Download or read book The Relationship Between Staff Perceptions of Principal Leadership and School Performance written by Andrea Floyd and published by . This book was released on 2013 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The climate of a school can be defined as the set of internal characteristics that distinguishes one school from another and influences the behavior of its members (Hoy & Hannum, 1997). Schools with a positive climate have been shown to positively impact students (Hoy, 1972). A principal's leadership style influences the climate that, in turn, impacts student performance. In this work the researcher investigated Miami-Dade County Public Schools in order to determine if there was a relationship between instructional staff members' perceptions of their school's principals, a derivative of the district's school climate studies, and their schools' grades"--Abstract, page vii.
Download or read book The Relationship Between Teacher Perception of Principals Leadership Behaviors and Student Achievement written by Monte Damon Ladner and published by . This book was released on 2014 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to determine whether a relationship exists between student achievement, as measured by school Quality of Distribution Index score, and school leadership based on staff perceptions of school leadership, as measured by the Survey of Supervisory Behavior. The leadership of seven schools was assessed by staff members in five different sub scales of leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. The seven schools sampled were comprised of four rural or county schools and three city schools. The subjects for this study were principals of standalone schools containing grades five, six, seven, and eight or some combination of the four grade levels. All 60 respondents to this study were teachers from a rural southern state. Of the respondents, 48.33% held a Bachelors degree, 71.66% had been at their schools six years or more, 81.66% had taught for six or more years, 95.00% were white, and 91.66% of participants were found to be teaching in their subject area. The survey instrument was comprised of five domains. All five domains and the instrument were correlated with QDI to determine whether relationships exist. None of the five domains were found to be statically significant in relation to QDI. Additionally, the Survey of Supervisory Behavior Instrument was not found to be statistically significant in relation to QDI.
Download or read book ROLE OF THE HEADMASTERS TOWARDS FUNCTIONING OF ELEMENTARY SCHOOLS written by Dr. Kusuma Koteswari and published by Lulu.com. This book was released on with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Style and Student Achievement written by James William Hardie and published by . This book was released on 1992 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Perceived Effectiveness of Principal as Leader and Level of Implementation of the Four Priorities of the Basic School written by Krista Lea Calvert and published by . This book was released on 2002 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of the study . The purpose of this study was to determine the relationship between the teachers' perception of level of implementation of the four priorities of the Basic School and teacher perception of principal effectiveness. The specific objectives of this study were: to determine teacher perception of the level of implementation of the four priorities in 21 schools formally involved in the Basic School network for over three years, to determine teacher perception of principal effectiveness within 12 dimensions and indicators of effective leadership in 21 schools formally involved in the Basic School network for over three years, and to examine the relationship between implementation of the Basic School framework and effective leadership in 21 schools formally involved in the Basic School network for over three years. Two instruments were developed, the Four Priorities of the Basic School: Teacher Perception Instrument to assess implementation of the Basic School framework, and the Dimensions of Principal Leadership Instrument to assess teacher perception of principal effectiveness. Procedure . The entire population of certified staff members in each of the 21 schools affiliated with the Basic School National Network for three or more years was asked to participate in the study. Five hundred eighty-five surveys were mailed out with a return of 327. Eighty percent of the certified teachers from the 14 participating schools returned completed surveys. The data gathered were then subjected to validity, reliability and correlational statistical analyses. Findings. The results of this study indicate that both instruments--the Four Priorities of the Basic School: Teacher Perception Instrument and the Dimensions of Principal Leadership Instrument --are reliable instruments. Each instrument is also strong in convergent validity while showing weakness in construct and discriminant validity. The results of this study establish that there is a relationship between implementation of the Basic School priorities for school renewal and teacher perception of principal effectiveness. However, the attempt to explain the degree to which selected underlying background variables contributed to explaining this relationship was only partially successful.
Download or read book The Relationship Between Principal and Teacher Perceptions of Principal Leadership Behavior and Student Achievement written by Alice M. Ericksen and published by . This book was released on 1987 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book News from Purgatory Or The Jesuits Legacy to All Their Loving Friends in All Cities and All Countries written by and published by . This book was released on 1679* with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teachers Perceptions of Principals Job Performance Teacher Job Satisfaction Principal Influence and School Outcomes written by John Aaron Jackson and published by . This book was released on 1986 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract.
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 The Effects of Principal Leadership on Teacher Morale and Student Achievement written by Lawrence A. Hindt and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school climate. For this reason, teacher morale is a topic of great concern to public school administrators. Moreover, research suggests that poor teacher morale negatively affects student performance just as high teacher morale positively affects student performance. Research also indicates that teacher morale is influenced more by the leadership style of the principal than any other single factor. This study was designed to determine whether certain relationships exist between teacher morale and the following independent variables: (1) principal trust and (2) leadership satisfaction. Additionally, investigations were conducted to determine whether the aforementioned independent variables lead to increased student achievement. Information regarding teacher morale was collected from 65 teachers using the 2009 MDed - Multi Dimensional Education Incorporated (MDed) Survey at three 7-8 Initiative schools in a large suburban district in southeast Texas. It was the intent of this study to determine whether principal leadership and teacher morale are significantly correlated. The study also demonstrated whether or not teachers' and principals' perceptions of leadership behaviors contribute to student achievement. vi After analyzing the data, it was found that principal leadership behaviors do significantly impact teacher morale, and student achievement. Additionally, it was found that positive teacher morale and student achievement in the Initiative Schools influenced positive student behaviors, ultimately reducing student discipline referrals. Multiple interventions were put into place that led to the positive outcomes. The interventions, new principal leadership, ongoing intensive staff development, establishment of small learning communities, reduction of student population and low student to teacher class ratios, were the catalysts that lead to the Initiative Schools' transformational success, a transformation of high teacher morale, increased student achievement, and positive student behaviors.
Download or read book JSL Vol 27 N4 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2017-09-28 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assistant Principals’ Perceptions of Value Added to School Success Anna Sun and Alan R. Shoho “The click-clack of her heels and the jingle of her keys”: Exploring the Tensions in the Leadership of a Successful Turnaround Principal Ulrich C. Reitzug and Kimberly Kappler Hewitt Central District Office Leadership for Diversity and Equity: Constraints and Opportunities for Policy Intermediaries Allison Mattheis Leadership Performance Model for the Effective School Principal Disraeli M. Hutton Talking About Race: Overcoming Fear in the Process of Change Emily Lilja Palmer and Karen Seashore Louis
Download or read book Relationship Between Principals Sense of Achievement and Teachers Perceptions of Their Principals Leadership Behaviors written by Javaid Edward Siddiqi and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationship between principals' sense of achievement and teachers' perceptions of their principals' leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District's Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district's annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District's Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals' leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals' sense of achievement and the teachers' perceptions of their principals' leadership behaviors. The data revealed that there was no statistically significant relationship between teachers' perceptions of their principals' leadership behaviors and principals' sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.
Download or read book Leadership and Organizational Outcomes written by Engin Karadağ and published by Springer. This book was released on 2015-03-12 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of leadership on organizational outcomes and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret leadership literature and suggest new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the editors compile various studies examining the relationship between the leadership and thirteen organizational outcomes separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Download or read book Elementary Principals Perceptions of Instructional Leadership and Its Relationship to Student Performance written by Wendy Eldredge and published by . This book was released on 2008 with total page 238 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 JSL Vol 23 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by R&L Education. This book was released on 2013-09-24 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.
