership in Schools and the Relationship of These Leadership Perceptions to Teachers Perceptions of the Extent of Shared School Goals and Teacher Commitment in These Schools written by Kathleen Cahill Bannon and published by . This book was released on 2000 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Perception Gaps Between Principals and Teachers in Culturally Responsive School Leadership written by Khloe C. Williams-Lawani and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to show how principals' perceptions of their use of specifically identified culturally responsive practices in their school compares to their teachers' perceptions of the principal's implementation of those practices. This study identified whether any gaps exist between principals' perceptions of their own culturally responsive school leadership (CRSL) and the perceptions of their staff across five domains derived from the Cultural Proficiency Leadership Rubric (CPLR), including assessing one’s own culture and culture of others, valuing diversity, managing the dynamics of difference, adapting to diversity and institutionalizing cultural knowledge (Franco et al., 2011). This study was conducted in four schools in Northeast Philadelphia, a section of the city with one of the most culturally diverse growing populations. Due to the increase in their culturally diverse student populations, school leaders must employ practices to create welcoming and inclusive environments so all students feel a strong sense of belonging. For each of the four schools, the researcher ran a series of one sample t-tests to determine if there is a relationship between principals' self-scores and teachers' scores of principals in five domains of CRSL. The study reveals that varying perceptions in CRSL can exist between teachers and principals within a school. In three out of the four schools, principals often scored themselves lower in the specified CRSL practices than their teachers. In one out of the four schools, the principal rated themselves higher in all categories of CRSL, than their teachers. In the case of the former, these perceptions gaps could be a result of school leaders needing to communicate the expectation of CRSL practices to teachers. In the case of the latter perception gap, the school leader may lack the CRSL self-reflection and self-awareness skills. Recommendations for future research include expanding the study across more schools with varying demographics and conducting a qualitative study to dig deeper into the rationale of school leaders and teachers on their expectations and perceptions of culturally responsive school leadership.
Download or read book TEACHERS PERCEPTIONS OF THE ROLES OF PRINCIPALS AS INSTRUCTIONAL LEADERS IN DISTINGUISHED HIGH PERFORMING AND NEEDS IMPROVEMENT LOW PERFORMING MIDDLE SCHOOLS IN URBAN METROPOLITAN ATLANTA GEORGIA written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A total of 278 teachers participated in this study. This study was designed to examine how teachers from distinguished (high performing) and needs improvement (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers perceptions of their principals roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.
