Relevant bibliographies by topics / High school principals Victoria Attitudes

Academic literature on the topic 'High school principals Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "High school principals Victoria Attitudes"

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Dickson, Thomas V. "Attitudes of High School Principals about Press Freedom after Hazelwood." Journalism Quarterly 66, no. 1 (March 1989): 169–73. http://dx.doi.org/10.1177/107769908906600123.

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Rizzo, Terry L. "Principals’ Intentions to Promote Physical Education." Journal of School Leadership 30, no. 3 (November 22, 2019): 275–92. http://dx.doi.org/10.1177/1052684619887548.

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The Principals’ Attitude toward Physical Education ( PAPE) survey was used to assess public principals’ intention to promote physical education (PE). Principals ( n = 106) from randomly selected middle and high school schools in California completed the PAPE. Results indicated favorable attitudes, perceived behavioral control, and normative beliefs were associated with promoting PE. Middle school principals are more likely to promote PE than high school principals, especially if they promoted PE in the past. Principals who reported higher perceived competence along with positive professional and personal experiences with PE indicated they would likely promote this subject-matter content in their school.
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Hunt, Sharon Bailey, and Merry Moiseichik. "Attitudes of Arkansas High School Principals toward Interscholastic Sports and Intramurals." Recreational Sports Journal 16, no. 3 (May 1992): 22–29. http://dx.doi.org/10.1123/nirsa.16.3.22.

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ALKHARRAZ, Rola Abd Al-Rahman, and Majdi Hamad Tawfik AL-ATAR. "ATTITUDES OF GOVERNMENT SCHOOL PRINCIPALS TOWARDS INTEGRATING STUDENTS WITH PHYSICAL DISABILITIES IN NABLUS GOVERNORATE." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 208–23. http://dx.doi.org/10.47832/2757-5403.6-3.15.

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The study aimed to measure the attitudes of public school principals towards integrating students with motor disabilities in Nablus governorate and to measure the differences in the attitudes of government school principals towards integrating students with mobility disabilities in Nablus Governorate according to the different variables (gender, educational level, experience), and the descriptive survey method was used, and it was The study population consisted of all school principals in Nablus governorate, totaling (267) principals. The questionnaire was randomly distributed to a sample of (167) principals in Nablus governorate, which was statistically analyzed. The study showed the presence of high positive attitudes among public school principals towards integrating students with motor disabilities in Nablus governorate, and the presence of apparent differences in the attitudes of government school principals towards integrating students with motor disabilities in Nablus governorate due to gender in favor of females, and the absence of differences due to educational level and experience Based on the results of the study, it recommends preparing schools in a way that contributes to educating all workers to better accept the idea of inclusion in order to be successful in an optimal manner, and the need to issue legislation by the competent authorities, which guarantees the principle of equal opportunities for the disabled to obtain education, and the necessity of holding courses And workshops for managers in the field of inclusion of the disabled and special methods of dealing with them‎.
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Rogers, George L. "Attitudes of High School Band Directors and Principals toward Marching Band Contests." Journal of Research in Music Education 33, no. 4 (1985): 259. http://dx.doi.org/10.2307/3345252.

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Cheng, Jao-Nan. "Attitudes of principals and teachers toward approaches used to deal with teacher incompetence." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 155–75. http://dx.doi.org/10.2224/sbp.2014.42.1.155.

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My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.
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Lahiri, Sudeshna, Eliezer Yariv, and Simona Butnaru. "School Principals' Informal Criteria in Assessing Their Teachers: A Comparative Study." European Journal of Education and Pedagogy 3, no. 3 (June 9, 2022): 160–70. http://dx.doi.org/10.24018/ejedu.2022.3.3.326.

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Teacher appraisal is a necessary tool to manage staff, hire new candidates, and develop senior members. Principals use formal quantitative tools that reflect the competitive social environments in which schools operate. This study explores school principals' informal attitudes regarding the personal and professional traits they believe teachers should have or not have. Following Yariv's (2009) study we compare heads in four countries – Botswana, Romania, India, and Israel. Within a non-random convenience sampling, we held a short telephone interview (or written questionnaire) with 132 elementary and high school principals. The two most preferred traits in the entire sample were high motivation and accountability. As it turns out, school principals are less impressed by traits like professionalism or honesty. The two least preferred traits are the poorly motivated teachers and those who lack professional values and conduct. Phi and Cramer’s V test indicated a significant association between nationality and the traits of effective and ineffective teachers. The discussion analyzes the hierarchy of considerations principals maintain and the central role of the common characteristics of principalship upon national and cultural influences.
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Peddell, Lewes, David Lynch, Richard Waters, Wendy Boyd, and Royce Willis. "How do Principals of High Performing Schools Achieve Sustained Improvement Results?" IAFOR Journal of Education 8, no. 4 (November 27, 2020): 133–49. http://dx.doi.org/10.22492/ije.8.4.08.

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Education systems across the globe have enacted national testing regimes to monitor and report student achievement progress as an outcome of teaching performance. This paper reports on an investigation of strategies that Principals of high achieving schools use to achieve school results, based on NAPLAN reports (the National Assessment Program in Australia) and interpreted via the Alignment, Capability and Engagement (ACE) model of organisational readiness. Our findings identified specific Principal behaviours, actions and attitudes as necessary for effective school-wide improvement programs, as well as the existence of commonly shared strategies and approaches that help to explain why these particular Principals have been successful in their pursuit of school improvement. These include a shared vision for improvement, use of data-driven decision making, and building positive, “transparent” relationships to encourage teacher buy-in. Importantly, these findings identified “organisational readiness”, a foundational principle of the ACE model, as a fundamental requisite to effective school improvement.
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Foroutan, Masoud, Saeed Rajaeepour, and Seyed Ali Siadat. "Investigating and Comparing Primary, Secondary, and High School Principals’ and Teachers’ Attitudes in the City of Isfahan towards In-Service Training Courses." International Journal of Human Resource Studies 6, no. 1 (February 19, 2016): 46. http://dx.doi.org/10.5296/ijhrs.v6i1.9058.

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One of the factors of improving teaching and learning as well as realization of aims of educational institutes depends on improving the quality of teachers’ and principals’ in-service educational courses. The present study aims at investigating principals’ and teachers’ attitudes towards in-service course in Isfahan City. The research method employed in the study was descriptive and the data collection method was the survey research. The population includes all teachers and principals in the City of Isfahan. Participants were selected using proportionate stratified random sampling method. The sample size included 284 participants. The data collection instrument was a researcher-made questionnaire including 46 close-end questions designed based on the five-point Likert scale. Its reliability was obtained as 95% based on Cronbach's alpha coefficient in the pilot study. Comparing male and female participants’ attitudes regarding professors and lecturers of in-service educational courses indicated significant differences. In other words, female participants evaluated the degree of lecturers’ skills as higher than male ones did. But, no significant difference was observed regarding educational needs, textbook contents, assessment methods, environment and equipment, time of holding courses, and the increase in capabilities between male and female participants. No significant difference can be indicated the comparison of participants’ attitudes regarding their educational sections (primary, secondary, and high schools) in relation with educational environment and equipment as well as the time of holding courses, but the attitudes of the same participants regarding educational needs, textbook content, assessment methods of professors and lecturers, the increase in their professional and scientific capabilities indicate no significant difference. In addition, participants’ attitudes regarding educational sections and in terms of the increase in professors and lecturers’ scientific and professional capabilities indicate a significant differences. In other words, primary school participants considered the increase in their own scientific and professional capabilities higher than those of high school participants.
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Gunnulfsen, Ann Elisabeth, and Astrid Roe. "Investigating teachers’ and school principals’ enactments of national testing policies." Journal of Educational Administration 56, no. 3 (May 9, 2018): 332–49. http://dx.doi.org/10.1108/jea-04-2017-0035.

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Purpose The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools. Design/methodology/approach This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools. Findings Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results. Originality/value This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.
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Dissertations / Theses on the topic "High school principals Victoria Attitudes"

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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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Cheung, Ka-chun. "Secondary school principals' attitudes towards information systems : a case study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752984.

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Caddell, Tracy A. "Section 504 : the attitudes and perceptions of high school principals in Indiana." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378144.

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This research study was designed to determine the attitudes, and perceptions of Indiana high school principals concerning implementation of Section 504 of the Rehabilitation Act of 1973. The sample consisted of Indiana high school principals who held membership in the Indiana Association of School Principals. There were 222 high school principals who were requested to complete an on-line survey; 105 principals responded, which generated a response rate of 47 %.The Section 504 on-line survey was modified from an instrument in California in which the researcher studied the attitudes and perceptions of elementary school administrators (Williams, 2003).The data were analyzed, depending upon the variable, with a standard analysis of variance (ANOVA) or t-test design. Demographical data and survey responses were subjected to statistical analyses based upon the research hypothesis being examined. Demographical data collected from high school principals were degree earned, type of license, years of experience, gender, size of the school, whether the principal was responsible for implementing Section 504 plans, and if the principal categorized his school as rural, suburban, or urban.Results showed significance for high school size and whether the high school principal was responsible for implementing Section 504 plans. As high schools increased in the number of students, there was a need for principals to have additional training in implementing Section 504 plans. Another significant finding was that principals believe students with disabilities benefit educationally from having Section 504 plans at minimalcosts to their school corporations. However, principals also have a slightly negative attitude towards implementing Section 504 plans. Possible reasons for these results were discussed and a need for further research was offered.
Department of Educational Leadership
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Cheung, Ka-chun, and 張家俊. "Secondary school principals' attitudes towards information systems: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962853.

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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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Fung, Sui-hing, and 馮瑞興. "Secondary school principals' attitude towards educational quality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958631.

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Nicholson, Chris D. "A survey of public schools principals views and attitudes of technology education as general education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999nicholsonc.pdf.

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Kim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
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Hawke, Michael Francis. "THE PROBLEMS, BENEFITS, AND RECOMMENDATIONS FOR IMPROVEMENT OF SECONDARY SUBSTITUTE TEACHING AS PERCEIVED BY ADMINISTRATORS, REGULAR CLASSROOM TEACHERS, SUBSTITUTE TEACHERS AND STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184241.

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This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.
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Too, Derek Rodney. "Accountability in Hong Kong secondary education the attitudes of principals and vice-principals in anglican schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625957.

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Books on the topic "High school principals Victoria Attitudes"

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The role of the secondary school principal in policy implementation and school improvement. [Toronto]: Ministry of Education, 1986.

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Debunking the myth: Stories of African-American university students. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1994.

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D, Tannenbaum Margaret, ed. Concepts and issues in school choice. Lewiston: E. Mellen Press, 1995.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Book chapters on the topic "High school principals Victoria Attitudes"

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Chan, Yuen Fook, Nusrah Ahmad Mukhtar, and Norsidah Mohammed Noordin. "Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor." In Research Anthology on Digital Transformation, Organizational Change, and the Impact of Remote Work, 130–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7297-9.ch008.

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The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.
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Chan, Yuen Fook, Nusrah Ahmad Mukhtar, and Norsidah Mohammed Noordin. "Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor." In Advances in Educational Marketing, Administration, and Leadership, 219–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch011.

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The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.
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Turan, Selahattin, Mahmut Polatcan, and Ramazan Cansoy. "Technology Leadership in Turkish Schools." In Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership, 59–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1408-5.ch004.

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This chapter aimed to systematically evaluate theses and articles that were published between the years 2000-2019 in Turkey related to school technology leadership in terms of their topics, methods, results, and recommendations. Web of Science, ERIC, SCOPUS, ULAKBIM, and Turkish National Thesis Center were applied. In this context, 42 studies were examined. Findings indicated that technology leadership studies mostly focused on technology leadership competencies, technology leadership behaviors, and technology leadership roles. The descriptive survey design was found to be used frequently in technology leadership studies. According to the perceptions of teachers and principals, it was determined that principals exhibited high levels of technology leadership competencies, behaviors, attitudes, and roles. On the other hand, it was noted that there is a dearth of studies conducted on variables related to technology leadership and the factors that affect the principals being the technology leaders.
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