Download or read book Teachers Perceptions of the Principal s Role in Establishing a Positive Environment written by Robert J. Carpenter and published by . This book was released on 2015 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated teachers' perceptions regarding the principal's role in establishing a positive environment, enhancing the instructional process, and empowering teachers to become leaders. Participants from one public high school in southeastern Pennsylvania completed the researcher-developed online survey and participated in face-to-face interviews. Results of this study indicated that participants noted the importance of the principal in establishing a culture that fostered student achievement. Results of this study also pointed to the overall school environment as a critical component in establishing a culture for student success and teacher leadership capacity. Participants in this study often referenced the important part the principal plays in establishing the framework for teacher professional growth and teacher collaboration. These findings may provide direction for high school principals and future principals in understanding the impact principals do have in creating a positive school environment.

Download or read book Teachers Perceptions of Their Principals Leadership Styles written by Marty A Cosby and published by . This book was released on 2021-04-05 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).

Download or read book Teachers Perceptions of the Formation and Impact of School Culture written by Debra E. Euker and published by . This book was released on 2018 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate teachers' perceptions of the principal's role in establishing and maintaining a positive school culture. Also, this study sought to determine the perception teachers had regarding their effect on school culture as well as the effect culture had on job satisfaction. The research took place in one suburban intermediate school in southeast Pennsylvania. Qualitative data in the form of a survey using Likert scale questions, open-ended questions, and interviews were collected and analyzed. The analysis of the data collected indicated that the overwhelming majority of teachers agreed that principals have either a positive or negative effect on school culture. Moreover, participants agreed that teachers played an important role determining the culture of the school. Data also illustrated that school culture relates to teacher job satisfaction. A general trend emerging from this study was the importance of establishing positive relationships in school. The connections between principals and teachers, teachers to their peers, and all professionals to students were vital in establishing positive school culture. This study concluded teachers felt more fulfillment and contentment with their profession when school culture was positive. The results of this study align to the current research on positive school culture. Districts can use the results of such research when creating hiring criteria for new principals and teachers. This research adds to the belief that both teachers and principals should have more training in the effects of school culture.

Download or read book An Examination of what Principals Do to Create a Positive School Climate for Teachers in Elementary Schools and how Teachers Perceive Those Efforts written by Carol Anne H. Ziolkowski and published by . This book was released on 2015 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study of elementary school climate explored the actions principals take to create or maintain a positive school climate for their teachers and teachers' perceptions of those efforts. The study included individual interviews of four elementary school principals to determine what they intentionally did to create or maintain a positive school climate. Next, focus group interviews of general education teachers from within the four participating schools were conducted to determine how teachers perceived the efforts of the principals. The findings in three of the four schools indicated several discrepancies between perceptions of the participating principals and teachers. While teachers acknowledged and appreciated some of the efforts of the principals, the teachers did not recognize those efforts as contributing to the climate of the school. The participants of the fourth school shared perceptions that the efforts of the principal had created a positive school climate. The principal maintained an open-door policy and built strong relationships with faculty members. The teachers perceived those efforts as contributing to the positive climate of the school.

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 Elementary Teachers Perceptions on the Influence of Principals Behaviors and Actions on School Culture School Climate and Teacher Self efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.

Download or read book Teacher Perceptions of what They Do in Their Institutionalized Settings to Create a Positive Learning Environment for Troubled Youth in Their Classrooms written by Diane Haggis and published by . This book was released on 2011 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine teachers' perceptions of what they do in their institutional settings to create a positive learning environment for troubled youth in their classrooms. More specifically, teachers' descriptions of what they do in their classrooms to foster a positive learning environment were analyzed and reported through a synthesized triadic conceptual framework identified as Bonding, High Expectations and Belief in Success (BHB). This framework blended three theories: Positive Peer Culture, (Vorrath and Brendtro, 2005), Positive Behavior Supports, (Christle, Jolivette, and Nelson, 2005) and Resiliency Theory, (Krovetz 1999). Within the culture of residential facilities, the teachers must implement educational programming to troubled youth who have been placed for non-academic reasons. Understanding what teachers in institutional settings do to create positive learning environments in their classrooms is critical for indentifying factors that influence positive outcome for students in such programs. This study utilized a mixed methods approach involving collection of data at two schools. All teachers within the residential schools at each of two sites of the study were invited to answer survey questions based on the components of the BHB conceptual framework. Teachers were chosen for the interview and Philosophy of Teaching Statement portion of the study using three specific criteria: their principal's recommendation based on daily observation of exemplary teaching practices, the teacher survey answers which reflected this study's conceptual framework, and nomination as a school district Teacher of the Year candidate or other peer recognition program within the last five years. Data analysis revealed that there was significant consensus among the teacher participants about factors perceived as powerfully influential in creating a positive learning environment for students. Consistent with prior research, these factors included providing a classroom atmosphere that supports positive peer interactions, high expectations for student success, promoting students taking responsibility for their own actions, relationship building and creating an environment of trust and respect. Recommendations for practice and future research were offered.

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 Organizing Schools for Improvement written by Anthony S. Bryk and published by University of Chicago Press. This book was released on 2010-03-15 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.

Download or read book Authenticity and Leadership written by Thomas John McInnis and published by . This book was released on 1973 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Discrepancies Between Principals and Teachers Perceptions of the School Principal s Role written by Tova Wagman and published by . This book was released on 1998 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparative Analysis of Principals and Teachers Perceptions of Working Conditions written by Brandy Sermons and published by . This book was released on 2018 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research on school climate has focused on relationships between teachers and students, peer relationships, order and discipline, student engagement, and academic support to create an environment where students can be academically successful. No universally accepted standard definition encompasses all facets of the school climate construct. Although teacher working conditions have a direct impact on the future of students, few studies exist on teacher and principal perceptions of this construct. This comparative analysis study used archival data from the North Carolina Teacher Working Conditions Survey (NCTWCS) to determine if differences existed between teacher and principal perceptions of the working environment. A dataset containing 101,846 responses was used to analyze one research question. After data cleaning, a random selection of 100 teachers and 100 principals was taken from 33,379 clean cases. A multivariate analysis of variance was used to compare eight NCTWCS scale scores of the teachers and principals. Significant differences were found between teachers and principals on all eight scales. Principals and teachers are the driving forces behind school culture and a positive school climate. Understanding these differences can help to design policies that can create positive school climates and increase school improvement efforts. Implications are numerous because researchers can now state definitively that there are differences in teacher and principal perceptions of the working environment. Researchers can begin to ask why these differences exist and propose a way to lessen the gap. Principals and teachers may never completely agree on their perceptions of working conditions but they can work together to create an environment that inspires teacher retention and increased student achievement.

Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003-10-15 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Download or read book Jsl Vol 20 N4 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2010-09-16 with total page 129 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 Handbook of Urban Education written by H. Richard Milner IV and published by Routledge. This book was released on 2013-11-20 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.

Download or read book Teachers Perception and the Principal s Communication Style written by Joey Washington and published by LAP Lambert Academic Publishing. This book was released on 2009-09 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fundamental to the role of the school principal is the use of communication. From the classroom to the community, the school principal must possess and utilize communication skills. Recently, research has turn to focus on what makes good schools great. The research discovered that the number one factor is a leader that communicated effectively, consistently, and timely with staff, students, parents and the community. The question then becomes, "Are classroom teachers more likely to be satisfied and enthusiastic about their places of employment if their principal is an effective communicator?" This book provides the answer by looking at how the communication style used by the principal can directly impact the perceptions of classroom teachers. This resource should prove useful to professionals in the field of education administration, or anyone who wants to learn more about leadership and communication.

Download or read book The Principal written by Azhar Mahmood and published by LAP Lambert Academic Publishing. This book was released on 2012-02 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the goals, challenges and strategies of school leadership and teachers' perceptions of school leadership. This study was qualitative and quantitative in nature; interviews and survey questionnaires were used to gather information. The population for this study was comprised of public School principals and teachers . Major goals of mostly principals' are professional development, stronger connection with community, social justice and positive environment. Principals are facing different problems and challenges but they are facing some common challenges such as deficit thinking, district policy, professional development, improving instructions, Weak curriculum and involving parents. Principals mostly used strategies of dialogue with teachers, conversation with the students and discussion with parents to improve student learning when students do not meet expectations. Mostly teachers used strategies of modifying their instructions and discussion with parents when students do not meet expectations.