Download or read book The Relationship Between Teachers Sense of Efficacy and Perceptions of Principal Instructional Leadership Behaviors in High Poverty Schools written by Tamela Horton and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy in high poverty schools. Data on these variables was gathered using the Teachers' Sense of Efficacy Scale (Tschannen-Moran, 2001) and the Principal Instructional Management Rating Scale (Hallinger, 2011). The study also explored the relationship between teacher self-efficacy and years of experience. Hierarchical multiple regression and correlation analysis was used to explore the relationship between the variables. The study found a significant relationship between teacher perceived principal instructional leadership behaviors and teacher self-efficacy. Of particular note was the repeated observation that the self-efficacy of teachers in high poverty schools can be supported through principal's framing and sharing the campus goals.
Download or read book Relationship Between Teachers Sense of Efficacy and Their Perception of Instructional Leadership Behaviors written by Kathryn Blair Elliott and published by . This book was released on 1993 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teacher Efficacy and Principal Leadership Behaviors and Teacher Background Variables in Elementary Schools written by Susan E. Elliott and published by . This book was released on 2000 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Instructional Leadership with the Principal Instructional Management Rating Scale written by Philip Hallinger and published by Springer. This book was released on 2015-05-22 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Download or read book Collective Efficacy and Instructional Leadership A Cross sectional Study of Teachers Perceptions written by Thomas J. Vari and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Collective teacher efficacy is a social construct in schools defined as teachers' sense of group effectiveness. This is a powerful construct whereby teachers' perceptions are a driving force for school culture and student achievement. This cross-sectional study used a quantitative approach to examine teachers' collective efficacy as it relates to their perceptions of supervisory practices. Correlational and predictive analyses were performed to analyze the degree of the relationship between collective efficacy and supervisory practices. Additionally, this study examined teachers' perceptions of strong instructional leadership as it relates to the instructional leadership strategies used by supervisors in 14 schools in one school district. The purpose of this study was to make clear statements for school leaders in regard to the strategies that are associated with teachers' perceptions of collective efficacy and teachers' perceptions of strong instructional leadership. The strategies studied for this report were using walkthroughs, using the clinical supervisory model, maintaining professional learning communities, and creating an overall environment to support teachers.
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 Making a Difference written by Patricia T. Ashton and published by Longman Publishing Group. This book was released on 1986 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Self efficacy Teacher Perceptions of Principal Performance and Teacher Job Satisfaction written by Molly Lynn Evans and published by . This book was released on 2016 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
Download or read book Studies in Leading and Organizing Schools written by Cecil Miskel and published by IAP. This book was released on 2003-04-01 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related analyses were selected for publication this year. The book begins with a chapter by Sims and Miskel, which examines national reading policy as part of a broader federal government agenda on children’s literacy. Using a model of punctuated equilibrium, they trace the peaks of congressional and media attention to literacy. Their findings reveal that the broad level of literacy has remained a rather active and durable policy issue for more than three decades. When, however, the analysis shifts to different targets, that is, from elementary and secondary school students to adults and youth to LEP individuals, there are distinct patterns of punctuation and equilibrium. The researchers conclude that the specific issue of children’s literacy in the 1990s is the latest version or episode of literacy policy produced by shifting images and venues.
Download or read book Actions of the Principal written by Amanda Maslen Conner and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom teachers are a significant influence on student achievement. Numerous studies indicate that teacher motivation and self-efficacy influence their effectiveness in the classroom. Furthermore, studies indicate that the leadership behaviors of the principal can influence the school culture and have a direct impact on teacher motivation and self-efficacy. This study sought to determine if a relationship exists between certain behaviors of administrators and a teacher's self-efficacy and motivation. The study used a correlational design using The Teacher Motivation & Job Satisfaction Survey (TMJSS), The Teachers’ Sense of Efficacy Scale (TSES), and the Leadership Practices Inventory (LPI). There were 72 high school certified teachers within the First District RESA in south Georgia who participated in this study. Results of a multiple regression analysis suggested that there was a significant predictive relationship between the combination of leadership behaviors and teacher motivation. However, the results suggested that there was not a significant predictive relationship between the combination of leadership behaviors and teacher self-efficacy. Future research recommendations include replication studies in other high schools and focus on separating specific leadership behaviors that showed the most influence, such as model the way, inspire a shared vision, and enable others to act.
Download or read book Collective Efficacy written by Jenni Donohoo and published by Corwin Press. This book was released on 2016-10-21 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
Download or read book Secondary Teachers Perceptions of Principals Instructional Leadership Behaviors on Self efficacy for Teachers of Remedial Students written by George Stanley McFarland and published by . This book was released on 2014 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Distributed Leadership written by Alma Harris and published by Springer Science & Business Media. This book was released on 2009-03-17 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.
Download or read book A Comparison Study of Teacher Efficacy and Principal Leadership Behaviors at the Elementary and Middle School Levels written by Rodney Keith Ezell and published by . This book was released on 2020 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The single most important factor for the success of a student in school is the teacher, yet many factors impact the teacher’s ability to do the job as effectively as possible. Data exists regarding the multiple influences that affect the teacher’s sense of self-efficacy, however, specific data regarding leadership behaviors is limited. Research shows that student achievement is affected by the teacher, therefore it is imperative to determine what leadership behaviors impact teacher efficacy the most. The purpose of this quantitative study was to explore the impact of principal behaviors on teacher efficacy. Also, the study sought to compare the derived results from elementary school data with that of middle school data to determine if a difference exists between principal behaviors and teacher efficacy at both levels. A multivariate multiple regression was used to analyze the findings. This method was used due to the multiple independent, as well as multiple dependent variables that exist within both measures; the Teacher Sense of Self Efficacy Scale Long Form and the Leadership Practices Inventory. The study found that there was no significant impact of principal behaviors on teacher efficacy for the participating school district. There was, however, a significant difference in the self-efficacy of elementary school and middle school teachers with regard to student engagement. While elementary teachers rated themselves relatively high in student engagement, middle school teachers rated themselves lower in their ability to engage students in learning. District leaders should consider professional development in building middle school efficacy in student engagement.
Download or read book The Relationship Between Elementary School Teachers Perceptions of Leaders Behavior and Teachers Sense of Efficacy written by Loretta E. Denmark and published by . This book was released on 2009 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leading With Teacher Emotions in Mind written by Kenneth Leithwood and published by Corwin Press. This book was released on 2007-12-13 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best." —Carl Glickman, Scholar in Residence The University of Georgia Develop a leadership approach that responds to the emotional needs of teachers! School leaders know that an engaged and committed faculty is critical to student learning and the success of a school community, yet traditional leadership practices often fail to take the affective needs of teachers into consideration. Kenneth Leithwood and Brenda Beatty draw on theory and empirical evidence to show how teachers′ emotional well-being can affect their performance in the classroom. This invaluable resource provides principals and other school leaders with specific practices to positively influence teacher perspectives, and examines teacher emotions in five key areas: Job satisfaction and morale Stress, anxiety, and burn-out Sense of individual and collective self-efficacy Organizational commitment and engagement Willingness and motivation to improve their practices When educational leaders create conditions that support teachers in their work, schools can experience higher teacher retention rates, improved climate and culture, and increased student achievement.
Download or read book Perceptions of the Impact of School Leadership on Teacher Efficacy written by Clifton B. Beaver and published by . This book was released on 2020 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions held by teachers of the impact of school leadership decisions and actions on their feelings of efficacy. Ninety-four public school teachers from five school districts in southeastern Pennsylvania participated in this study. Data were collected with the use of an online questionnaire and also through personal interviews with five randomly selected interested respondents conducted by the researcher. The results suggest that teachers' efficacy beliefs are largely impacted by school factors involving their ability to collaborate with colleagues and establish relationships and build rapport with students. The data suggest that teachers' efficacy beliefs are not largely impacted by school factors such as the supervision process, the provision of curricular or financial resources, nor specific programs such as RTII, MTSS, or school-wide behavior support. Teachers reported that their efficacy is highest when their principals provide opportunities for peer collaboration and allot time for teachers to work together on planning, lesson design, and data analysis. Feelings of efficacy were also reported to be positively impacted when principals recognized teachers with feedback and encouragement for their initiative and attempts at innovation. Study subjects reported that teacher efficacy increased with principals who are consistently honest, open to feedback, inclusive and collaborative with decision making, and interested in their teachers both personally and professionally. As this study was limited to just five school districts, the perceptions reported here may not be generalizable to all public schools. However, the results of this study are widely supported by research and may provide helpful insight to school leaders interested in increasing teacher feelings of efficacy.
