Download or read book Teachers Perceptions of the Principals Leadership Style and the Level of Implementation of Character Education Programs as Related to Student Academic Improvement written by Deborah M. Cowan and published by . This book was released on 2002 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between the Levels of Character Education Implementation the Principals Personal Characteristics and the Principals Perceptions of Character Education in Georgia Middle Schools written by Mary Frances Oglesby Ellison and published by . This book was released on 2002 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher s Perception of Their Principal s Leadership Style and the Effects on Student Achievement in Improving and Non improving Schools written by Brenda Kay Hardman and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.

Download or read book Teachers Perception of Elementary School Principals Leadership Styles in under performing Level 2 Schools and superior Level 5 Schools in Mississippi written by Rhonda Deloise Powe and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how the participants perceived their principal's transformational and transactional leadership style and whether differences existed in their perceptions based on the demographic variables of age, gender, experience, educational attainment and ethnicity. Transformational leaders were considered influential, change agents who motivated teachers to work collaboratively as a team to achieve defined goals. On the other hand, transactional leaders developed impersonal relationships and motivated teachers according to their personal self-interest. They focused on social and economic exchanges, using contingent rewards to reinforce positive behaviors and administered punishment to reform negative behaviors. One hundred and thirteen participants from six elementary schools participated in this study. The Multi-Leadership Questionnaire was used to collect data. Cronbach alpha was used to establish internal reliability consistency of the instrument. The data were analyzed using mean scores, percentages, chi-square, t-test and ANOVA. The research findings indicated that perception scores at both school levels were higher for transformational leadership than transactional leadership. According to the mean score interpretation (Table 2) and the participants' mean scores, 92.9 % of participants perceived their principal as fairly often a transformational leader and 7.1% of participants perceived their principal as frequently a transformational leader. Ironically, 100% of participants perceived their principal as sometimes a transactional leader. The research findings further indicated that overall, teachers at both levels perceived their principal as fairly often a transformational leader and sometimes a transactional leader. Based on the demographic findings, an ANOVA revealed statistically significant differences in teachers' perceptions of their principal's transformational leadership style based on years of experience. Participants with more years of experience perceived their principal with significantly higher mean scores than those with fewer years of experience. Recommendations include: (a) conducting further research to determine the impact that principals' leadership style have on student performance from a national perspective, (b) conducting a Longitudinal Research study to determine the impact that leadership styles have on student performance, and (c) exploring leadership styles extensively to identify the leadership traits exhibited by both public and private elementary school principals.

Download or read book Principal Transformational Leadership and Student Academic Outcomes written by Fernando Reyes (Ed. D.) 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 was to precisely analyze the relationship between principal leadership and student achievement. Specifically, this study investigated whether or not different leadership styles led to different student academic outcomes. This study employed quantitative analysis to analyze the relationship between transformational leadership and student academic performance in reading and math state assessments in a large metropolitan area of South Texas. Furthermore, the researcher compared leadership styles with regard to the school size and grade levels that the principals serve. This researcher used quantitative methods design to collect quantitative survey data from teachers and principals to measure perceived leadership style. The study employed a comparison group analysis used to compare the leadership styles groups as a function of academically high-performing and low-performing schools. In the first phase of the study, the MLQ 5X survey data were collected from teachers and principals in two school districts located in the Rio Grande Valley region of Texas. All schools within the two districts were selected to participate if the school had the same principal for the last three school years. Hence, the study determined if the practices of transformational, transactional, or passive leadership were a corollary of student achievement on the 2022 accountability report. Data used to make these determinations were publicly available through the Texas Education Agency website through the school report card link. Findings showed that the transformational leadership of a leader, as measured from the perspective of teachers to be positively correlated and statistically significant to student reading outcomes on state exams. With this understanding, the research showed that all four pillars of transformational leadership positively correlated to student reading outcomes. Only idealized influence was considered statistically significant to student academic outcomes in reading. Findings also indicated that teachers perceived transformational leadership style was not influenced by the school grade level that a principal served. However, high school principals in this study were perceived to be the most transformational in all four pillars of transformational leadership. Contrasting with transformational leadership was the passive-avoidant leadership style perceived by teachers. The data showed that participants perceived elementary principals as the most passive-avoidant leaders. Findings indicated that as teacher-rated passive-avoidant leadership declines, a statistically significant increase in student academic outcomes for mathematics and reading occurs. Finally, implications for principal preparation programs, practicing principals, principal professional development, and principal supervisors are offered and research suggestions to expound on this study and transformational leadership theory appear in Chapter 5

Download or read book The Effectiveness of Character Education Programs in Middle and High Schools written by Chelsea E. Graff and published by . This book was released on 2012 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document defines character and character education, as it applies to the school setting. It explores the history and purpose of character education, the impact that character education has had on school violence, programmatic attempts at character education, and the strengths and weaknesses associated with character education programs. The researcher also identifies developmental targets and explains the role of the school counselor in implementing character education. The researcher sought out to determine the core values that were being incorporated and the teachers' perceptions of the character education program at the middle and high school level. This project took place at a rural public school in Livingston County, located approximately 20 miles southwest of Rochester, NY. The individuals who were selected to participate were employed as full-time teachers in the middle and high school. Teachers were asked to provide their perceptions of the character education program in regards to planning and implementation. Overall, teachers indicated that they were supportive of the program and were successfully able to teach, demonstrate, and model the behaviors that they expected their students to exhibit. Teachers identified several core values that were being incorporated into their classroom curricula, but integrity, responsibility, and respect were identified as being the most significant.

Download or read book Character Education Through the Lens of the Dignity for All Students Act written by Liza Caraballo-Suarez and published by . This book was released on 2016 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the years the Federal and New York State governments have tried to control the number of misconduct issues that have led to school violence. NYSED reported statistics and the NYC Environmental Surveys results have provided districts with information on the levels of safety in schools. As a result of analysis of this data, New York State enacted the Dignity for All Students Act (DASA) in 2012. This legislation mandates creating a safe and supportive school environment. The DASA needs supplemental programs to enforce its intent. The purpose of this qualitative study is to examine the extent to which various Character Education programs have affected school safety and mental health through the lens of the Dignity for All Students Act (DASA). In this qualitative phenomenological study the data was collected through interviews done within five New York City Elementary Schools which are currently using elements of Character Education or have adopted a specific Character Education program. Five administrators, five guidance counselors and twenty teachers were used to collect data to provide information on the implementation of character, the influences caused by the different components within the various Character Education programs, and how it affects students and staff as they internalize their perceptions of interpersonal learning. DASA was used as the lens to evaluate if the different elements of Character Education (CE) can be another way of teaching behavioral expectations, which could enhance the school climate and help to create a positive learning environment. This study found that there were different themes and patterns that emerged from the participants’ responses and their daily experiences working in the selected public schools. However, the consensus of the all the participants indicated that while each program identified elements of a viable CE program, no one program stood out as being singularly most utilized. All three subgroups agreed that there were different ways to apply and facilitate the characteristic traits of the selected programs. Once the traits were learned, they manifested themselves in many ways. Most of the subjects interviewed reported that although violence is not an issue in their schools, bullying still exists to some level. The findings found that all subgroups confirmed that there was a change in the school culture. Teachers referred to the change in terms of teamwork, leadership, school spirit, anti-bullying, and positive interactions by the students. Guidance counselors noted the social improvement of parents, students, parents’ interactions, plus the collaboration among all of them. School building leaders related to students’ happiness in school, less numbers of suspensions, the availability of everyone having a voice in school, and the increase in emotional and social growth when addressing issues. In addition, the impact on students, on staff and on the outside school environment had changed since the implementation of the CE programs. This impact was expressed as: students exhibited positive behavior on the school grounds, there was an increase in students’ trust and respecting each other, model behavior types were exhibited among the students when visited by outsiders, feeling safer at school, and the responsibility of students’ daily actions. Administrators observed the change in the increase on students being well behaved, and developing empathy and leadership skills. The implementation affected everyone in the building. Some of the subjects explained that it had a positive impact on them and their colleagues, improved building collaboration among the staff, built the growth of teamwork and provided insight as to how to prioritize life’ s tasks. Administrators noted the difference in the transformation of teamwork, support among staff, and staff willingness to participate, implement, and follow through with the elements of the CE programs. There is a need for Character Education programs as early as in pre-kindergarten to promote positive social and emotional skills at an early stage of development. DASA is a law that mandates school leaders to create a positive learning environment. Teaching students’ behavioral expectations can increase time for instruction and reduce the time needed to address negative behavioral disruptions.

Download or read book Leadership Styles and School Performance written by Erasto Kano and published by GRIN Verlag. This book was released on 2012-03-27 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers’ leadership styles and students’ academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.

Download or read book Experiences of Elementary School Principals who Have Implemented the Leader in Me Program in a Large Urban District written by Andrew L Rocco and published by . This book was released on 2018 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The origins of the American educational system have always included a character education component. Teaching students moral values and the ability to know right from wrong is a component of the educational mission of our society. Character education evolved over the centuries, yet the core values of implementing right from wrong and the necessity of building moral values into our nations fabric has not changed. As we continue to move into the 21st century, technology and social issues have evolved, and character education programs and curriculum must adapt and evolve to our modern times in order to meet the needs of all students, as well as our society as a whole. The purpose of this qualitative study was to explore how principals have implemented The Leader in Me (TLIM) program in elementary schools in a large urban school district. Through interviews with 12 principals, the researcher gathered information about their experiences with the TLIM program, including why and how the principals implemented the program, how they measured its success, what they have learned, how they have adapted the TLIM program for their own school environments and cultures, what they would change, and what advice they would give to other school leaders. The findings from this study suggest that all 12 participants agreed that TLIM program had a positive impact on the culture and communities of their schools and that although the program is costly, many participants were eligible for TLIM grant funding. Additionally, the results revealed that the participants acknowledged the all-inclusive nature of TLIM program and were able to measure the success of TLIM through multiple evaluation systems. Participants saw a decrease in disciplinary referrals as well as student suspension rates. Additionally, the findings revealed that participants found implementing TLIM in their schools had little to no push back from the school community. Participants acknowledged that they had autonomy in celebrating success of TLIM in their schools as well as autonomy in the orientation and implementation process of incorporating TLIM in their schools. The insights gained from this study will inform and assist other schools leaders in implementing TLIM and other character education programs.

Download or read book The Relationship Between the Principal s Leadership Style and School Effectiveness written by Wai-Hung Sun and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between the Principal's Leadership Style and School Effectiveness: a Case Study of a Primary School" by Wai-hung, Sun, 孫偉雄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract A large body of research suggests there is a strong link between effective leadership and effective organizations (Lezotte, 1997; Sergiovanni, 1995; Bolman & Deal, 1994; Boyan, 1988; Griffiths, 1988). Hogan, Curphy, and Hogan (1999) assert that '...a growing body of evidence supports the common sense belief that leadership matters' (p.34). Fullan (2002) says that schools need leaders who can change 'what people in the organization value and how they work together to accomplish' (p.19). Meanwhile Beach and Reinhartz (2000) note that '...leadership is essential to promoting student achievement and creating a vision of success for the total educational program' (P.72). The principal is the critical person who makes the decisions that affect people's lives. We believe that the interactive relationship between the principal and various constituencies, including teachers, students and parents, are important in achieving the goals and objectives of the school. However, there are indications in the research primary school that school effectiveness has not improved since the appointment of a new principal three years ago. Although he adopted a more participatory leadership style that involved teachers in advising about or actually making decisions concerning school business, the school did not have any positive effect as the theory argued. Therefore, it arouses my interest in investigating the underlying reasons. In this paper, the different styles of leadership of the former and present principals will be discussed and the perception of the leadership of the two principals by teachers will be given. In addition, this paper will also present the extent to which the school was effective under the leadership of the two principals and how the two leadership styles have impacted on the effectiveness of the school. DOI: 10.5353/th_b3762388 Subjects: Elementary school principals - China - Hong Kong - Case studies Educational leadership - China - Hong Kong - Case studies School management and organization - China - Hong Kong - Case studies

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 678 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between the Principals Preferred Leadership Styles and Levels of Implementation of Character Education Programs in Kanawha County Schools written by Thomas Earl Williams and published by . This book was released on 1999 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of the Influence of Principal Leadership on Student Success written by Leslie Ashlock and published by . This book was released on 2013-03-11 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a difference exists between teacher perceptions of principals' leadership behavior in low-performing schools and teacher perceptions of principals' leadership behavior in high-performing schools.

Download or read book Impact of Principal s Leadership Styles on Students Academic Performance written by Aragaw Zewdie and published by GRIN Verlag. This book was released on 2023-05-05 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper (postgraduate) from the year 2018 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: This study was designed to assess the impact of principal’s leadership styles on students’ academic performance in selected secondary schools of Kano Municipal local government, Kano state. The project is divided into five chapters. The study targeted all the public secondary schools in Kano Municipal local government, Kano state. The local government has a total number of 32 schools comprising of 32 principals and 275 teachers. 184 respondents were randomly selected out of the entire population using random sampling technique.

Download or read book Teachers and Principals Perceptions of Leadership Skills and Attributes that Impact Student Learning written by Jennifer Rinehimer and published by . This book was released on 2018 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: A principal’s leadership ability plays heavily into the success of a school. The multitude of responsibilities that a principal has requires them to manage the building, foster the learning environment, keep everyone safe and maintain relationships with teachers and students. Principals and their ability to lead can be a positive factor in supporting student achievement. Understanding the leadership skills and attributes that are the most effective for supporting student learning can make an impact in the success of the building. This paper aims to provide a deeper understanding of the leadership attributes of principals that support student learning. Teachers and principals were surveyed using Likert-type statements, open-ended questions and in-person interviews, which allowed them to give more insight into leadership attributes impacting student achievement. The findings of this study suggest that principals perceive safety to be of utmost importance in a school. Furthermore, they have found that fostering relationships with both teachers and students are important to supporting student achievement. Teachers’ perceptions mirrored this impact by finding that building relationships was an important factor in supporting them. This study concludes with implications for practice that may be used to assist building leaders in reflecting on their own practice and the leadership choices that are made on a daily basis.

Download or read book The Effects of Character Education on Student Behavior written by William G. Thompson and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Character education has been a part of public schooling in the United States since its beginning. It has undergone dramatic changes over the years, from didactic instruction to service learning; it continues to evolve as more and more schools become involved in teaching students right from wrong. The current emphasis on character education in schools began in the early 1990s as an attempt to alleviate the increasingly violent behavior of students as reported in the media. The purpose of this study was to determine how character education affected the behavior of students. The study involved: observing student behavior; interviewing teachers, students, and parents to determine their perceptions of the effects of the character education program on student behavior; and reviewing disciplinary records to identify behavioral patterns. The findings from this study suggested that character education programs may have a positive effect on student behavior. Furthermore, the findings led to recommendations regarding the implementation of character education programs in elementary schools. Character education should be an integral part of the curriculum, not taught as a separate subject. This includes not only academic subjects but also specialty areas such as art, music, and physical education. Classroom rules should be based on the principles of good character and teachers should model good character for the students to observe. Additionally, students should be taught character through hands-on service activities that contribute to the school, the community, and society in general. This will help the students develop a sense of ownership of the program and should help to improve student behavior.

Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.