Journal articles: 'Elementary school principals Victoria'

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Porter, Ann W., Donald K. Lemon, and Richard G. Landry. "School Climate and Administrative Power Strategies of Elementary School Principals." Psychological Reports 65, no. 3_suppl2 (December 1989): 1267–71. http://dx.doi.org/10.2466/pr0.1989.65.3f.1267.

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This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

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Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (April 2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

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Kovač, Vesna, and Monika Pažur. "Activities and characteristics of instructional school leadership from the perspective of elementary school principals." Školski vjesnik 70, no. 2 (2021): 31–56. http://dx.doi.org/10.38003/sv.70.2.2.

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This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.

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Apodaca-Tucker, Mary T., and John R. Slate. "School-Based Management: Views from Public and Private Elementary School Principals." education policy analysis archives 10 (April 28, 2002): 23. http://dx.doi.org/10.14507/epaa.v10n23.2002.

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In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.

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Lock, Robyn S., Susan K. Telljohann, and James H. Price. "Characteristics of Elementary School Principals and Their Support for the Physical Education Program." Perceptual and Motor Skills 81, no. 1 (August 1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.

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The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.

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Taylor, Jennifer P., Debbie MacLellan, Jane Mary Caiger, Kimberley Hernandez, Mary McKenna, Bob Gray, and Paul Veugelers. "Implementing Elementary School Nutrition Policy: Principals’ Perspectives." Canadian Journal of Dietetic Practice and Research 72, no. 4 (December 2011): e205-e211. http://dx.doi.org/10.3148/72.4.2011.e205.

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Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.

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Ferrandino, Vincent L. "Challenges for 21st-Century Elementary School Principals." Phi Delta Kappan 82, no. 6 (February 2001): 440–42. http://dx.doi.org/10.1177/003172170108200606.

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Price, James H., Sharon M. Desmond, and Cathleen M. Stelzer. "Elementary School Principals' Perceptions of Childhood Obesity." Journal of School Health 57, no. 9 (November 1987): 367–70. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03225.x.

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Mitchell, Coral, and Joyce B. Castle. "The Instructional Role of Elementary School Principals." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 3 (2005): 409. http://dx.doi.org/10.2307/4126477.

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Jacobson, John, D. Ray Reutzel, and Paul M. Hollingsworth. "Reading Instruction: Perceptions of Elementary School Principals." Journal of Educational Research 85, no. 6 (July 1992): 370–80. http://dx.doi.org/10.1080/00220671.1992.9941140.

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Bridgeland, William M., and Edward A. Duane. "Elementary-school principals and their political settings." Urban Review 19, no. 4 (1987): 191–200. http://dx.doi.org/10.1007/bf01112054.

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Brock, Barbara L. "A Planning Tool for Elementary School Principals." Contemporary Psychology 48, no. 1 (February 2003): 113–14. http://dx.doi.org/10.1037/000738.

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Rojas-Guyler, Liliana, Julie Sparks, and Keith A. King. "School Principals’ Perceptions of Students Walking and Bicycling to School." Californian Journal of Health Promotion 5, no. 3 (September 1, 2007): 51–61. http://dx.doi.org/10.32398/cjhp.v5i3.1250.

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Background. The purpose was to identify presence of restrictive policies, frequency of active commuting to school, beliefs of childhood health and perceived enabling and restrictive factors with regard to students walking/bicycling to school as observed by elementary and middle school principals. Methods. The study used a non-experimental quantitative survey research method. The census consisted of all public and private, elementary and middle schools in three counties in a Midwestern region (n=96). Results. A total of 71 principals completed the survey (74% response rate). Analyses indicated that the actual number of students walking/bicycling to school did not significantly differ between schools with a restrictive policy and schools with no restrictive policy. Overall, the actual number of students walking/bicycling to school was largely underestimated by principals. In addition, principals at schools with higher walking/bicycling rates were significantly more likely to report that students should consider walking/bicycling if residing within one mile, had significantly more enabling environments, and had significantly less restrictive environments.

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Kemal, Isthifa, and Eddy Setyanto. "The Effectivenes of Managerial Skills of State Elementary School Principals in East Jakarta." Jurnal Ilmiah Peuradeun 5, no. 2 (May 27, 2017): 157. http://dx.doi.org/10.26811/peuradeun.v5i2.133.

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The purpose of this study is to determine the effectiveness of managerial skills of state elementary school principals in east Jakarta. The research involved 238 state elementary schools in east Jakarta and it had been selected from the target population of 588 state elementary school principals by using qualitative approach with path analysis methods. The research hypothesis testing showed that managerial knowledge had a positive direct effect on effective management. Therefore to improve the effectiveness of managerial skills of state elementary school principals in east Jakarta, thus management knowledge of education needed.

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Yu, Eun-Kyoung. "Perceptions about Becoming Principals and Leadership of American Elementary School Principals." Journal of Korean Women's Studies 33, no. 3 (September 30, 2017): 389–425. http://dx.doi.org/10.30719/jkws.2017.09.33.3.389.

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Brown, Eboni, and Krishna Bista. "Perceptions of Elementary Principals on Compass Evaluation System." Journal of School Leadership 28, no. 4 (July 2018): 539–61. http://dx.doi.org/10.1177/105268461802800405.

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This study explores the perceptions of elementary school principals on the Compass teacher evaluation system in a Southern Louisiana school district in the United States. There were seven themes that emerged from the qualitative data analysis: compliance, subjectivity, accountability, expectation, confinement, inconsistency, and helpfulness. Data analysis led to the following major findings: (a) all principals comply with the functions of Compass; (b) principals experience subjectivity when using the Compass teacher evaluation system; (c) principals believe that Compass holds teachers accountable for their performances; (d) principals would like Compass to be consistent, unambiguous, and not place limitations on teacher practices; and (e) principals experience a lack of involvement and support from the central office.

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Lochmiller, Chad R., and John L. Mancinelli. "Principals’ instructional leadership under statewide teacher evaluation reform." International Journal of Educational Management 33, no. 4 (May 7, 2019): 629–43. http://dx.doi.org/10.1108/ijem-06-2017-0151.

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Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

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Simamora, Roy Martin. "Analyzing Multiple Intelligence Theory in Taiwan Elementary School: Tongmen Elementary and Tabalong Elementary School." Studies in Learning and Teaching 3, no. 1 (April 30, 2022): 1–15. http://dx.doi.org/10.46627/silet.v3i1.82.

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This study aimed to investigate the implementation of multiple intelligence theory in Taiwan Elementary School. The research conducted in Tongmen Elementary School and Tabalong Elementary School. According to Gardner's theory of multiple intelligences, the multiple intelligence perspective on learning, teaching, curriculum, and assessment are briefly described. In this study, the researcher chooses an observation as a research approach. Observation is appropriate for collecting data on naturally occurring behaviors in their usual contexts. The observation showed that both of the two schools has implemented and integrated the theories of MI in their learning process. The principals has completed students to be independent, how student will live in the community, school, knowing their own culture, learned directly in nature, how student control the weather, humidity, temperature, and how later when student study it further in the level.

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Hartono, Hartono, Muhammad Viktor Farid Hakim, and Nining Purwati. "Collaborative Supervision of Elementary School Supervisors and Principals." Journal Of Education And Teaching Learning (JETL) 4, no. 1 (March 16, 2022): 49–60. http://dx.doi.org/10.51178/jetl.v4i1.448.

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Supervision is a form of supervision carried out in elementary schools as a form of quality control in the implementation of education. Supervision activities can be carried out by the principal and collaborate with school supervisors so that the results of supervision are of higher quality. The purpose of the study was to determine the impact of the collaborative supervision of supervisors and principals. The research method is qualitative description through case studies. The participants were teachers of grades 1 to 6 and teachers of sports subjects. The research was conducted at SDN 1 Batukura Narmada, West Lombok. Data were collected through the process of observation and interviews. The data analysis technique was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the school administration and the implementation of the learning process had been prepared by the teachers quite well. However, the process of preparing thematic lesson plans still faces obstacles. The results of this study can be seen in the impact of improving the quality of education and the quality of education in elementary schools. In addition, the form of cooperation between the principal and the supervisor is one way at SDN 1 Batukura Narmada shows the level of participation in building the quality of education.

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Kincal, Remzi Y., and Halil Isik. "Elementary School Principals’ Level of Practicing Democratic Values." International Journal of Educational Reform 14, no. 3 (July 2005): 326–33. http://dx.doi.org/10.1177/105678790501400305.

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Esplin, Nathan L., Courtney Stewart, and Travis N. Thurston. "Technology Leadership Perceptions of Utah Elementary School Principals." Journal of Research on Technology in Education 50, no. 4 (October 2, 2018): 305–17. http://dx.doi.org/10.1080/15391523.2018.1487351.

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Nurhidayah, Nurhidayah. "Pengembangan Sekolah Berbasis Aset pada Sekolah Dasar Negeri Kabupaten Klaten." Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam 5, no. 2 (December 15, 2020): 98–111. http://dx.doi.org/10.33507/ar-rihlah.v5i2.286.

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This study discusses the development of asset-based schools in public elementary schools in Klaten district. The background of this research is the decline in the number of state elementary school students in the Delanggu rice-producing region. Apart from being good news about the success of the family planning program for the local government, the declining number of elementary school-age children is a challenge for prospective principals of public elementary schools in Klaten to develop an asset-based school development program. This is because the school is an ecosystem consisting of resources that are organized and systemic. Innovation and breakthroughs are needed for a breakthrough for the leaders of these institutions, including the tasks that must be carried out by prospective elementary school principals together with the school community. The approach used in this study is the ABCD approach. The results of the study show that the ABCD concept is very helpful for prospective school principals to be able to lead their institutions in solving existing learning problems and developing schools through the preparation of effective and efficient RKS.

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Hynes, Michael C. "Principles for Principals." Arithmetic Teacher 36, no. 1 (September 1988): 37–38. http://dx.doi.org/10.5951/at.36.1.0037.

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This is the first installment of a column that will focus on issues related to elementary and middle school mathematics. Each month a principal will be highlighted and principles for administrative involvement in mathematics instruction will be preented.

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Milon, Libi, and Orly Shapira-Lishchinsky. "Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior." International Journal of Educational Management 35, no. 4 (February 11, 2021): 741–53. http://dx.doi.org/10.1108/ijem-06-2020-0295.

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PurposeThe purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.Design/methodology/approachFour hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.FindingsResults indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.Research limitations/implicationsThis study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.Originality/valueThe new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

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Praisner, Cindy L. "Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities." Exceptional Children 69, no. 2 (January 2003): 135–45. http://dx.doi.org/10.1177/001440290306900201.

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A survey of 408 elementary school principals was conducted to investigate relationships regarding attitudes toward inclusion, variables such as training and experience, and placement perceptions. Results indicate that about 1 in 5 principals' attitudes toward inclusion are positive while most are uncertain. Positive experiences with students with disabilities and exposure to special education concepts are associated with a more positive attitude toward inclusion. Further, principals with more positive attitudes and/or experiences are more likely to place students in less restrictive settings. Differences in placement and experiences were found between disability categories. Results emphasize the importance of inclusionary practices that give principals positive experiences with students of all types of disabilities as well as provide principals with more specific training.

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Fahmi, Cut Nurul, Eli Nurliza, Murniati AR, and Nasir Usman. "The Analysis of Supervision Perception at the Elementary School in Aceh Besar, Indonesia." International Journal of Social Sciences and Humanities Invention 5, no. 8 (August 15, 2018): 4937–39. http://dx.doi.org/10.18535/ijsshi/v5i8.05.

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This research aimed to examine the school supervisors, principals and teachers’ perception towards the supervision implementation conducted by the supervisors from the education authority. This study used a descriptive method using a qualitative analysis approach. The findings of this study showed that the supervisors’ perception to the supervision implementation toward the principals and teachers was in line with the supervision principles and it has contributed to the quality of education. Meanwhile, the principals and teachers’ perception to the supervision implementation conducted by the school supervisors was different. The principals and teachers’ perception showed that the school supervisors only examined for the completion of the learning administration without concerning about the optimal guidance and coaching, therefore, the contribution of school supervisors did not meet the principals and teachers’ expectations.

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Widodo, Hendro. "Kepemimpinan Kepala Sekolah Perempuan di Sekolah Dasar Muhammadiyah Kabupaten Sleman [Female Principal Leadership at Muhammadiyah Elementary School, Sleman Regency]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (April 16, 2019): 127. http://dx.doi.org/10.21070/pedagogia.v8i1.1871.

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This study aims to determine conceptual skills, human relationship skills and technical skills of female school principals in improving the performance of Muhammadiyah elementary school teachers throughout Sleman Regency. The research approach used in this study is a qualitative approach. The determination of the research subject was done by purposive sampling technique. Data collection techniques were carried out using interviews, observation, questionnaires and documentation. The results of the study concluded that the conceptual skills of female principals in Muhammadiyah Elementary School, Sleman Regency included in very good categories (87%). Similarly humanitarian skills are in the very good category (84%). While technical skills are in good category (77%). This means that the technical skills of female principals in Muhammadiyah Elementary School in Sleman Regency are lower than the conceptual skills and humanitarian skills.

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Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (April 17, 2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.

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Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.

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Cascadden, Dean S. T. "Principals as Managers and Leaders: A Qualitative Study of the Perspectives of Selected Elementary School Principals." Journal of School Leadership 8, no. 2 (March 1998): 137–70. http://dx.doi.org/10.1177/105268469800800205.

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The primary purpose of this study was to explore how selected elementary school principals described and defined their work in terms of leadership and management. There were three subareas 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 used to describe themselves, their work, and their schools. Thetheoretical perspective adopted for this study was that organizations are constructed, human, social entities, and the focus of this study was to describe the role of the elementary school principalfrom the perspective and voice of the participants. The data collection was accomplished using semistructured interviews of eight selected elementary school principals. Results consist of the principals’ stories (hermeneutic) and analyses (dialectic), generating common themes and patterns. Four major issues were identified and discussed: a) role conflicts, b) “being there,” c) evolving from managers to leaders, and d) balancing culture and distributed decision making. These themes were alsodiscussed in relation to the existing literature on leadership, management, and the elementary school principalship. The paper concludes with a discussion of the implications of this study for educational administration focusing on a) the contrast of visionary leadership and democratic leadership, b) the role of theory in administrator preparation, and c) implications for practice—a personal postscript.

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Kerins, Sarah K., and Lucinda S. Spaulding. "A Phenomenology of the Job-Related Experiences of Early Career Catholic Elementary School Principals." Journal of Catholic Education 25, no. 1 (June 2022): 84–108. http://dx.doi.org/10.15365/joce.2501042022.

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This qualitative phenomenology investigated the job-related experiences of early career Catholic elementary school principals (N = 13) in the Mideastern region of the United States. Data were collected from an introductory survey, semi-structured interviews, two focus groups, and a participant designed plan for professional development. The findings indicated that Catholic elementary principals in their early career are motivated by a calling to a vocation in Catholic school leadership as well as the ability to develop and implement a vision for their school. Principals reported being challenged by limited resources, balancing the demands of the position, and navigating relationships. Finally, principals believed they are supported by diocesan administrators in the areas of human resources and student issues, particularly if the concerns have legal implications.

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Syamsuri, Puji. "THE INFLUENCE OF ORGANIZATIONAL CULTURE, WORK MOTIVATION, AND ORGANIZATIONAL COMMITMENT TO THE PERFORMANCE OF PRINCIPALS." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 2 (December 20, 2017): 1–8. http://dx.doi.org/10.21009/ijer.04.02.01.

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The purpose of this study was to determine the influence of organizational culture, work motivation, and organizational commitment to the performance of principals of elementary school in Samarinda. The results of the study findings that: (1) Organizational cultures have directly positive effect to the performance of principals, (2) Work motivation have directly positive effect to the performance of principals, (3) Organizational commitment have directly positive effect to the performance of principals, (4) Organizational culture have directly positive effect to the organizational commitment, (5) Work motivation have directly positive effect to the organizational commitment. This research was carried out in the environment of Samarinda Government that involving 60 principals of elementary school in Samarinda as the study samples. The determination of study samples was done by using random sampling. The data collection using instrument with a Likert scale of measurement consist of 5 answer options and the data analysis using path analysis technique. Based on the study, organizational culture, work motivation, and organizational commitment have directly positive effect to the performance of principals. Therefore the variables of the study are recommended to the Government of Samarinda to increase the performance of elementary school in Samarinda. Keywords: Organizational Culture, Work Motivation, Organizational Commitment and Performance of Principals, Education Office of Samarinda City.

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Avissar, Gilada, Shunit Reiter, and Yona Leyser. "Principals' views and practices regarding inclusion: the case of Israeli elementary school principals." European Journal of Special Needs Education 18, no. 3 (October 2003): 355–69. http://dx.doi.org/10.1080/0885625032000120233.

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Dor-Haim, Peleg, and Izhar Oplatka. "The implications of loneliness among school principals." International Journal of Educational Management 35, no. 4 (March 2, 2021): 803–14. http://dx.doi.org/10.1108/ijem-12-2020-0564.

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PurposeThis paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?Design/methodology/approachSemi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to collect and analyze the data.FindingsData analysis resulted in four overarching themes, which captured the subjective consequences of principals' experiences of loneliness at work: a negative effect on work performance, emotional distress, physical health consequences and a positive perspective on loneliness.Originality/valueExpanding upon the current knowledge regarding principals' perceived outcomes of loneliness may help to deepen our understanding of principals' emotional experiences and functioning at work. This examination is of great value as previous research has demonstrated the central role of principals on school success.

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Nasir, Irdayanti Mat, Nunuk Hariyati, Suyud Suyud, Diani Fitriana Susmita, and Dwi Esti Andriani. "Leadership Strategies of Elementary School Principals in Developing Teacher Professionalism." Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan 2, no. 1 (May 3, 2020): 1–21. http://dx.doi.org/10.21831/jump.v2i1.30675.

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Principal leadership plays a vital role in school effectiveness through its direct effect on teachers. This study aimed to explore the leadership strategies performed by school principals to develop teacher professionalism at elementary schools. The theoretical underpinnings of interpretivism guided this study. It employed in-depth semi-structured interviews and document analysis to collect data. The interviews were conducted with nine elementary school principals in Klaten district, Indonesia. Data were analyzed using the grounded theory data analysis method, specifically the use of constant comparison through open coding. The 'open-coded' data were then analyzed using the analytic induction technique. The results show that the principals employ a wide range of leadership strategies to develop teacher professionalism. The strategies include providing exemplary behavior and attitude, fostering work discipline, motivating teachers, providing educational supervision, and encouraging teachers to participate in continuing professional development programs.

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Fathinnaufal, Martsel, and Dian Hidayati. "The Implementation of Character Education In Elementary School." Journal of Educational Management and Leadership 1, no. 2 (December 22, 2020): 31–38. http://dx.doi.org/10.33369/jeml.v1i2.11687.

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The purpose of this study was to analyze the implementation of character education at 006 State Elementary School. The type of research used was qualitative. The subjects in this study were principals. Data collection techniquesin this study used interview techniques and data documentation, besides the data analysis techniques through data collection and data reduction. The results of this study were: Implementation of character education in Public Elementary School 006 has been going well, this based on the results of interviews with principals that in the civilization process students pray before starting learning activities, taking pickets alternately with classmates, reviving greetings culture greet and smile, visit sick friends, donate to areas affected by natural disasters, conduct Dhuhr prayer at school, commemorate national and religious holidays and this is also supported by extracurricular activities that reflect character education such as scouts, art, dance, and sports.

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Fathinnaufal, Martsel, and Dian Hidayati. "The Implementation of Character Education In Elementary School." Journal of Educational Management and Leadership 1, no. 2 (December 22, 2020): 31–38. http://dx.doi.org/10.33369/jeml.1.2.31-38.

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The purpose of this study was to analyze the implementation of character education at 006 State Elementary School. The type of research used was qualitative. The subjects in this study were principals. Data collection techniquesin this study used interview techniques and data documentation, besides the data analysis techniques through data collection and data reduction. The results of this study were: Implementation of character education in Public Elementary School 006 has been going well, this based on the results of interviews with principals that in the civilization process students pray before starting learning activities, taking pickets alternately with classmates, reviving greetings culture greet and smile, visit sick friends, donate to areas affected by natural disasters, conduct Dhuhr prayer at school, commemorate national and religious holidays and this is also supported by extracurricular activities that reflect character education such as scouts, art, dance, and sports.

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Huang, Tzung-Hsien. "Use of Social Resources by Elementary Schools in Taiwan and Resource Acquisition Strategies: Perspectives of Outstanding Principals." Journal of Social and Development Sciences 4, no. 3 (March 30, 2013): 107–22. http://dx.doi.org/10.22610/jsds.v4i3.741.

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Due to rapid social changes and shrinking family size, the management of Taiwan's elementary schools faces many severe challenges. The question of how to enhance school competitiveness has become an important issue that must be addressed by school principals. Looking from the resource-based view and the organizational ecology perspective, the acquisition of social resources by schools is an important mission for today's principals. Because of the great importance of social resources to school operation, and the great lack of research on the effective acquisition of social resources, this study seeks to employ systematic methods to examine how outstanding benchmark principals in Taiwan utilize social resources in order to acquire the resources their schools need for sustainable operation. Hence, the main purpose of this study is to explore how schools use social resources in order to maintain their competitiveness, and their strategies for acquiring social resources, from the perspectives of outstanding principals. The results of this study reveal (1) eight findings concerning how public elementary school principals' perspectives on the use of social resources, such as active interaction with the community, establishment of networks of diverse relationships, obtaining recognition of superior teaching, and school marketing; and (2) ten findings concerning elementary school principals' strategies for acquiring social resources, such as maintenance of personal relationships, establishment of distinctive school features and enhancement of teaching performance, and skillful use of communication to acquire social resources. These important research results reveal a wide range of social resource utilization and acquisition strategies, and suggest the necessity and value of the implicit knowledge and wisdom that principals bring to bear in the workplace.

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M. Fresco, Ed. D, Jeffry. "ELEMENTARY SCHOOL PRINCIPALS LEADERSHIP QUALITIES AND THEIR QUALITY SUPERVISION." International Journal of Advanced Research 8, no. 5 (May 31, 2020): 785–96. http://dx.doi.org/10.21474/ijar01/10987.

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Bromberg, Samuel D., Nancy S. Elman, and Thomas B. Meade. "Group training in communication skills for elementary school principals." Journal for Specialists in Group Work 10, no. 1 (March 1985): 38–44. http://dx.doi.org/10.1080/01933928508411796.

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Baranick, William A., and Paul L. Markham. "Attitudes of Elementary School Principals Toward Foreign Language Instruction." Foreign Language Annals 19, no. 6 (December 1986): 481–89. http://dx.doi.org/10.1111/j.1944-9720.1986.tb01038.x.

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Erdogan, Cetin. "Responsibilities of Elementary School Principals in Turkey:Perceptions and Expectations." Anthropologist 20, no. 1-2 (April 2015): 306–18. http://dx.doi.org/10.1080/09720073.2015.11891737.

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De La Cruz Albizu, Pedro J. "Exploring New York City elementary school principals’ language ideologies." Language and Education 34, no. 6 (June 12, 2020): 503–19. http://dx.doi.org/10.1080/09500782.2020.1772817.

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Al-Motery, Dr Sana E. "Educational leadership practices of elementary school principals in Kuwait." Journal of Educational & Psychological Sciences 16, no. 2 (May 1, 2015): 555–86. http://dx.doi.org/10.12785/jeps/160216.

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Badrus and Lilik Sri Wahyuni. "Kepemimpinan Kepala Sekolah Perempuan Lembaga Pendidikan Islam Dasar Di Kecamatan Nglegok Kabupaten Blitar." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, no. 2 (August 26, 2019): 145–58. http://dx.doi.org/10.33367/ji.v9i2.974.

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This study aims to: (1) describe the Leadership of Women's School Principals in Nglegok, Blitar Regency; (2) describing the factors that support and hinder the leadership of women school principals in Nglegok, Blitar Regency. This research is a qualitative research. The research sites are Islamic Elementary Echool “Kreatif Zaid Bin Tsabit”, Primary School Ngoran 02, and Integrated Islamic Elementary School Wildan Mukholladun Nglegok Blitar. Resource persons for the study are principals, teachers, and operators. Data collection uses participant observation, interviews, and documentation. Data validity uses triangulation with data sources. Data analysis techniques by data reduction, data presentation, data analysis, drawing conclusions, and verification. The results showed: (1) Leadership of female school principals in Nglegok Sub-District, Blitar Regency had been going well, it was proven that the school principal had carried out several strategic policies. (2) Factors that support the leadership of female school principals in Nglegok District, Blitar Regency include government policies, technological advances, increased awareness of the potential and existence of women, state recognition of women's potential, human rights enforcement and a democratic system. While the inhibiting factors are rigidity in interpreting the text of religion, feelings of doubt and lack of confidence in some women.

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Pierson, Patricia R., and Paul V. Bredeson. "It's Not Just a Laughing Matter: School Principals’ Use of Humor in Interpersonal Communications with Teachers." Journal of School Leadership 3, no. 5 (September 1993): 522–33. http://dx.doi.org/10.1177/105268469300300505.

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The purpose of this naturalistic investigation was to examine elementary principals’ use of humor in their daily interactions with teachers. Five male elementary principals were interviewed, shadowed and observed for five school days. After a second structured interview with each of the five principals, the teachers in each school were asked to complete a written survey on their perceptions of interpersonal communications between their principal and teachers and of their principal's use of humor within those communications. Analysis of the findings revealed that humor was used primarily in human messages by elementary principals in their interpersonal communications with teachers and that appropriate humor enhanced each principal's primary intended message(s) in those exchanges. Further analysis suggested four major purposes of humor usage by principals: to create and improve school climate, to relate to teachers the principal's understanding of the complexities and demands in the professional worklife of teachers; to break down the rigidity of bureaucratic structures by humanizing and personalizing interpersonal communications; and, when appropriate, to deliver sanctions and other necessary unpleasantries to teachers. Interpersonal communications networks which were open and supportive as well as appropriately seasoned with expressions of humor helped to create climates of connectedness between teachers and principals.

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Sirait, Jumaria, Osco Parmonangan Siajabat, Selviana Napitupulu, Fajar Ningsih Simanjuntak, and Yoel Octobe Purba. "Elementary School Principals' Learning Leadership and Innovative Behavior in Using School-Based Management." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (February 14, 2022): 167–76. http://dx.doi.org/10.35445/alishlah.v14i1.1713.

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The study aimed to determine the effect of principals' learning leadership and innovative behaviour in implementing School-Based Management in SD Negeri Dolok Pardamean District, Simalungun Regency in 2021. This type of research was explanatory, so the appropriate method used was the survey method of 15 school principals as research respondents. The research instrument is a questionnaire containing 25 positive and negative statements with five answer choices located on a continuum line according to the Likert scale model and in the form of a closed questionnaire. Before being used, the questionnaire has been tested, and the results can be used as a research instrument. Data analysis techniques include descriptive analysis, requirements analysis tests, and hypothesis testing. Descriptive analysis was conducted to obtain an overview of the data from each research variable which was shown through the mean, median, mode, frequency distribution, and graphs. To identify the trend of each research variable, the average ideal score (Mi) and the ideal standard deviation (SDi) were used. Supported by the very strong learning leadership and innovative behaviour of the primary school principal; (3) Based on hypothesis testing, the results of the calculation of the value of th tt at a significance level of 0.05 are 5.96 2.02. The conclusion that there is a significant influence on learning leadership and innovative behaviour of elementary school principals in implementing School-Based Management is accepted as true.

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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.

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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin

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Achmad, Djafri, Yasir Arafat, and Mulyadi Mulyadi. "The influence of principals’ managerial and school committee participation on the quality of education at elementary schools." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 1 (September 5, 2021): 220. http://dx.doi.org/10.29210/021030jpgi0005.

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This study aimed to investigate: (1) the influence of principals’ managerial on the quality of education; (2) the influence of committee participation on the quality of education; and (3) the influence of the principals’ managerial and committee participation simultaneously on the quality of education. The data in this study were collected through distributing questionnaires to respondents. Them they were analyzed by using multiple regression analysis through t test, F test, and determination coefficient test. The population in this study were all teachers at Elementary Schools of Babat Supat District which consisted of 294 teachers. The sampling technique used in this study was probability sampling with a sample size of 75 people. The results of the study showed that: (1) principals’ managerial individually influences the quality of education at Elementary Schools of Babat Supat District; (2) participation of school committee individually influences the quality of education at Elementary Schools of Babat Supat District; (3) principals’ managerial and school committee participation simultaneously influence the quality of education at Elementary Schools of Babat Supat District.

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Prasetyo, Aris Kukuh, and Yari Dwikurnaningsih. "Performance Evaluation of Principals of Public Elementary Schools." International Journal of Elementary Education 4, no. 2 (July 12, 2020): 235. http://dx.doi.org/10.23887/ijee.v4i2.26595.

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This study aimed to evaluate the performance of public-school principals in Tuntang District. The subjects of this study were the heads of SD Negeri 01 Tomplakan and SDN Tlompakan 03 using qualitative data collection techniques through interviews and observations. Data triangulation using technique triangulation and source triangulation. Triangulation of techniques through interviews, documentation studies, and observations. Triangulation of sources from the results of interviews of principals was matched with the results of interviews of supervisors, teachers, and school committees, with the same questioning instrument. The data analysis technique used is qualitative with qualitative interview data from research results at SD Negeri 01 Tomplakan out of 13 competencies, 10 competencies are able, and 3 competencies that are less capable while SDN Tlompakan 03 there are 11 capable competencies and 2 competencies that are less able. The ability of principals to the maximum is in aspects of developing school planning, developing organizations, leading schools, creating a conducive school culture, management of teachers and staff, infrastructure, community relations, managing students, curriculum and special service units, information systems, and monitoring evaluation. Conclusions from this study the headmaster has been able to carry out his managerial competence well despite having to improve his administration and use of IT in schools. Recommendations from the results of this research that are "poor" need to be improved by adding administrative staff in elementary schools and conducting training in the use of IT.

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Journal articles on the topic 'Elementary school principals Victoria'

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