Download or read book Teachers Perceptions of Elementary Principals Performance of Instructional Leadership Functions written by Louis C. Justis and published by . This book was released on 1990 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Investigation of Teachers Perceptions on Instructional Leadership Functions Or Perceived Behaviors Between Male and Female Elementary Principals written by Megan S. Blevins and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal’s focus was on defining the school’s mission, managing theinstructional program, and promoting a positive school climate; however, itremained unclear how teachers' perceptions affect instructional leadershipfunctions, or perceived behaviors, through the lens of gender (Eagly et al., 1992;Gallon, 1998; Hallinger, 2011; Hallinger & Murphy, 1985; Hallinger et al., 2013;Hallinger et al., 2016; Krüger, 2008; Terry, 1996). Questions remain aboutteachers' perceptions of male and female principals' instructional leadershipfunctions, or perceived behaviors. In this ex–post facto quantitative study, Iexamined the teacher–perceived instructional leadership functions, or perceivedbehaviors, of male and female principals in ten elementary schools in a district inTennessee during the 2021–2022 school year. Data were collected using thePrincipal Instructional Management Rating Scale from 146 classroom teachers.Multivariate analysis of covariance results revealed no significant differencesamong the principals’ gender on the combined dependent variable of the teninstructional leadership functions, or perceived behaviors. Multivariate analysis ofcovariance results revealed no significant differences among the teachers’ genderon the ten instructional leadership functions, or perceived behaviors, as thedependent variable. Individual linear regressions revealed the gender of theprincipal did not significantly predict any of the ten instructional leadershipfunctions, but the gender of the teacher did significantly predict four of the teninstructional leadership functions, or perceived behaviors.

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 Teachers Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership written by Eugene Stagg and published by . This book was released on 1989 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals written by Mustafa Yavuz and published by . This book was released on 2010 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured interview technique", one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are: (1) determination of the school's purpose; (2) management of instruction; (3) evaluation of students; (4) support to teachers; and (5) creation of a regular learning-teaching environment. (Contains 1 table.).

Download or read book Instructional Leadership in Guam s Public Elementary Schools written by Evangeline Quitugua San Nicolas and published by . This book was released on 2021 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the current instructional leadership behaviors of elementary principals in Guam as perceived by the principals and teachers, and examined their perceptions on which instructional leadership functions should be shared or delegated in schools. The Principals' Instructional Management Rating Scale, developed by Dr. Phillip Hallinger and modified by the researcher, was used to gather data for this study. Four hundred eighty teachers (53%) and eighteen principals (81%) in Guam's public elementary schools participated, and there was no evidence of non-response bias. From this study, findings revealed that both principals and teachers shared the same perceptions regarding their principals' current instructional leadership performance. Both agreed that the three job functions principals performed most frequently were: supervising and evaluating instruction, protecting instructional time, and promoting professional development. Teachers and principals also agreed that the three job functions principals performed least often were: providing incentives for teachers, monitoring student progress, and maintaining high visibility. Furthermore, two variables—principals' years of experience, and teachers' participation in Effective School programs—affected principals' and teachers' perceptions on all ten job functions measured. Finally, the researcher found that although principals and teachers agreed on which of the ten instructional leadership functions should be “shared” or “assumed” by the school principal, they need to collaborate on how the “shared” job functions should be performed effectively.

Download or read book Teachers Perceptions of the Instructional Leadership Role of the Principal in the Implementation of the Virginia Standards of Learning written by G. Jewell Askins and published by . This book was released on 2002 with total page 472 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 The Perceptions of Elementary Principals and Teachers on Selected Instructional Leadership Practices in the Fairfax County Public Schools written by Margaret Antonia Scott and published by . This book was released on 1988 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Analyzing Teachers Perceptions on Principal Effectiveness Through Leadership Style Gender and Educational Level of a School Building written by Marie A. Netto and published by . This book was released on 2020 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since a building principal is the most important employee in a school building with regards to setting educational standards and creating culture, it is important for this leader to consider leadership style and to recognize the importance of teachers' perceptions on effectiveness. The purpose of this ex post facto study was to explore the relationship between the leadership style of building principals and perceived effectiveness of those leaders. Subtopics of this study considered the relationship that gender, leadership style, and educational level of the school building (elementary vs. secondary) have on perceived effectiveness of leaders. Data were collected via Bass & Avolio's web-based survey entitled the Multifactor Leadership Questionnaire (MLQ) from a sampling of elementary and secondary building principals in Nassau and Suffolk County districts and at least five faculty members from each principal's school. In total, 38 building principals and 236 teachers participated in the study. Descriptive statistics were compiled on the demographic data obtained, and two-way Analysis of Variance (ANOVA) tests and an Independent Samples t-test were run using SPSS to understand if there was any significant relationship between gender, type of school and leadership styles or between leadership style, gender, type of school and the perceived effectiveness of the building principal. Further, this study explored if there was a statistically significant difference between the perceptions about leadership style and effectiveness between principal participants and teacher raters. Results of the study revealed non-significant associations for all research questions; however, statistically significant simple main effects found that at the elementary level, female principals were considered significantly more transformational than male principals. Findings also indicated that teachers on both educational levels perceived their male principals to exhibit more laissez-faire leadership behaviors than female principals, and there was a statistically significant difference in effectiveness scores between elementary and secondary school levels for male principals with elementary school teachers rating their male principals as more effective. Through these findings, certain strategies can be ascertained to help current leaders reflect on practice, to better prepare future leaders, and to contribute to the discourse about gender, school type, and leadership in education.

Download or read book The Instructional Leadership Practices of Elementary Principals of Average Needs resource Capacity School Districts in New York State written by Rebecca DeVries and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.

Download or read book Improving Instruction Through Teacher Evaluation written by Christopher Clark and published by . This book was released on 2019 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, changes to federal and state accountability policy and related teacher evaluation systems occurred in the United States with minimal input from two of the largest groups of stakeholders impacted: principals and teachers. For this case study, I explored principals' and teachers' perceptions of their experiences with the Texas Teacher Evaluation and Support System (T-TESS), specifically the role of leadership practices and use of the evaluation rubric as a policy tool within an evaluation process. The study took place at one elementary school. Teachers perceived the evaluation process as carrying out its intended purpose of improving instruction through professional growth. Principals and teachers viewed the teacher evaluation system and the teacher evaluation rubric, a policy tool designed to facilitate and inform the processes and practices used to improve instruction in their districts and schools, as effective. Important district-level decisions also impacted how principals and teachers perceived the T-TESS. District-level decisions included policy related to frequency of required observations, methods of including student performance data, decisions related whether to issue a single rating or multiple ratings, and evaluation of specialized teachers. School-based leadership behaviors and practices were also found to influence teachers' perceptions related to the effectiveness of teacher evaluation which included a focus on school culture, leadership style employed, evaluation training, and use of the evaluation rubric. The findings of this study have implications for policy decisions, district-leadership decisions, and school-based leadership practice related to teacher evaluation, both in Texas as well as the nation.

Download or read book Elementary Teachers Perceptions of Elementary Principals Effectiveness written by Kriss R. Fridenvalds and published by . This book was released on 2011 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This dissertation examined the beliefs of elementary teachers to determine if their perceptions of effective principal leadership align to transformational leadership theory vis-à-vis the Educational Leadership Policy Standards (ELPS). A phenomenological, single-case study approach was utilized by means of a mixed-methodological, Web-based survey, incorporating both closed and extended response questions. Teacher members of the Washington Education Association, the state's affiliate member of the National Education Association, were selected via simple random sampling to take the survey in the spring and fall of 2010"--Abstract.

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 Examining K 12 Principals Leadership Role and Their Beliefs Toward Technology Integration in the 21st Century Classroom written by Rhonda Michelle Robinson and published by . This book was released on 2021 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational experts have evolved substantially over the past several decades in their thinking about educational leadership and the critical role that principals play in supporting the teaching and learning environment within schools through their leadership behaviors. Although educational leaders have had a significant impact on the field of education to integrate technology effectively with the goal of increasing student achievement and overall school performance, most of the research on technology integration has been teacher-focused, rather than on principals’ preparation, skill, knowledge, and related leadership. Continuation of teacher-focused research, though beneficial, has left a research gap concerning the skills and preparation that are needed by principals to become digital instructional leaders. Using a causal comparative quantitative research design, this study included eight K-12 principals and 20 teachers from elementary, middle, and high schools conveniently sampled from each of the schools in the selected district. The study measured K-12 principals’ and teachers’ knowledge of Teacher Digital Age Learning and Instructional Leader Digital Age Learning. The data were collected using a web-based survey and analyzed utilizing a series of independent samples t-tests. The results indicated that there was not a statistically significant difference in school principals’ and teachers’ perceptions of Teacher Digital Age Learning. Further, a statistically significant difference did not exist between the principals’ and teachers’ perceptions of Instructional Leader Digital Age Learning. The study’s findings could provide useful data for the district's leadership development program to cultivate strategies that could assist principals in their acquisition of knowledge and skills regarding technology in schools.

Download or read book A Comparative Study of Inner city Elementary Teachers and Principals Perceptions of and Role Expectations for the Leadership Behavior of Selected Inner city Elementary Principals written by John Dow and published by . This book was released on 1971 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Leaders and Their Schools Profiles of effectiveness written by and published by . This book was released on 1990 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: