Dissertations / Theses on the topic 'Elementary school principals Victoria'
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Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.
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Ceccacci, Margaret. "Power strategies used by elementary school principals as perceived by elementary school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/MQ52450.pdf.
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Jennings, Gilbert P. (Gilbert Paul). "Perceptions of the Public School Elementary Principal's Role as Perceived by Elementary Public School Principals, Public School Board Members and Business Representatives." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330782/.
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This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.
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Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /." Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.
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Rose, Graeme Charles. "Investigating the role of state school principals' feelings of empowerment affecting transformational leadership in effective school governance : empirical testing of a structural model." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/5306.
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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.
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Vance, Florestee Newby Marilyn Provart. "Attitude toward and knowledge about art a survey of public elementary school principals /." Normal, Ill. : Illinois State University, 1989. http://www.mlb.ilstu.edu/articles/dissertations/8918629.PDF.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Marilyn P. Newby (chair), Mary Ann Lynn, Max R. Rennels, E. Robert Stefl. Includes bibliographical references (leaves 78-80) and abstract. Also available in print.
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Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.
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The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)?
The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers.
The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.
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Clark, Alison J. "Sustainable School Improvement| Suburban Elementary Principals' Capacity Building." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.
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The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals’ practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal effects model on how principals responded to the changing environment. Three principals, their superintendents and one teacher for each case provided data collected through interviews, documents, and a researcher journal. Inductive and deductive analysis were used, first within-case and then through a concluding cross-case. Findings confirmed that building capacity is all encompassing. As principals seek to build capacity, there are many interconnected actions. Results demonstrated varied practices, skills, and responsibilities used among principals, including: setting goals; professional development; collaboration; teacher leadership; and shared responsibility. This study can provide guidance to universities, Boards of Education, and other administrators. Recommendations for further research include expanding the sample to include secondary principals and to explore capacity building in rural and urban settings. Additionally, there should be continued research on the reciprocal effects model using mixed methods.
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Felton, Faye S. "The Use of Computers by Elementary School Principals." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27213.
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This was an investigation of the use of computers by elementary school principals. The independent variables were socio-demographic characteristics, attitude toward computers, and beliefs about the outcomes of computer applications. The dependent variables were hardware and software proficiency, administrative proficiency, instructional proficiency, and overall proficiency.
A random sample of 400 elementary school principals in the United States and the District of Columbia was drawn from a national database developed by Quality Education Data. The sample had 228 females and 172 males. Data were collected with a questionnaire that was mailed to the sample. Two hundred fifty-three questionnaires were returned. One survey was blank and unusable.
Data were analyzed with correlation coefficients, t-tests, and one-way analyses of variance followed by Schefféâ s post-hoc comparisons. Exploratory analyses with chi-square tests were used to determine if a profile of â high techâ elementary principals could be identified.
Elementary principals used the computer on a daily basis for a variety of administrative and instructional tasks. The more proficient users had more favorable attitudes toward the use of computers, used the Internet more frequently and for more tasks, and believed that computers made a difference in the time spent on and the quality of their work. Formal training was related to all four types of proficiency.
Socio-demographic variables not associated with proficiency in using computers were gender, ownership of a home computer, ethnicity, age, years of administrative experience, and highest degree held. Males and females, minorities and whites, and older and younger principals were equally proficient. Years of experience and degree did not distinguish more proficient from less proficient users.
A socio-demographic profile of â high techâ principals was not found; however, â high techâ principals (personal digital assistant users) reported higher levels of Internet use, higher levels of all four types of proficiency at alpha = .10, and a more favorable attitude toward computers. The use of the latest technologies by principals appears to be a good predictor of the proficiency of principals in using technology generally.Ed. D.
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Esplin, Nathan. "Utah Elementary School Principals’ Preparation as Technology Leaders." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5774.
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The rapidly expanding use of technology in education has brought about the need for principals to be prepared as technology leaders. Although, there is a need for principals to be prepared as technology leaders, many currently are not prepared for this role. It is crucial that principals are prepared in order ability to lead their school in successful technology integration. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators.
In addition to the study’s primary purpose, the study identified the types and quantity of professional development principals are receiving and how this professional development relates to the principals’ levels of technology leadership. In addition, this study concluded whether or not the perceived technology leadership preparedness level of Utah principals correlates with the number of hours spent in technology leadership training. Furthermore, the study compared differences in technology leadership preparation levels based on principal characteristics.
Literature shows that technology leadership research is scarce. The findings from this study will help fulfill some of the need for additional technology leadership research. In addition, the findings can help educators have a better understanding of how to prepare principals to be effective technology leaders.
The data for this study were collected from 129 Utah elementary school principals using the 2009 Principals Technology Leadership Assessment (PTLA). This survey used the 2009 ISTE Standards for Administrators as the framework. The results were analyzed using descriptive statistics, Pearson correlation, t test, ANOVA, and qualitative coding. The findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. Furthermore, a technology leadership professional development model has been designed to further assist educators.
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O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school.
This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role.
The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development.
The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases.
The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
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Wilson, Phonecia. "Characteristics of Successful Elementary Principals as Instructional Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7775.
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The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the different levels of implementation of these behaviors. The conceptual framework for this study was instructional leadership. The research questions were created to collect data that described specific instructional leadership practices as well as contextual factors that positively affect student growth and influence the different levels of implementation of instructional leadership practices. Using qualitative case study design, data were collected from a sample of 16 elementary principals serving students in 1 school district in a southeastern state identified by student consistent performance on the Progress and School Climate components of the College and Career Readiness Performance Index. Data were collected through face-to-face interviews. Coding and thematic analysis were used to analyze interview data. Key themes included an emphasis on data driven decision making, the importance of a clearly defined mission and a positive school climate. This research may contribute to positive social change as consistent implementation of the specific instructional leadership practices identified in this study could have a positive effect on student growth and learning in elementary schools.
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Crouse, Amy C. "Supporting Urban Elementary School Principals Through Positive Work Relationships." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337263964.
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Schreiner, Deborah Jolyn. "Teacher evaluation: Perceptions of elementary school teachers and principals." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187302.
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This dissertation was developed to examine the perceptions of elementary school teachers and their principals regarding teacher evaluation. The study gathered data concerning attitudes toward current evaluation practices as well as perceived ideal practices. A survey instrument was designed and distributed to elementary school teachers and principals in sex selected public school districts in a selected county in Arizona. A total of 159 teacher surveys and 11 principal surveys were used for the data analysis. The participants were asked to respond to 20 questions for both their current situation and perceived ideal situation of teacher evaluation. These responses were given on a five-point Likert scale and were used to define both an accountability scale and a professional growth scale for perceptions of teacher evaluation. In addition, three open-ended questions required brief written responses regarding strengths and weaknesses of the evaluation system in place in their district. Another eight questions collected demographic data. Both the t-test and the ANOVA were used to determine significant differences between the responses of the two groups. The results of this study revealed that teachers and principals agreed with each other's perceptions of accountability and professional growth as primary purposes of teacher evaluation. Contrasts were noted when responses for each group were compared between the real and ideal scales. Teachers and principals both indicated that an even stronger emphasis be given to accountability and growth. There was a significant difference found between teachers' ideal perception of their level of involvement in the development of evaluation procedures and their perception of the amount of involvement they currently experience. Significant differences were also found between teachers' perceived ideal and real levels of confidence in their evaluator's competence. Additionally, both groups indicated that including feedback from students and peers was a necessary but deficient component in teacher evaluation. Demographic variables had no significant influence on the perceptions of either teachers or principals with regard to teacher evaluation. Overall, both teachers and principals perceived their current evaluation procedures less favorably than their perceived ideal practices of evaluation. Teachers and principals appear eager to discuss and refine evaluation practices.
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Loebe, Anna Yolanda. "Educational leadership for school change: Stories by six Latina elementary school principals." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280723.
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Six female, Hispanic elementary school principals from a southwestern urban school district were asked to describe leadership for school change through personal narrative in response to two central questions: (1) How does the Latina elementary school principal define and enact leadership for school change? (2) How does the variable of ethnic culture interplay in the Latina educational leadership role? A phenomenological research approach was used to seek answers to these questions. The participants were interviewed on three separate occasions within a one-month period using three in-depth, phenomenological interviews designed to draw out the participants' subjective, intuitive, personal, and metaphorical interpretations of the meaning of educational leadership as well as to identify any leadership characteristics they might attribute to Latina culture. The participants' metaphors defining educational leadership depicted a vibrant living mosaic of a leader responsible for developing the human potential of children and adults on a stage with ever-changing directors, props, and costumes. The more literal definitions of leadership conveyed a common belief that leadership is a collaborative effort of moving others forward toward some defined goal, generally of improving student learning. They identified three unique features of educational leadership. Educating children and youth creates a different kind of leadership when one must accept all students. Secondly, educational leaders are change agents responding to reform agendas primarily emanating from government sources. Lastly, educational leaders must be able to deal with limited budgets in creative and resourceful ways. The participants described how Latina culture influenced their leadership development and roles. They reported various kinds of barriers, tensions, conflicts, and ambivalence in realizing education and career goals. However, they found ways to circumvent or transcend obstacles along their career paths All participants reported cultural differences in their leadership styles. Dominant features of Latina leadership included speaking Spanish and understanding Latino culture, respect, service, sense of family, empathy, and use of personal narratives. Three other themes emerged from their stories--their need to "prove" themselves in academic and professional endeavors, their passion and urgency to right inequities, and the need to serve as cultural "brokers" to lead others to greater cultural understanding.
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Snowden, Paula V. "Sex of elementary school principals by teachers' perceptions of student achievement, the school learning climate and principals' personalities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1727.
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This study was to compare the relationships among the teachers' perceptions of student achievement, the teachers' perceptions of the school learning climate, the teachers' perceptions of the principals' personalities and student achievement based on standardized test scores of male elementary principals versus that of the female elementary principals. Since there was no instrument available to measure the conceptual ideas in this study, an instrument was developed composed of thirty questions concentrating on student achievement, the school learning climate, and principal personality.
Analysis of the data was made by using the SPSS. The instrument was subjected to Pearson Product-Moment Correlation and Factor Analysis. The Analysis of Variance was used with the standardized test scores.
The findings of the study are:
1. Sixteen (16) achievement elements were significant for male administrators and four (4) were significant for female administrators. 2. Ten (10) climate elements were significant for male administrators and three (3) climate elements were significant for female administrators. 3. Eighteen (18) personality elements were significant for male administrators and seven (7) personality elements were significant for female administrators. 4. The Rotated Factor Matrix showed achievement, climate and personality had a communality as they were placed in factor two, and sex placed in factor three indicating that sex was independent of achievement, climate and personality.
The conclusions are that the Pearson Product Moment Correlations showed no significant relationship between male and female principals (.001 level) as perceived by teachers on student achievement, school learning climate and principals' personalities. The Analysis of Variance showed no significance (.05 level) based on standardized test scores in reading, but did show significance (.05 level) based on standardized test scores in mathematics.
It is recommended that a similar study be done utilizing the perceptions of 1) principals, 2) central office staff, and 3) parents, and that a similar study be conducted that would control the sex of the respondents
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Cowan, Susan D'Ette Fly. "Principals' actions to influence change, for school success." Full text (off-campus access restricted to users with UT Austin EID) Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026195.
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Yeung, Kin-chung Clifton, and 楊健忠. "Understanding primary school principals: the biographies approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962087.
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Morrison, Lori. "Principals' perceptions regarding recess in Georgia elementary schools." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/summer2006/lori%5Fe%5Fmorrison/morrison%5Flori%5Fedd%5F200605.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 135-142)
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Dereli, Mahce. "A Survey Research Of Leadership Styles Of Elementary School Principals." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1013432/index.pdf.
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The purpose of this survey research is to unveil the leadership styles of elementary school principals. 350 principals and 700 teachers participated in this study which was conducted in Turkey. Leadership Orientations Questionnaire (Bolman and Deal, 1991) was used to gather data. According to the results of the study, the dominant leadership frame that the principals employ was the human resource frame as to principal and teacher ratings.
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Buki, Constance M. "The process used to select elementary school principals in Québec /." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69555.
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The purpose of this study was to describe the process used to select elementary school principals in Quebec.The results of the study indicated that the majority of school boards do not have written selection policies and procedures to guide the selection of elementary school principals. In addition, the majority of school boards do not have written job descriptions, written selection criteria or written selection techniques.
Although there was an absence of written job descriptions, respondents considered educational leadership as the main expectation for elementary school principals.
In the absence of written selection criteria, it was noted that respondents had criteria that they felt were important for the elementary school principalship. The three most important personal selection criteria were decision-making skills, human relations skills and communication skills.
The results of this study indicated that the director-general and the director of human resources were the main participants in the selection committee. However, the final employment decision was primarily the responsibility of the school commissioners.
The interview was the most common technique used by respondents in this study.
Respondents were satisfied with their selection process and do not plan to revise this process. (Abstract shortened by UMI.)
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Weston, Allan Leslie. "Vision, Interpersonal Orientation and Personal Values in Elementary School Principals." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1177.
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This study looked at possible relationships which exist between three personal characteristics variables believed to be associated with effective leadership in elementary schools. The three variables were (1) Principal Vision, (2) Principal Interpersonal Orientation and, (3) Principal Personal Values. The relationship between selected teacher, principal and school demographic variables and teacher's perceptions of their principal's vision was also explored.
Data were collected from 51 principals and 841 teachers in elementary schools from 10 school districts in the Portland, Salem and Vancouver metropolitan areas. Teachers were asked to score their perceptions of their principal's vision on the School Vision Inventory. The principal was also asked to complete the Mach V interpersonal orientation scale, the Profile of Life Values and, his/her predictions of teachers responses on the School Vision Inventory. Data were analyzed by using one or more of the following statistical tests: MANOVA; ANOVA; Chi-square; and Pearson Product Moment Correlation.
The major conclusions are: (1) principals perceived teachers to be less positive than they in fact were in their perceptions of the principal's ability to encourage others to make personal sacrifices to accomplish the principal's vision; (2) male teachers perceive that their principals include them more in the vision building process than do female teachers; (3) teachers younger than 26 were less positive in their perceptions of their principal's Internalization and tended to be less positive on other scales; (4) principals communicate their vision more effectively with those teachers who are in their first year with their current principal than any other group for vision exchange, sacrifice and total vision; (5) school and principal demographics have little impact on teacher perceptions of principal vision; (6) principals value being sensitive to the needs of others more than any of the other personal values and they value artistic expression the least; (7) with the exception of the Artistic values, male and female principals are relatively similar in their personal values; (8) principal vision and personal values are moderately related; and (9) the relationship of interpersonal orientation of the principal to teacher perceptions of principal vision is not statistically significant.
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Francone, Jennifer. "Systems of Support for Elementary School Principals: A Case Study." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3491.
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Principals need support throughout their careers in order to lead effectively and promote continuous improvement. However, some elementary school principals of small, rural schools lack access to structured systems of support that could increase their knowledge and skills as instructional leaders. The purpose of this study was to examine a central California school district's existing system of support for elementary school principals to learn the essential features that could be used to provide support for principals of small, rural schools. Informed by the Principal Support Framework provided by the University of Washington's Center for Educational Leadership, the guiding questions for this case study examined the elements of the system of support for principals, focusing on professional development, collaboration through networks and learning communities, and coaching/mentoring partnerships. Interviews with 4 principals and 1 district leader were conducted, and school district documents were collected. Data were coded to identify themes and to help understand the participants' perspectives. The findings suggest that a system of support for principals is structured around the foundation of collaborative learning through networks in both large and small group settings. Based on these findings, a plan for a professional learning network for principals of small, rural schools to collaborate is included as the project outcome. The study has implications for positive social change: through continuous learning and improvement, elementary principals can improve student learning and, through collaborative problem solving and inquiry, they can help prepare students academically and teachers professionally for continuous improvement.
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Shay, Michael Keith. "Principals, power, and school reform : a descriptive study of five principals' leadership of two top-down mandates /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998048.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 319-341). Also available for download via the World Wide Web; free to University of Oregon users.
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Kaspar, Michael Joseph. "Factors affecting elementary principals' and teachers' decisions to support outdoor field trips /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Steele, Vinest D. Pancrazio Sally B. "The relationship between leadership styles of elementary principals and school culture." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835915.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 6, 2006. Dissertation Committee: Sally Pancrazio (chair), Ramesh Chaudhari, Larry McNeal, Richard Streedain. Includes bibliographical references (leaves 107-115) and abstract. Also available in print.
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Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
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Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.
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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture.
The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture.
Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade.
These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Issel, Bradley. "Educational leadership, school commercialism, and neoliberal policy : understanding elementary school principals’ decision-making." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/25770.
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This study explores how school principals in elementary settings are positioned within an education context heavily influenced by the discourses and policies of neoliberalism. By targeting principals’ decision-making on school commercialism, I analyze the impact market ideologies are having in shaping principals’ understandings of their roles and identities in public education. Using a qualitative research design, I interviewed seven elementary school principals in a school district in British Columbia, Canada. The key results of this study indicate that principals are in states of “cognitive dissonance” (Festinger, 1957) as they struggle to clarify the possible or actual impacts of school commercialism on pedagogy and the management of schools. Principals express a need for stringent regulatory district policy to monitor and control partnerships between schools and corporations. In addition, principals’ positioning towards dominant neoliberal consumer discourses is diverse as they enact and describe their decision-making on school commercialism. Thus, principals cannot be positioned as fully resistant to, or reproducing of, neoliberal consumer discourses. The majority of principals seek to make compromises between their philosophy of education and any perceived consequences with corporate involvement in their schools. I conclude that notions of critical leadership may be the impetus needed to resist discursive power contexts associated with market ideologies and neoliberal policies. I have used pseudonyms to protect the identity of the people and places involved in this study.
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Abrams, Eric Regier 1955. "Perceptions of successful elementary school principals of effective school leadership practices: A portrait of school leadership." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282606.
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This study investigated the perceptions of 11 successful elementary school principals from seven school districts in southern Arizona. The principals were identified by their district superintendent or assistant superintendent as exemplifying the eight characteristics of successful principals described by Joekel, Wendel and Hoke (1994). Qualitative methodology was used to inductively analyze and describe response data collected through in-depth interviews. These interviews consisted of open-ended questions regarding: effective leadership, school culture, vision, school improvement, empowerment, staff motivation, shared decision making, teacher instructional leadership, conflict, the changing nature of the principalship, and educational administration pre-service education. These perceptions were then compared to descriptions of effective practice as described in current literature on transformational leadership, leadership standards accepted by the National Policy Board for Educational Administration, and current literature on educational administration pre-service reform efforts. The following are some findings that emerged from this study. These successful principals placed the needs of students in the center of all their decision making. This appeared to be the prime transformational behavior that awakened intrinsic motivation among staff members. Moreover, they demonstrated transformational leadership behaviors that included meeting intrinsic needs of followers, visionary leadership, building collaborative school cultures, and putting teachers in roles of instructional leadership. However, despite the presence of these behaviors, it appeared that they had a poor objective understanding of the transformational epistemology. Specific recommendations were made to better prepare school leaders to be the transformational leaders that researchers believe are necessary to successfully lead schools as we approach the turn of the century. The principals in this study believed their pre-service educational administration program was inadequate in preparing them for their role as principals. They believed pre-service programs need to define a body of knowledge and create a cohesive curriculum to teach the skills that administrators need to know to be effective leaders in their schools. Specific recommendations were made to improve educational administration graduate programs.
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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.
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Battle, Thomas S. "What are the perceived to be the key motivating factors in the decision to become an elementary school principal and to what degree are these motivators perceived to have been realized /." La Verne, Calif. : University of La Verne, 2005. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=828451141&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.
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Murphy, Estella S. "The perceptions of principals regarding their role in reading instruction /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164530.
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Cascadden, Dean S. T. "Principals as managers and leaders: A qualitative study of the perspectives of selected elementary school principals." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618662.
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The primary purpose of this study was to explore how selected elementary school principals described and defined their world in terms of leadership and management. There were three sub-areas of investigation under this primary purpose: (a) exploring the principals' conceptions about the constructs of leadership and management, (b) exploring the principals' beliefs about the role of their personal philosophies, goals, or values in relation to their practice, and (c) using content analysis to explore the language that principals use to describe themselves, their work and their schools. The theoretical perspective adopted for this study was that organizations are constructed human social entities. The focus of this study was to describe the role of the elementary school principal from the perspective and voice of the participants. The data collection was accomplished using semi-structured interviews of eight selected elementary school principals. Results were presented as narrative description, the principals' stories (hermeneutic representation) and analysis (dialectic) where the transcriptions of the interviews were content analyzed for common themes or patterns. Similarities and differences were explored and conceptions and themes generated from this analysis were compared with the existing literature on leadership, management and the elementary school principalship. The descriptions and analysis provided by this study could be used to inform practice, especially for those involved with the training and education of administrators.
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Taccogna, Judith Elizabeth Drummond. "Resolving the Evaluator/Nurturer Role Conflict of the Elementary School Principal." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1264.
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This qualitative study explores how elementary school principals resolve the role conflict between judging the performance of teachers (summative evaluation) and providing nurturing growth activities (formative evaluation or supervision). Related research questions were these: (1) How does the principal spend time in summative versus formative evaluation? (2) What factors create role conflict for the principal? (3) What elements help the principal approach congruence in dealing with both responsibilities? The Delphi technique, a method for structuring a group communication process, was used to collect data from 12 Oregon elementary principals, recommended by district administrators as having expertise in the area of supervision and evaluation. The process included four rounds of questions regarding how they perceived and handled their summative and formative evaluation responsibilities. Data analysis occurred after each round as well as after all rounds were complete. Analysis of narrative items was done by comparing key elements from written responses. Similar responses were synthesized into consensus statements and presented again to respondents for validation or adjustment in the next round of questioning. Analysis of non-narrative responses was done by using a non-statistical database, disaggregating on several factors, including gender, years of experience as a principal, and school size. Although most principals reported little or no role conflict, women principals felt more conflict than men, particularly those who had less than five years of experience in the principalship and who had had other administrative experience in education before becoming a principal. The degree of trust between principal and teacher was ranked first among ten factors identified as affecting role conflict. Strong consensus indicated that four strategies were most effective in addressing both roles: (1) interacting frequently with teachers, (2) building trust relationships, (3) emphasizing the formative, and (4) observing teachers work. The area identified as most important in precluding or lowering role conflict was the use of strong communication skills. The findings have implications for elementary principals, districts, and universities. The insights into the respondents' management of both roles will assist principals and districts in addressing the dual responsibilities. The results will help districts as well as university training programs provide more appropriate pre- and inservice education for principals.
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Olhausen-Kaylor, Janalee. "Perceptions of Elementary School Parents, Principals, and School Resource Officers regarding Visitor Management Systems and School Safety." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814451.
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Currently, three out of 10 parents fear for their students? safety while attending classes within the public school setting (McCarthy, 2015). This study focused on two elements that directly affect safety within schools: visitor management and intruder prevention. To analyze each of these two elements, qualitative methodology was utilized through four focus groups to determine the perceptions of Elementary school administrators, parents, and school resource officers on school safety. After conducting multiple interviews, four common themes emerged. The first theme was monitoring access to school buildings. Participants asserted taking an active approach in this area would increase the overall safety of students. The second theme discussed by multiple participants was to take additional measures to make the entrances of school buildings secure. The third theme that emerged was the importance of the role of the school resource officer. The fourth and final theme that developed was the importance of training and communication for administrators, school resource officers, staff, students, parents, and community members. After facilitating focus groups and analyzing the data obtained, it became evident the measure of a safe school depends on two variables. These variables are (1) to create a safe building for students managed by procedures designed with student safety at the forefront and (2) to employ trained individuals with the purpose of generating a positive and secure atmosphere. The data collected in this study could prove useful to district administrators wishing to design a safe and secure learning environment for students.
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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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McQueen, Michelle Kelly. "Motivators of job satisfaction for elementary school principals in Central Virginia /." Available to VCU users at:, 2007. http://hdl.handle.net/10156/1950.
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Brownell, Cindy Cheree. "Teachers' perceptions of elementary school principals as instructional leaders in reading." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2560.
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The purpose of this research study was to investigate instructional leadership in the area of reading at the elementary school level. Specifically, this study investigated elementary principals as instructional leaders in reading, In order to determine if elementary principals were perceived as instructional leaders in reading, teachers were asked to provide their perceptions of their principals in this area. This study also examined the relationship of teachers' perceptions of their principals as instructional leaders in the area of reading and student reading test scores. The study was conducted in San Joaquin County in California. The researcher developed a survey instrument entitled, Principals Leadership Reading Inventory, which consisted of 30 questions. Surveys were distributed to elementary school teachers from randomly selected schools within San Joaquin County. The teachers' responses to the survey provided the researcher with their perceptions of their principals as instructional leaders in the area of reading. Additionally, school reading test scores for each school site participating in the study were obtained and used in part of the data analysis. This study found that instructional leadership in the area of reading had specific behavioral descriptors, identifiable characteristics, and positively related to the leadership subscales of encouraging, enabling, inspiring, and challenging. This study did not find that based on teachers' perceptions a principal's leadership in the area of reading significantly correlated to the reading test scores at the school site.
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Yamada, Aaron T. "Elementary school principals' perceptions of responsibilities and competencies for instructional leadership." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2473.
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The purpose of this research was to investigate elementary school principals' perceptions of the responsibilities and competencies required of them for instructional leadership and thereby establish a baseline of knowledge for future decisions regarding the use of instructional leadership by elementary school principals as an aid to more effective teaching and learning. The research involved the construction and administration of a questionnaire based on a list of instructional leadership tasks guided by the literature on effective schools, instructional leadership, and task analysis for school principals. Questionnaire items were designed and questionnaire data were collected and organized to accurately reflect elementary school principals' perceptions of responsibilities and competencies for instructional leadership. The findings of this study indicate that the elementary school principals rated themselves higher on the competency section of the questionnaire than on the responsibility section. There was little difference in the selection of the highest-ranking tasks for which principals perceived themselves to be responsible and the selection of highest-ranking tasks for which principals perceived themselves to be competent. On the responsibility section of the questionnaire, most frequent influence variables were: (a) educational preparation, (b) administrative experience, (c) gender, (d) number of staff supervised, and (e) school size. On the competency section of the questionnaire, most frequent influence variables were: (a) gender, (b) educational preparation, (c) administrative experience, (d) number of staff supervised, and (e) school size. This study provides insights that universities and school districts should examine their administrator training programs to provide for the growing need to educate principals in the area of instructional leadership. Elementary school principals should become more involved in curriculum decisions and become instructional leaders to their teachers. They should be given more assistance from the school districts in handling some of the bureaucracy, discipline, and “administrivia” they experience daily in order to provide more time for helping teachers as an effective instructional leader.
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McQueen, Michelle K. "Motivators of Job Satisfaction for Elementary School Principals in Central Virginia." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1290.
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This study investigated the overall job satisfaction level and motivators of job satisfaction for elementary school principals in Central Virginia using the MinnesotaSatisfaction Questionnaire (1977) revision via Web-based survey through Virginia Commonwealth University's Inquisite Survey System. The research literature supports job satisfaction of school principals being a worthwhile topic of study. Researching aspects of job satisfaction is important because a job is not merely life-sustaining, but enriching and enhancing (Darboe, 2003), and the impact of leadership on everyone in schools is substantive. Elementary principals' general job satisfaction level was investigated using descriptive demographic data and the Minnesota Satisfaction Questionnaire (MSQ) through Web-based survey. Using 4 of Frederick Herzbergfs (1959) 6 motivators from the MSQ (i.e., Achievement, Advancement, Recognition, and Responsibility), job satisfaction level was examined in terms of variance in relation to the respondents' gender, age, level of education, salary level, years of experience, number of full-time assistant principals, school socioeconomic status, school size, or accreditation status assigned by the Virginia Department of Education. This study collected information from 85 out of a possible 151 public elementary school principals across 14 school divisions in Region I of Central Virginia. The findings of this study suggest that on an overall basis respondents were satisfied with their jobs. They were also satisfied with their job as it relates to Herzberg's four motivators associated with those particular scales of the MSQ. Findings demonstrated that job satisfaction level did not significantly vary in relation to the nine demographic variables except in one category, level of education. Respondents with education beyond master's degrees were more satisfied with their sense of achievement. The response rate for this Web-based survey was 56%. This response rate contrasts with most literature that described Web-based surveys as having lower response rates than mailed surveys (Fricker & Schonlau, 2002). This indicates that principals will answer Internet surveys in higher numbers when asked to do so, when using repeated contacts, and/or when a colleague requests their participation. It would be worthwhile to replicate this study using a wider demographic area or through the use of qualitative methodology.
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Scallion, Suzanne. "The voice of elementary school principals on school climate." 2010. https://scholarworks.umass.edu/dissertations/AAI3409843.
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School climate has been described as “the set of internal characteristics that distinguish one school from another and influence the behaviors of each school’s members” (Hoy, Smith & Sweetland, 2005). In the landmark study by Brookover, Schneider, Beady, Flood and Wisebaker (1978), school climate was found to be a more significant factor in student achievement than the variables of race and socioeconomic status. Principals need training in the phenomena of school climate and to develop the skills needed to alter it as needed for the benefit of students. This phenomenological study explored the conceptual understanding of school climate by experienced elementary school principals. Further, the study sought to identify strategies used by experienced leaders to manipulate the school climate under the conditions imposed by standards-based curricula and high-stakes testing. Specific efforts were made to distinguish between the terms school climate and school culture that are often used interchangeably in the research and by practitioners. The findings indicate that many of the principals had an understanding of school climate consistent with the research. In most cases, these principals were still involved in coursework, extensive professional development or were avid readers of professional literature. It was also determined that principals who possess an understanding of the phenomena of school climate also acted with intention in efforts to alter it. For the roughly twenty five percent of the principals who did not have a conceptual understanding of school climate, their leadership had an accidental influence on it. For the benefit of all learners in all schools, all principals need pre-service training and support in school climate and its cultivation.
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Scallion, Suzanne Elayne. "The Voice of Elementary School Principals on School Climate." 2010. https://scholarworks.umass.edu/open_access_dissertations/245.
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School climate has been described as "the set of internal characteristics that distinguish one school from another and influence the behaviors of each school's members" (Hoy, Smith & Sweetland, 2005). In the landmark study by Brookover, Schneider, Beady, Flood and Wisebaker (1978), school climate was found to be a more significant factor in student achievement than the variables of race and socioeconomic status. Principals need training in the phenomena of school climate and to develop the skills needed to alter it as needed for the benefit of students. This phenomenological study explored the conceptual understanding of school climate by experienced elementary school principals. Further, the study sought to identify strategies used by experienced leaders to manipulate the school climate under the conditions imposed by standards-based curricula and high-stakes testing. Specific efforts were made to distinguish between the terms school climate and school culture that are often used interchangeably in the research and by practitioners. The findings indicate that many of the principals had an understanding of school climate consistent with the research. In most cases, these principals were still involved in coursework, extensive professional development or were avid readers of professional literature. It was also determined that principals who possess an understanding of the phenomena of school climate also acted with intention in efforts to alter it. For the roughly twenty five percent of the principals who did not have a conceptual understanding of school climate, their leadership had an accidental influence on it. For the benefit of all learners in all schools, all principals need pre-service training and support in school climate and its cultivation.
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Chen, Ying-Chieh, and 陳盈傑. "The scale for elementary school principals’ brand." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/55287441814360397409.
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碩士國立暨南國際大學
教育政策與行政學系
95
The purpose of this study is to compile a scale about the brand of elementary school principals. There are 383 elementary school principals and teachers in 23 countries in Taiwan as samples to test the reliability and validity of the scale. The rate of retrieve is 42%. The method of this study is to take percentage, Cronbach afa, item-total correlation, exploratory factor analysis and structural equation modeling (SEM). The findings of this study are as follows, I.There are five dimensions in the scale. II.It is good content validity in the scale. III.It is good reliability in the scale. IV.It is good construct validity in the sclae. V.Because of individual variables, there are differences about factor structure to cross sample in the scale. VI.Because of school background variables, there are differences about factor structure to cross sample in the scale. According to above mentioned findings, offer suggestions as follows, I.The concerned education administrative authorities 1.To apply the scale to evaluation of principals 2.To apply the scale to examine the effectiveness of the cultivation of principals’ leadership 3.To extend the scale about the brand of elementary school principals 4.To set up the model of principals’ brand II.Elementary school principals 1.To apply the scale to take self-evaluation 2.To use the scale as a reference to improve effectiveness of principals’ leadership III.Further research 1.To set up an adequate formula to measure the brand of elementary school principals 2.To explore other influential factors on the brand of elementary school principals 3.To extend the sample over other level of school principals 4.To add some stakeholders as samples 5.To construct the classification pattern for the principals’ brand 6.To gather more samples to test the multi-sample analysis
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陳雅新. "The leadership competences of elementary school principals." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47909255026756484206.
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碩士國立暨南國際大學
教育政策與行政研究所
91
Abstract The purpose of this research is to draw up a scale to assessment the elementary school principals’ leadership competence in Taiwan. There are 425 private and public elementary school principals as samples and the rate of retrieve is 52％. We use the statistical methods such as percentage, polygon，box-plot, Cronbach α , exploratory factor analysis and structural equation modeling（SEM）to analysis data. According to the research findings, we got some conclusions as follows: 1. Elementary school principals’ leadership competence includes instructional leadership, curriculum leadership, administration leadership, professional development, public relationship and personal conduct. 2. Elementary school principals rated the ideal perceptions of leadership competences as importance degree. 3. Elementary school principals rated the actual perceptions of leadership competences as conformability degree. 4. There was consistency between the ideal perceptions and actual perceptions in elementary school principals’ leadership competence . 5. The important factors which influenced the ideal perceptions of elementary school principals’ leadership competence were sex, ages, education levels, school places, school scales and school histories. 6. The important factors which influenced the actual perceptions of elementary school principals’ leadership competence were sex, ages, in-service times on principal position, education levels and school histories. 7. The important factors which influenced the perception of elementary school principals’ leadership competence were sex, ages, education levels, school places, school scales and school histories. Based on the conclusions, we proposed some suggestions as follows: 1. To educational administrators: (1) To add the personal conduct as the reference indicator in selecting principal process. (2) To encourage elementary school principal to take part in activities or seminars about curriculum. (3) To hold some training programs to improve elementary school principal’s leadership. (4) To hold some workshop about how to shape the school. 2. To elementary school principals: (1) To always check self-leadership competence. (2) To set up the teacher training group and provide the opportunities of the professional development. (3) To encourage and help teachers to plan their career. (4) To master the conditions of student progress and assist teacher to arrange some remedial teaching. (5) To maintain good interactions with higher authorities. 3. To further researchers: (1) To include other types school principals as samples to increase the cross validity. (2) To add interviews and long range observation to get rich data. (3) To use cluster analysis to classify the principals’ leadership competence and study the classifications of principal’s leadership competence. Keywords: competence, elementary school principals, leadership competence
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LI, CHI-HAW, and 黎季昊. "Authority and Obligations of Elementary School Principals." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/kqxqn6.
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碩士銘傳大學
法律學系碩士在職專班
107
The purpose of this research is to study the authority and obligations of elementary school principals, hoping to better understand the legal authority and obligations of elementary school principals, thus giving a clear guideline to elementary school principals in managing the school. The structure of this research centers around the study of the authority and obligations of elementary school principals and expands into the duties, general power, authority and obligations as well as the responsibilities of elementary school principals and remedies thereof. The theme of this paper is “authority and obligations” of elementary school principals, which consists the two main perspectives of “authority” and “obligations,” which will then be studied based on the following four stages: Legal status of elementary school principals; elementary school principal’s authority in school administration; rights and obligations of principals; and legal responsibilities of principals and remedies thereof. This paper consists of six chapters as follows: Chapter 1 Introduction, which explains the motivation for this research, outlines the purpose and methodology of this research, and then highlights the scope and limitation of this research, thus presenting the structure of this paper. Chapter 2 discusses the legal status of elementary school principals. It starts with the hiring of elementary school principals, focusing on the qualification, selection and hiring. The remainder is to discuss the legal relationship between principals and schools, clarifying the nature of principals in terms of public law as well as the relationship between principals and schools and the role of principals. Chapter 3 studies the phase of elementary school principals’ coordination of school affairs, clarifying the school affairs and coordination authority. Chapter 4 focuses the discussion of elementary school principals’ authority and obligations, studying the authority and obligations belonging to elementary school principals. Chapter 5 further sorts out and analyzes the responsibilities of elementary school principals and remedies available, outlining the legal responsibilities involved in the attainment of the authority and obligations and the procedure of obtaining remedies after incurring the responsibilities. Chapter 6 sorts out and analyzes the main findings of the research, thus reaching the conclusion of this paper, demonstrating the valued of this paper.
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NA, CHEN LI, and 陳麗娜. "A study of the elementary school principals." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/9dwp76.
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碩士國立臺東大學
進修部暑期學校行政碩士班
100
The purpose of this study was to examine the performance evaluation of the elementary school principals, and 360-degree feedback from the assessment of the consistency, accuracy of perception and the relationship between behavior change intentions in Tainan City. In the study, 360-degree feedback evaluation was investigated by 35 principals, each of them was rated by the eight members (including the principal himself, two senior officers, three subordinates and two parents) with questionnaire survey. The datas of the 280 efficacious samples were to analyze by descriptive statistics, independent sample t-test, ANOVA and Pearson product-related. The major findings were as follows: 1､ present status of the principals
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Reid, Maggie. "The next generation of school leaders : are they being prepared for the role? A thesis submitted in partial fulfilment of the requirement for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology [i.e. Unitec New Zealand] /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1018&context=unitec_educ_di.
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LU, SU-JEN, and 盧素真. "THE STUDY OF ANALYZING NOVICE PRINCIPALS’ JOB CONTENTS AND ROLES AT ELEMENTARY SCHOOL -- 6 ELEMENTARY SCHOOL PRINCIPALS IN TAIPEI COUNTY." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/49895102468940419047.
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碩士輔仁大學
教育領導與發展研究所
92
The main purpose of this study was to analyze and investigate the job contents and roles of elementary school novice principals (NPs). By the way of exploring novice principal reference, the job contents of NPs were divided into two parts, including education professional leadership works and school administrative management works. The roles of NPs were also classified as two parts, the technical roles in school administrative management and the symbolical roles in school organization culture included. According to the results, this study offers several suggestions for how future novice elementary school principals manage and lead schools. Document analysis, which was a kind of qualitative research, was primarily used in this study, relying on the analysis of one-month work diary of 6 NPs. Through a process of data sorting and outcome analyzing, research results were summarized as below: 1. In the dimension of job content,“school administrative management works”takes more time of 6 NPs than “education professional leadership works.” 2. In the dimension of job content,“routine work”takes the most time of 6 NPs as a whole. 3. In In the dimension of role, “the technical roles in school administrative management”takes more time than in “the symbolical roles in school organization culture .” 4. In the dimension of role,“others”takes the most time of principals as a whole. 5. In the aspect of“school administrative management work”,“routine work”takes the most time of 6 NPs. 6. In the aspect of“educational professional leadership work”,“others”takes the most time of 6 NPs. 7. In the aspect of “the technical roles in school administrative management,”“others”takes the most time of 6 NPs. 8. In the aspect of“the symbolical roles in school organization culture,”“cultural leader”takes the most time of 6 NPs. According to the above conclusions, this study offers several suggestions here for education administrative institutes, novice principals, and future study: 1. Suggestions to the education institutes （1）Conduct in-service training, study group, or growing group to promote novice principals competence. （2）Establish a system of assisting novice principal to reduce novice principal’ time of finding out the right ways. （3）Strengthen the training of every department’s chief to collaborate principal’s administrative affairs of a school. 2. Suggestions to the novice principal （1）Novice principal should play multiple roles for an omnibus principal. （2）Novice principal should have sensitivity for school environment. （3）Novice principal should give weight to time management for considering it as a basic principle. （4）Novice principal should learn how to observe and how to communicate for getting a common consensus. 3. Suggestions to the future study （1）As for research object, we can extend the definition of novice principal to the one who has worked for two, three, or even four years. （2）As for research method, we can analyze novice principal through quantitative research. （3）According to research results, 6 NPs spends 66.98% time on “school administrative management work,” but only 33.02% time on “education professional leading work.” Besides, 6 NPs spends 97.13 ﹪time on “the technical roles in school administrative management,”but only 2.87﹪ time on“the symbolical roles in school organization culture.” This kind of ratio is worth exploring further.