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 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 Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Principal Leadership for Instruction written by Karin Katterfeld and published by . This book was released on 2011 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exemplary Teachers Perceptions of the Principalship written by Cheryl Buscher Henig and published by . This book was released on 1999 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 The Relationship of Teachers Perceptions of Instructional Leadership Behaviors of Principals in Virginia to Student Achievement Levels written by Michael D. Thomas and published by . This book was released on 1997 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 14 written by and published by . This book was released on 1981 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 PRINCIPALS ROLE PERCEPTION AND IMPLEMENTATION OF EDUCATIONAL REFORM written by Jesse A. Hotmire and published by . This book was released on 2018 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: A theme in education stems from comparing international students' scores on standardized tests with sub-par American students' scores. The gap between the scores of international students and American students has prompted educational reforms to be passed by state and federal legislatures in the United States. This study begins with an investigation in the A Nation at Risk report and includes No Child Left Behind, Race to the Top, Common Core, and the Every Student Succeeds Act. States and school districts across the United States have struggled with adapting these educational reforms over the last few decades. Therefore, research on educational leadership over the decades has provided insight into strategies educational leaders can utilize to successfully implement educational reform. Additionally, the National Policy Board for Educational Administration (NPBEA) established the Professional Standards for Educational Leaders (2015) to provide a set of updated standards for educational leaders. Often tasked with implementing educational reform, principals routinely bear the brunt of guiding the people in their buildings through the maze of changes. The purpose of this phenomenological study is to discover how six principals see their role and what those six principals do to implement educational reforms. The intended method of coding and data analysis is an existing method by Moustakas (1994). The research questions guiding the study are (1) What do principals from secondary schools in Northwest Ohio perceive to be their role as instructional leaders concerning the implementation of Ohio's Learning Standards and assessments? and (2) What leadership strategies do principals utilize to carry out implementation of Ohio's Learning Standards and assessments in their school environment? Themes from this study that revealed principals' role perspective included their desire to practice distributed leadership and build relationships to foster a culture of collaboration. The emergent themes regarding leadership strategies included principals' facilitation of teacher preparation and instruction to implement Ohio's Learning Standards and assessments. Another major theme was challenges of rural high school principals. The implications for principals include to: maintain a positive attitude, search for solutions to challenges that predictably arise during times of change, utilize proven instructional leadership practices, and leverage their rural community characteristics to care for people. These qualities will help principals effectively lead their buildings through educational reforms.
Download or read book An Investigation of Teachers Perceptions of the Principal s Leadership Role and Parental Attitudes in Respect to School community Conflict written by Johnie Edward Harris and published by . This book was released on 1979 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Analysis written by Zenovia Mona Crier and published by . This book was released on 2017 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Principal as Instructional Leader written by Sally J. Zepeda and published by Routledge. This book was released on 2014-01-09 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2013. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book It s the Principal written by Jeffrey Dean Holmes and published by . This book was released on 1990 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Little School System That Could written by Daniel L. Duke and published by State University of New York Press. This book was released on 2008-03-27 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Little School System That Could is a story about transformation. In 1995, equipped with not much more than a vision of the quality education that urban students deserved, Tom DeBolt, the new superintendent of the Manassas Park School System, set into motion a series of reforms that transformed the district. By 2005 every school was accredited, passing rates on state tests had doubled, and the school system was attracting national attention. Daniel L. Duke examines the district's ten-year turnaround, from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations.
