Relevant bibliographies by topics / Principal

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Principal'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Principal"

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Drago-Severson, Eleanor. "The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–56. http://dx.doi.org/10.1177/016146811211401204.

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Background/Context Given the challenging complexity of the modern principalship— including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts—practitioners and scholars emphasize the urgency of supporting principals’ stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study—an investigation of developmentally based principal leadership practices employed to support adult learning—concerned a variety of topics, including principals’ practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.
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Marsho, Nancy. "Principles for Principals: Principal as Learner." Arithmetic Teacher 36, no. 3 (November 1988): 30. http://dx.doi.org/10.5951/at.36.3.0030.

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Cale, James. "Principal Induction— Orienting Newly Hired Principals." NASSP Bulletin 77, no. 550 (February 1993): 113–17. http://dx.doi.org/10.1177/019263659307755018.

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Grissom, Jason A., Richard S. L. Blissett, and Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance." Educational Evaluation and Policy Analysis 40, no. 3 (June 29, 2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.

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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.
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Abegaz, Fentaw, Kridsadakorn Chaichoompu, Emmanuelle Génin, David W. Fardo, Inke R. König, Jestinah M. Mahachie John, and Kristel Van Steen. "Principals about principal components in statistical genetics." Briefings in Bioinformatics 20, no. 6 (September 14, 2018): 2200–2216. http://dx.doi.org/10.1093/bib/bby081.

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Abstract Principal components (PCs) are widely used in statistics and refer to a relatively small number of uncorrelated variables derived from an initial pool of variables, while explaining as much of the total variance as possible. Also in statistical genetics, principal component analysis (PCA) is a popular technique. To achieve optimal results, a thorough understanding about the different implementations of PCA is required and their impact on study results, compared to alternative approaches. In this review, we focus on the possibilities, limitations and role of PCs in ancestry prediction, genome-wide association studies, rare variants analyses, imputation strategies, meta-analysis and epistasis detection. We also describe several variations of classic PCA that deserve increased attention in statistical genetics applications.
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Cray, Martha, and Spencer C. Weiler. "Principal Preparedness: Superintendent Perceptions of New Principals." Journal of School Leadership 21, no. 6 (November 2011): 927–45. http://dx.doi.org/10.1177/105268461102100608.

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National advocacy groups have undertaken significant efforts to define the performance capacities needed by principals to lead schools in this era of continuous improvement and accountability. There has been little articulation between the core skills essential to new principals and the leadership capacities of experienced peers. This study focused on the needs of new principals as noted by superintendents. This study posed an open-ended question to superintendents asking for a list of challenges observed in newly hired school principals. Superintendents identified three discrete areas of deficit: experience with and understanding of the range of demands faced by principals, understanding differentiated instructional practices and best practices, and functional use of personnel management strategies.
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Johnson, Neil A. "The principal and school effectiveness: Principals' perspectives." Journal of Personnel Evaluation in Education 7, no. 4 (December 1993): 339–54. http://dx.doi.org/10.1007/bf00972509.

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Rosyada, Nur Sabila. "TRANSFORMATIONAL LEADERSHIP OF PRINCIPAL IN INCREASING ACADEMIC ACHIEVEMENT OF STUDENTS AT SENIOR HIGH SCHOOL IN YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (January 28, 2021): 910–31. http://dx.doi.org/10.37250/newkiki.v4i3.80.

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Abstract The purpose of this study is to identify the principal's perspective on student academic achievement and the strategies carried out in the principal's transformational leadership to improve student academic achievement.This research conducted by qualitative research with research subjects from the principal, vice principal, teachers and students. Data collection techniques used in-depth interviews, documentation and observation studies. Test the validity of the data used source triangulation techniques. Data analysis techniques used qualitative data analysis.The results indicated that the principal had a goal to improve student academic achievement. Student academic achievement is focused on increasing national exam scores and the number of graduates entering tertiary institutions. The principal conducts a number of strategies to improve student academic achievement, including: conducting joint evaluations with school stakeholders to help shape the vision and mission of the school, the principal facilitating the teacher to attend workshops and training, the principal prepares an IT (Information and Technology) consultant or laboratory assistant to help teachers implement internet-based learning, principals provide opportunities for teachers to become resource persons at workshops or training, principals make regulations for teachers to play an active role in MGMP (Subject Teachers' Consultation), Principals involve parents in the process of formulating tutoring and evaluation of learning outcomes, principals collaborate with various figures and experts in various fields to be a resource in a cultural workshop program, Hold a tutoring program at the 0th hour for grade 11, tutoring class 12, tutoring on Saturdays, giving In the form of a free learning program, the school principal addresses the administrative problems of teachers through the MGMP, and the school principal conducts an evaluation workshop every semester. All strategies undertaken by the principal aim to improve student academic achievement. Keywords: Transformational Leadership, Principals and Academic Achievement of students.
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Delaney, John D. "Principal to Principal." Middle School Journal 17, no. 3 (May 1986): 8–10. http://dx.doi.org/10.1080/00940771.1986.11495751.

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Meng, Fan Sheng, Xin Sui, and Yan Li Xu. "Game Analysis between Principal and Agent under Principal-Agency Relationship." Applied Mechanics and Materials 55-57 (May 2011): 1898–904. http://dx.doi.org/10.4028/www.scientific.net/amm.55-57.1898.

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The problem that principal can effectively supervise the agent has not been solved. Based on principal-agent relationship, mathematical game model is constructed and backward induction method in game theory is used to obtain the equilibrium between the principal and agent. Discussion of the equilibrium solution will reveal some features of the principals about monitoring behavior. The supervision of the principal will be increased with the strength of institutional constraints. When the institutional constraints are complete, principal will choose complete supervision to the agent. But when the institutional constraints are not fully complete, the principal's supervision is not entirely complete. The principal and agent tend to choose collusion to some extent. Therefore, certain measures should be taken to improve the supervision motive from principal and reduce the degree of collusion.
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Dissertations / Theses on the topic "Principal"

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Muench, Patricia M. "Principal induction: principals' perceptions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3692.

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This study served a dual purpose: (1) to assess thedegree to which principals received the practices that current literature describes as being advantageous in an induction program for newly appointed principals; and (2) to recommend a literature-based, principal influenced principal induction program for the DeKalb County School System. Current literature in the field provides sparse information on needs of newly hired principals during their infant years and strategies used in school districts to induct principals. Through this study's description of induction experiences stated as advantageous to an induction program, educators and school systems can gain insight into induction practices that could assist principals during their first three years of school leadership. The subjects of the study were 155 principals active during the 1996-97 school year in the metropolitan Atlanta RESA. In this quantitative investigation, data for the study were obtained through a 142-item questionnaire that focused on induction practices research indicated were important for newly hired principals. These induction practices were clustered into seven construct areas: Personal Aspects of Induction, Time Periods of Induction, Job-Specific Content, Profession-Specific Content, Induction Focus, Mentoring, and Sequencing Induction Activities. Mean scores indicated that principals rated all seven constructs at an inadequate to less than adequate level of received induction. The respondents stated each induction construct was important to include in an induction program for newly hired principals. The ANOVA test revealed significant differences in the principals' perception of the induction they received with respect to Personal Aspects of Induction, Job-Specific Content, Profession-Specific Content, and Induction Focus practices. A difference was also found in the category pertinent to years of current principalship experience. The findings indicated that the induction practices considered important by current literature and principals were not being received during the first three years of principalship. Recommendations for implementing or improving a formal school district induction program should follow the seven construct areas, with a special focus on formalization of an induction plan, planning thorough school and community orientation, and mentoring.
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Lloyd, Elizabeth W. "Factors influencing promotion from assistant principal to principal and assistant principal experiences helpful to new principals." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40056.

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This study analyzes the factors that influence promotion from assistant principal to principal and examines experiences that principals new to their position considered helpful to them from their assistant principalship. The participants in the study were new secondary principals in Virginia in 1992-93. A review of the literature revealed a need to examine promotion factors that are pivotal in selecting one principal candidate over another. The study method consisted of the development of a survey instrument based on the information found through the literature review, principal center criteria and results of an earlier independent study by the researcher questioning administrators regarding their work. The data collected by the survey was analyzed using descriptive statistical procedures.
Ed. D.
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Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.

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In an era in which school principals' jobs are much more complex and demanding than they were a few decades ago, the increasing challenges of the position have affected principal recruitment and selection efforts by school districts nationwide. Moreover, the rapidly increasing rate of principal retirements has exacerbated the problem of a shortage of qualified candidates for principal positions. As a result, it is important to explore current principals' perspectives on how best to attract and retain qualified prospective applicants during the hiring process. In this case study, 16 principals and associate principals from both public and independent schools in three states described their experiences, their reasons for applying for a principalship, their perspectives on the application process. They also gave advice and recommendations for both administrators of hiring processes and for future applicants. One-on-one qualitative interviews with a pre-established interview protocol were conducted as the sole data collection method. Three primary research questions were investigated: How do school principals perceive the existing principal recruitment processes? How do school principals perceive the processes used by the school districts to select them? To what extent do job descriptions, as currently written, systematically cover the realities of the duties of incumbent principals? From analysis of the interviews, the researcher chose to focus on four main topics that emerged from principals' perspectives on the hiring process: (a) the decision to pursue a principalship and searching for openings, (b) going through the process, (c) personal reactions to the process, and (d) recommendations. These topics were compared and contrasted with relevant research reported in the literature to generate the following four major results of the present study. First, standardized and structured interviews not only helped decision making but also won applicants' trust. Second, hiring processes were generally similar to what previous research suggested. Third, deficiencies in hiring processes that were first identified a number of years ago continue to persist. Finally, whether applicant pools are shrinking appeared to be an open question. These findings contribute to the very limited research that has thus far examined principal hiring practices from the perspectives of school principals, and have allowed suggestions to be made for possible areas of improvement in principal hiring processes.
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Ganey, Raeesa. "Principal points, principal curves and principal surfaces." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15515.

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The idea of approximating a distribution is a prominent problem in statistics. This dissertation explores the theory of principal points and principal curves as approximation methods to a distribution. Principal points of a distribution have been initially introduced by Flury (1990) who tackled the problem of optimal grouping in multivariate data. In essence, principal points are the theoretical counterparts of cluster means obtained by the k-means algorithm. Principal curves defined by Hastie (1984), are smooth one-dimensional curves that pass through the middle of a p-dimensional data set, providing a nonlinear summary of the data. In this dissertation, details on the usefulness of principal points and principal curves are reviewed. The application of principal points and principal curves are then extended beyond its original purpose to well-known computational methods like Support Vector Machines in machine learning.
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Trimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.

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This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Zeng, Shuo. "Topics of Principal-Agent Contracts: Contract Analysis and Pooling Principals." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577498.

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Consider companies who rely on revenue generating equipment that fails from time to time. Assume that a company owns one unit of equipment, whose maintenance and repair services are outsourced to a qualified service provider. We assume that the company (the principal) outsources the maintenance and repair services using performance based contracts. Such contractual relationships fall into economics' principal-agent framework. The owners of the revenue generating units are referred to as principals, and the service provider as the agent. We address the following questions: What are the optimal contracting strategies for a principal and an agent? Can the agent benefit from pooling the service demands from multiple principals? This dissertation contains two main bodies of work contained in chapters 2-7 and chapters 8-13 respectively. In the first part of this dissertation (chapters 2-7) we examine the contractual options between a single principal and a single agent. The contractual options of a principal and an agent are modeled as a Markov process with an undetermined time horizon. For a risk neutral principal we identify the conditions under which a principal contracts with a risk-neutral, risk-averse, or risk-seeking agent and derive the principal's optimal offer and the agent's service capacity response. In essence, we provide an extensive formulating analysis of principal-agent contracts given any exogenous parameter values. That is, we derive mathematical formulas for the optimal contract offers and the agent's optimal service capacity. It turns out that a small number of formulas cover a large spectrum of principal-agent conditions. In the second part of this dissertation (chapters 8-13), in a counter distinction to the vast literature in economics on principal-agent contractual interplay and its predominant concern with the principal, here we focus on the agent. In the case of performance based service contracts it is known that the principal extracts all the economic surplus and the agent breaks even. But this is not the case for an agent of good standing contracting with multiple principals. We show that an agent who contracts a collection of principals with interdependent failure characteristics does better than break-even - such an agent realizes a profit rate that is convexly increasing in the number of principals. The corresponding cooperative game assessing each principal's contribution to the agent's profit is convex and its easily computable Louderback's value seems always to be in its core. In chapter 14 we present the outline of a future study that compares several different options of contract structure faced by the principal and the agent, because the optimal contracting strategies for the principal and the agent may not necessarily be the same under different contract structures. We discuss briefly the agent's and the principal's behavior under different forms of performance based contract, which serves as a starting point for future extensions of this dissertation. To summarize, this dissertation provides practical mathematical results and important managerial insights into the principal-agent contract in equipment repair services industry.
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Nunes, Madalena Baioa Paraíso. "Portfolio selection : a study using principal component analysis." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14598.

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Mestrado em Finanças
Nesta tese aplicámos a análise de componentes principais ao mercado bolsista português usando os constituintes do índice PSI-20, de Julho de 2008 a Dezembro de 2016. Os sete primeiros componentes principais foram retidos, por se ter verificado que estes representavam as maiores fontes de risco deste mercado em específico. Assim, foram construídos sete portfólios principais e comparámo-los com outras estratégias de alocação. Foram construídos o portfólio 1/N (portfólio com investimento igual para cada um dos 26 ativos), o PPEqual (portfólio com igual investimento em cada um dos 7 principal portfólios) e o portfólio MV (portfólio que tem por base a teoria moderna de gestão de carteiras de Markowitz (1952)). Concluímos que estes dois últimos portfólios apresentavam os melhores resultados em termos de risco e retorno, sendo o portfólio PPEqual mais adequado a um investidor com maior grau de aversão ao risco e o portfólio MV mais adequado a um investidor que estaria disposto a arriscar mais em prol de maior retorno. No que diz respeito ao nível de risco, o PPEqual é o portfólio com melhores resultados e nenhum outro portfólio conseguiu apresentar valores semelhantes. Assim encontrámos um portfólio que é a ponderação de todos os portfólios principais por nós construídos e este era o portfólio mais eficiente em termos de risco.
In this thesis we apply principal component analysis to the Portuguese stock market using the constituents of the PSI-20 index from July 2008 to December 2016. The first seven principal components were retained, as we verified that these represented the major risk sources in this specific market. Seven principal portfolios were constructed and we compared them with other allocation strategies. The 1/N portfolio (with an equal investment in each of the 26 stocks), the PPEqual portfolio (with an equal investment in each of the 7 principal portfolios) and the MV portfolio (based on Markowitz's (1952) mean-variance strategy) were constructed. We concluded that these last two portfolios presented the best results in terms of return and risk, with PPEqual portfolio being more suitable for an investor with a greater degree of risk aversion and the MV portfolio more suitable for an investor willing to risk more in favour of higher returns. Regarding the level of risk, PPEqual is the portfolio with the best results and, so far, no other portfolio has presented similar values. Therefore, we found an equally-weighted portfolio among all the principal portfolios we built, which was the most risk efficient.
info:eu-repo/semantics/publishedVersion
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Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.

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The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented.

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Brown, David Byron. "African-American principals in the midwest: voices of the sojourner principal." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2829.

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In an era of accountability and high standards for public schools, some African American principals decided to work in predominantly white schools. Their experiences were challenging because they were racial newcomers in schools with students different from their own race. In this case study, 12 African-American principals and assistant principals in one Midwestern state described their experiences working in schools with fewer than 20 percent African-American students. In semi-structured interviews, participants discussed motivations, perceptions, and experiences serving as principals in predominantly white schools. Three primary research questions were investigated: How do African-American principals in predominantly white schools describe their daily work? Why do African-American principals continue to work in predominantly white schools? What opportunities and impediments have African-American principals in predominantly white schools encountered in their career advancement? Although principals have similar motivations and experiences working in public schools, African-American principals tend to have distinct experiences and motivations while working in predominantly white schools. Some participants in this study relied on guidance from their faith. Other principals relied on their professional training and experience to overcome challenges when they relocated to work in predominantly white schools. All African-American principals in this study had made a choice to work in predominantly white schools and had continued to lead on their own terms. Three themes emerged from the analysis of the interviews. First, African-American principals relied on their spirituality for guidance to buoy or buffer them psychologically in their daily work. Secondly, some believed that they were constantly scrutinized by colleagues and superiors. Race played an important part in their perception of feeling scrutinized, yet they felt scrutiny was sometimes self-imposed and affected their interactions with their white colleagues. Third, these African-American principals made a conscious effort to serve as role models for all students, but especially the few African-American students and faculty they led. In addition, these principals recognized that they served as racial bridge builders between the majority and minority cultures of the school. As school leaders and role models, the principals felt uniquely complicated tensions that were embedded in race and self-imposed perceptions about their daily work. All findings have contributed to the limited research on African-American principals in predominantly white schools and the reasons they continue to lead their schools.
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.

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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.
Department of Educational Leadership
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Books on the topic "Principal"

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Dunteman, George H. Principal components analysis. Newbury Park: Sage Publications, 1989.

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Dunteman, George H. Principal components analysis. Newbury Park: Sage Publications, 1989.

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Jolliffe, I. T. Principal component analysis. 2nd ed. New York: Springer, 2010.

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J, Montgomery D., ed. Improving principal effectiveness: The principal profile. Toronto, Ont: Ontario Institute for Studies in Education, 1986.

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Sontz, Stephen Bruce. Principal Bundles. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14765-9.

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Sontz, Stephen Bruce. Principal Bundles. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15829-7.

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Service, Merseyside Fire. Principal inspection. London: HM Fire Service Inspectorate, 2000.

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Rodrigues, Luís Felipe. Agua principal. Lisboa: Vega, 1990.

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Malone, Robert. Principal mentoring. [Alexandria, VA]: National Association of Elementary School Principals, 2000.

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1869-1933, Hamilton Charles Frederick, ed. Principal Grant. Toronto: Morang, 1995.

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Book chapters on the topic "Principal"

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Schull, Jonathan. "Selection--James's principal principle." In Reinterpreting the legacy of William James., 139–51. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10122-009.

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Scharf, Mary Kay. "Principal." In Collaboration, 309–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233688-25.

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Jolicoeur, Pierre. "Principal components or principal axes." In Introduction to Biometry, 280–302. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-4777-8_32.

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Tichý, Milík. "Principal Concepts." In Topics in Safety, Reliability and Quality, 1–16. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1948-1_1.

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Kleijn, Chris R., and Christoph Werner. "Principal Symbols." In Modeling of Chemical Vapor Deposition of Tungsten Films, 10–12. Basel: Birkhäuser Basel, 1993. http://dx.doi.org/10.1007/978-3-0348-7741-1_1.

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Sontz, Stephen Bruce. "Principal Bundles." In Universitext, 111–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14765-9_9.

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Frangakis, Constantine E. "Principal Stratification." In Applied Bayesian Modeling and Causal Inference from Incomplete-Data Perspectives, 97–108. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470090456.ch9.

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Naber, Gregory L. "Principal Bundles." In Topology, Geometry, and Gauge Fields, 165–84. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4757-2742-5_4.

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Mickelsson, Jouko. "Principal Bundles." In Current Algebras and Groups, 43–74. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4757-0295-8_3.

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Naber, Gregory L. "Principal Bundles." In Texts in Applied Mathematics, 215–32. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7254-5_4.

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Conference papers on the topic "Principal"

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Barakat, Maysaa. "Principal Evaluation: Perspectives of Principal Supervisors." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887818.

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Donaldson, Morgaen. "Principal Evaluation and Development From the Principal's Perspective." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579645.

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Donaldson, Morgaen. "How Principal Evaluation Is Associated With Principals' Leadership Practices." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434318.

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Kolář, Ivan. "Connections on principal prolongations of principal bundles." In Proceedings of the 10th International Conference on DGA2007. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812790613_0024.

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Doak, Candace. "Principal Preparation Programs: School Counselor-Principal Collaboration." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2102335.

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"Principal Message." In 2021 2nd International Conference on Communication, Computing and Industry 4.0 (C2I4). IEEE, 2021. http://dx.doi.org/10.1109/c2i454156.2021.9689410.

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Hyland, David, Julian Gutierrez, and Michael Wooldridge. "Principal-Agent Boolean Games." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/17.

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Abstract:
We introduce and study a computational version of the principal-agent problem -- a classic problem in Economics that arises when a principal desires to contract an agent to carry out some task, but has incomplete information about the agent or their subsequent actions. The key challenge in this setting is for the principal to design a contract for the agent such that the agent's preferences are then aligned with those of the principal. We study this problem using a variation of Boolean games, where multiple players each choose valuations for Boolean variables under their control, seeking the satisfaction of a personal goal formula. In our setting, the principal can only observe some subset of these variables, and the principal chooses a contract which rewards players on the basis of the assignments they make for the variables that are observable to the principal. The principal's challenge is to design a contract so that, firstly, the principal's goal is achieved in some or all Nash equilibrium choices, and secondly, that the principal is able to verify that their goal is satisfied. In this paper, we formally define this problem and completely characterise the computational complexity of the most relevant decision problems associated with it.
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Saragih, Jason. "Principal regression analysis." In 2011 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2011. http://dx.doi.org/10.1109/cvpr.2011.5995618.

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"Message from Principal." In 2015 International Conference on Computing Communication Control and automation(ICCUBEA). IEEE, 2015. http://dx.doi.org/10.1109/iccubea.2015.214.

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"Message from Principal." In 2018 Fourth International Conference on Computing Communication Control and Automation (ICCUBEA). IEEE, 2018. http://dx.doi.org/10.1109/iccubea.2018.8697391.

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Reports on the topic "Principal"

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Kelly, Bryan, Semyon Malamud, and Lasse Pedersen. Principal Portfolios. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27388.

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Carlton, Alan. A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.460.

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K. D. Wright. PRINCIPAL ISOTOPE SELECTION REPORT. Office of Scientific and Technical Information (OSTI), August 1998. http://dx.doi.org/10.2172/889272.

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Sanchez, W., and C. Daboo. WebDAV Current Principal Extension. RFC Editor, December 2008. http://dx.doi.org/10.17487/rfc5397.

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Hastie, T. Principal Curves and Surfaces. Office of Scientific and Technical Information (OSTI), June 2018. http://dx.doi.org/10.2172/1453999.

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MARTIN, SHAWN B. Kernel Near Principal Component Analysis. Office of Scientific and Technical Information (OSTI), July 2002. http://dx.doi.org/10.2172/810934.

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Cottle, Richard W. The Principal Pivoting Method Revisited. Fort Belvoir, VA: Defense Technical Information Center, April 1989. http://dx.doi.org/10.21236/ada208796.

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Cottle, R. W. The Principal Pivoting Method revisited. Office of Scientific and Technical Information (OSTI), April 1989. http://dx.doi.org/10.2172/6125051.

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Schennach, Susanne M., and Florian Gunsilius. A nonlinear principal component decomposition. The IFS, March 2017. http://dx.doi.org/10.1920/wp.cem.2017.1617.

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Segletes, Steven B. Thermodynamic Relations Along the Principal Hugoniot. Fort Belvoir, VA: Defense Technical Information Center, March 1998. http://dx.doi.org/10.21236/ada339345.

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