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Dissertations / Theses on the topic 'High school principals Victoria Attitudes'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Zimmerly, Randall James. "Perceptions of Indiana superintendents and high school principals toward the Indiana Graduation Qualifying Exam (GQE)." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259305.

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In 1995, the Indiana General Assembly passed legislation that required a graduation exam be given to all Indiana high school students. This researcher examined the perceptions Indiana superintendents and high school principals hold toward the Indiana Graduation Qualifying Exam (GQE).The population of the study consisted of all public school superintendents and public school high school principals listed in the 2001 Indiana Division of School Finance and Education Information database. The entire population was sent the Indiana's Graduation Qualifying Exam Survey, which was developed by the researcher. The survey instrument consisted of demographic questions asking for personal and professional characteristics, 20 statements designed to generate respondent perceptions, and four open-ended questions.Findings indicated superintendents and high school principals perceived that the GQE was a valid indicator of minimum competency in English/language arts and mathematics and that the GQE encouraged students to reach minimum competency levels. The overall effect of the GQE was not perceived to be negative but superintendents and high school principals were unsure as to the GQE promoting the improvement of instruction or having a positive influence on student achievement. Superintendents and high school principals did not perceive the GQE was a valid measure of school effectiveness, school district effectiveness, or that it was a valid predictor of a student's future success. The study showed that changes were made by schools districts to align remediation programs, staff development and curriculum to state standards since the implementation of the GQE.Significant differences in perception were obtained between superintendents and principals, as well as among superintendents, and among principals when grouped by personal and professional characteristics.
Department of Educational Leadership

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12

Too, Derek Rodney, and 朱業桐. "Accountability in Hong Kong secondary education: the attitudes of principals and vice-principals in anglican schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625957.

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13

So, Chi-kuen Simon, and 蘇志權. "The role of Hong Kong aided secondary schools' vice-principals: perception of vice-prinicipals, principalsand teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961915.

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14

Farris, Troy K. "Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67981/.

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This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training should be provided for principals in inclusion during their formal training.

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15

Ryan, Michael Joseph. "A critical examination of the provision for music education and attitudes to the music curriculum amongst secondary school pupils in Hong Kong : implications for school administration /." Hong Kong : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18031146.

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16

Beck, Elizabeth Ann. "Indiana public high school principals', teachers', and guidance counselors' views of the purposes, content, standards of achievement, administrative procedures, and impact of high school graduation examinations." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063419.

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The purposes of this study were to survey Indiana high school principals, teachers, and counselors (a) to determine their levels of level of knowledge in testing, interpretation of test scores, research on the impact of graduation examinations, and performance assessment; (b) to determine their levels of experience with minimal competency testing, graduation examination programs and performance assessment; and (c) to profile each group's and the entire group's views of the purposes, content, standards of achievement, and administrative procedures for a graduation examination. Additionally, the study sought to identify what these educators predicted would be the impacts of such examinations.The populations studied were randomly selected samples from three groups of educators: (a) principals (350); (b) teachers (753); and (c) guidance counselors (524) in Indiana public high schools. A survey concentrating on the issues central to the purpose, content, standards of achievement, administrative procedures, and impact of graduation examinations was developed and validated by the researcher.It was found that principals and counselors perceived themselves to be more knowledgeable about and experienced with testing than did teachers. Indiana educators preferred (a) a high school graduation examination with a combination of open-ended constructed responses, performance tasks, and multiple-choice questions whose content was determined by a state-level committee of educators and consisted of a broad spectrum of skills and content areas; (b) full inclusion of students with disabilities, if there were reasonable and appropriate accommodations and if these students' scores were not used to evaluate teachers or schools; and (c) awarding two high school diplomas. Indiana educators predicted that if high school graduation examinations were enacted, the following would increase: (a) legal challenges and lawsuits; (b) the public's evaluation of education based on test scores; (c) the public's perception of test scores as the major goal of schooling; (d) stress on teachers and administrators; (e) pressure on teachers to change; (f) time demands on educators; (g) measures to protect students and schools from harm caused by high-stakes tests; (h) drop out rates; (i) emphasis on tested content and skills; and (k) state control.
Department of Educational Leadership

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17

Chau, Suet-fong, and 周雪芳. "A study on contemporary principal competencies: what principals need to know : as perceived by secondaryschool teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962828.

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18

Chan, Lai-yin Dora, and 陳麗燕. "Could the current professional training programme meet the needs of the professional development of newly appointed secondary schoolprincipals?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963328.

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19

Kingman, Lo Ip-shan Alice, and 盧業珊. "A gender study on leadership: the female and male principals of Hong Kong secondary schools as perceived byteachers and the principals themselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29815885.

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20

Bertram, Vince M. "Dual credit in Indiana high schools : a comprehensive study of opportunities and barriers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336617.

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The purpose of this study was to report opportunities available to all Indiana high school students to access dual credit through AP, IB, and Indiana colleges and universities. In addition, this study attempted to identify potential barriers facing schools and students which may limit access to dual credit programs, as well as the attitudes and perceptions of Indiana high schools principals with respect to dual credit. This study further provided data for school leaders and policymakers to consider as efforts continue toward implementation and expansion of dual credit programs in Indiana high schools. A total of 224 principals participated in the study. Based on prior research, the findings of this study, and the stated objectives of Indiana's P-16 Plan, the researcher recommended eleven areas for further consideration.
Department of Educational Leadership

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21

Braswell, Ray. "Differences in Perceived Teacher-Coach Job Attitudes as Identified by Senior High School Principals and Teacher-Football Coaches." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332045/.

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The dual role of classroom teacher and athletic coach is commonly combined in public school systems, often resulting in job related conflicts. The purpose of this study was to examine the job attitudes of teacher-coaches as perceived by teacher-football coaches (n=283) and high school principals (n=43) and identify areas where role preference occurred. The teacher-coaches and principals responded to a job attitude instrument designed to measure attitudes concerning job related tension, participation in decision making, job involvement and job satisfaction during the roles of teaching and coaching.

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22

Korach, William Anthony. "A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1200.

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The purpose of this exploratory descriptive study was to provide a first step in clarifying the role of the high school academic department chair as it is currently practiced in the state of Oregon. The study examined from the administrative perspective the potential for the continued development of the educational leadership role of the department chair as an administrative resource for instructional improvement. A researcher-constructed questionnaire was used to gather data from 27 Oregon school district superintendents, 34 high school principals, and 118 high school department chairs from English, math, science, and social studies departments in those same high schools.

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23

Lau, Kwan-ying, and 劉群英. "Professional development for secondary school principals: a qualitative study of perceptions and needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196168X.

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24

Lau, Chiu-yin Peter, and 劉超賢. "Staff appraisal in the school setting: some anticipated problems in implementation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38626792.

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25

Scheurer, John J. "The Missouri State High School Activities Association and its music program : knowledge and attitudes of Missouri superintendents, principals, activities directors, and music educators /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841181.

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26

Suen, Lee-wa Ann, and 孫莉華. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B4257576X.

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27

Yip, Wing-yan Valerie, and 葉穎欣. "School based management (SBM) and effective teaching and learning: a case study of a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963602.

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28

Yeung, Ching-han, and 楊靜嫻. "A research on the perception of teachers, principals and school managers towards an ideal appraisal system for secondary schoolprincipals in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962063.

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29

Au, Wong Wai-yin, and 黃慧賢. "The perceptions of quality education of secondary school principals and teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2759256X.

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30

Too, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.

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31

Chan, Cheuk-fong, and 陳卓芳. "A principal's perception of teacher leadership in a secondary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37208883.

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32

Walker-Glenn, Michelle L. "Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271640843.

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33

Kan, Lai-fong Flora, and 簡麗芳. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong: the implication forschool administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627243.

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34

Watson, Warren E. "A national study of high school principals and their attitudes regarding the First Amendment : a comparative analysis of 2004 and 2007." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397655.

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This study provides a comparative analysis of attitudes of high school principals toward the First Amendment in the schoolplace in 2004 and 2007. It builds on the seminal work done in 2004 by Connecticut researchers Ken Dautrich and David Yalof. It also rigorously examines their 2004 data for the first time. An analysis of the 2004 data and my own 2007 findings revealed that principals in 2007 reported being less likely to support the expression of unpopular opinions and more likely to think the First Amendment goes too far in the rights it guarantees. While principals strongly agreed that professional newspapers should be able to publish without interference from authorities, they were significantly less likely to say the same about high school newspapers. This study includes interviews with 10 randomly selected administrators who took the 2007 survey. Their comments verified the key quantitative findings.
Department of Journalism

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35

Yu, Ho-wai, and 余可維. "Preparation for the new senior secondary liberal studies curriculum: the perception of school practitioners in adirect subsidy scheme school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203360.

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36

Chan, Lai-man Florence, and 陳麗雯. "A staff development program in a CMI school: perceptions of teachers and the principal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962737.

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37

Richardson, Ryan David. "Sustaining the Human Spirit of the High School Principal Leading for Equity." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3763.

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Shrinking budgets and swelling public accountability characterize public education in the 21st century. Pressures to increase achievement while assuring the emotional and physical safety of all students make the work of the secondary principal daunting. A leader for equity must be a symbolic, visionary, and instructional leader that creates positive change that leads to student achievement, especially for students that are traditionally underserved. The demands placed on school administrators generate leadership burnout. As we strive to meet the rigorous goals of improving academic achievement while teaching and caring for each child, we must create environments for effective administrators to thrive in their schools long enough to impact a school's culture and produce equitable outcomes. The purpose of this dissertation is to describe and explain the issues around nurturing the human spirit of high school principals. Chapters One and Two will describe the context of the problem and a literature review. In Chapter Three, the research will be described including the methodology, instruments, and the process for data collection and analysis. Chapter Four will describe the findings of the research that examines how a clear focus on equity and relationships lead to feelings of satisfaction, self efficacy, and career/personal fulfillment for each of the leaders in this study. The study includes two groups, Principals of Color and White principals that are allies to people of color. Chapter Five synthesizes the findings and makes recommendations for future practice and policy.

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38

Ricker, Kevin Jon. "Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4508.

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This qualitative study examined how school leaders work within the structure of individual district collective bargaining agreements to improve student achievement. The study examines real or perceived barriers to improving student achievement within educational organizations from the perspective of the principals and teacher-leaders. This study included two qualitative instruments, one for building principals and one for the building teachers, administered in five Oregon high schools recognized as successful by the Oregon Department of Education in 2014-2015. This dissertation determined the impact collective bargaining agreements had on the ability of high school principals to reduce educational disparities and close the achievement gap from both the perspective of themselves and teacher-leaders. The dissertation concluded with a brief summary of the collective findings from the study, as well as the implications for practice specific to building principals and teacher-leaders in the context of their school, and agreement about strategies that work to overcome barriers to school performance.

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39

Cheng, Chan Pik-wa Gloria, and 陳碧華. "A study of the policy of schools in changing their medium of instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626494.

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Liu, Shun-ho Winnie, and 廖順好. "Teacher recruitment and selection in Hong Kong aided secondaryschools: implications for schoolmanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955708.

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41

Yau, Chung-wan, and 丘頌云. "The relationship between principal leadership styles and the nature ofstaff appraisal activities in new aided secondary schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626925.

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42

Chung, Lui-pong Gavin, and 鍾呂傍. "A principal's views on school-based management: implications for school management in aided secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960832.

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43

Ip, Tin-yau Peter, and 葉天祐. "Perceptions of the "through-train" model: views of sponsoring bodies and principals of primary and secondaryschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962257.

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44

Ryan, Michael Joseph. "A critical examination of the provision for music education and attitudes to the music curriculum amongst secondary school pupils inHong Kong: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955484.

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45

O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.

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46

Tsui, Chi-wing Clement, and 崔致榮. "Career-oriented curriculum (COC): a case study of implementation in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37641530.

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47

Ho, Wai-ching, and 何慧貞. "A case study on "the man in the principal's office": his leadership & its effectiveness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960133.

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48

Nung, Tai-fai Paul, and 農大煇. "Subject department effectiveness: a case study of three secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225032.

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49

Chan, Chung-ho Samuel, and 陳仲豪. "Factors affecting the attitude of school administrators towards the utilisation of computer management information systems in secondaryschools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627759.

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50

Jones, Lillie Madison. "The relationship between administrative knowledge of regulations, local constraints, and the degree of compliance with regulations of special education in selected local education agencies." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49805.

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