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 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 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 Articles in ITJEMAST 13 9 2022 written by and published by International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies. This book was released on with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published articles in ITJEMAST 13(9) 2022
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 of Teachers Perceptions of Principals Instructional Leadership Skills and School Performance in Four High Poverty South Carolina Middle Schools written by Scott Joseph Mercer and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book High School Principals Leadership Styles and Their Impact on Teacher Efficacy written by Julie L. Kaminski and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between high school principals' leadership style and teacher efficacy. A mixed method study was conducted using an online survey of current public high school teachers in southeastern Michigan. The quantitative portions of the survey consisted of the Teachers' Sense of Efficacy Scale TES, short form (Tschannen-Moran & Woolfolk-Hoy, 2001) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2004). Investigation of correlations, if any, were calculated by using Pearson's "r" to understand the aspects of a transformational leadership style that were correlated to high teacher self-efficacy. A factor analysis and reliability investigation indicated that the data generated with the chosen instruments was highly reliable for measuring principals' leadership style and teacher efficacy. Finally, in the qualitative part of the survey, study participants provided answers to an open-ended question about the single most negative factor impacting teacher self-efficacy in today's schools. All teachers' self-efficacy mean scores on a Likert-type scale of 1 to 5 on the Teachers' Sense of Efficacy Scale (TES), short form, ranged from 3.25 to 5, indicating relatively high to high sense of self-efficacy. There were no participants whose self-efficacy mean scores ranged from 1 and>3.25, indicating a relatively low to low self-efficacy rating. Weak to moderate positive correlations were found between teachers with relatively high to high self-efficacy ratings and principals who have transformational leadership styles, especially the characteristic of Intellectual Stimulation. Because all teachers rated their sense of self-efficacy to be relatively high to high, and with no data available to compare relatively low to low scores and principals' leadership style, the data regarding the existence of a relationship between the variables was inconclusive, and the null hypothesis was accepted. No significant relationship exists between high school principals' leadership styles and teacher self-efficacy. In the qualitative portion of the survey instrument, teachers responded to an open-ended question about negative impacts on their sense of efficacy in schools. Comments were analyzed and grouped into themes that included governmental mandates, regulations, and budget cuts; quality of school administration; and parent and community perceptions of education. In general, teachers want to feel valued by parents, the community and the public; they look to their principals for support, guidance, consistency, and acknowledgement. Finally, the mandates and legislative changes that have taken place in Michigan have had a negative impact on teachers' self-efficacy. These responses provided greater understanding of the opinions of the teacher participants in this study. The results of this study have implications for leadership at the district and building level. Building principals who have a transformational leadership style are more likely to foster teachers with high self-efficacy ratings; this, in turn, creates an environment for higher levels of student achievement. It is important that district-level leaders hire transformational leaders and encourage such approaches in existing principals through focused professional development. This study's results have implications for principal preparation programs, encouraging courses that support the development of transformational leadership skills and recognizing the research-based connection to leadership style and high teacher self-efficacy.
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 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 Leadership and School Quality written by Michael DiPaola and published by IAP. This book was released on 2015-03-01 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness.
Download or read book An Analysis of the Relationship Between Principal Self efficacy and Collective Staff Efficacy in a Rural North Carolina School System written by Douglas R. Massengill and published by . This book was released on 2018 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Instructional Leadership in GA High Poverty Elementary Schools written by Ginger W. Spires and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to investigate teachers' perceptions of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related to school effectiveness in high poverty schools. The sample of this study consisted of Georgia classroom teachers in high poverty elementary schools, specifically in the categories of Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. Hallinger's (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. An independent samples t-test was conducted to determine whether the means of principal instructional leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools, as perceived by teachers, were significantly different. Results indicated principals in Georgia Reward Highest Performing schools exhibited instructional leadership practices and behaviors in the dimensions of Defining the School Mission and Managing the Instructional Program more frequently than principals in Georgia Reward Highest Progress schools. A significant difference did not exist in the dimension of Developing the School Learning Climate Program between the school groups.
Download or read book An Elusive Search written by Stewart Thorson and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.
Download or read book An Exploration of the Relationship Between Teachers Perceptions of Principals Instructional Leadership and Transformational Leadership Behaviors written by Michael J. Finley and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to examine the relationship between teachers' perceptions of their principals' instructional leadership behaviors and transformational leadership behaviors. In addition, the study examined the relationship between teachers' perceptions of their principals' instructional leadership and a principals' level of degree and principals' teaching area background. This quantitative study was driven by two teacher questionnaires: the Principal Instructional Management Rating Scale (PIMRS) and the Multifactor Leadership Questionnaire (MLQ). The subscales examined in the PIRMS include framing the school goals, communicating the school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning . The subscales utilized for the MLQ include idealized influence (attributes), idealized influence (behaviors), inspirational motivation, intellectual stimulation, and individualized consideration. In addition to the teacher questionnaires, the principals answered two demographic questions about their level of education and their principal teaching area background. A multiple regression analysis was used to determine if the transformational 2 leadership subscales, principals' level of degree, or principals' teaching area background are predictors of effective instructional leadership. The findings from this study depicted a strong relationship between instructional and transformational leadership behaviors. In addition, "intellectual stimulation," "idealized influence (behavior)," and "individual consideration" are the three best predictors of instructional leadership behaviors as identified by the regression analyses. The findings from the study did not find that a principals' level of education or a principals' teaching area background are predictors of effective instructional leadership as perceived by teachers.
Download or read book An Investigation to Determine If Principal Behaviors Can Impact Teacher Efficacy written by J. Mark Lubbers and published by . This book was released on 1989 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between the Supportive Principal Behavior Dimension and Teachers Perceptions of Self efficacy in Rural Schools written by Elizabeth Holliday Lackey and published by . This book was released on 2019 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Download or read book The Relationship Between Teachers Perceptions of Principals Leadership Behaviors and Collective Efficacy of Teachers in the Elementary School written by Ann Hart DiPetrillo and published by . This book was released on 2006 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
