Relevant bibliographies by topics / Principal perceptions

Contents

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

Academic literature on the topic 'Principal perceptions'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Principal perceptions"

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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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Hariyati, Nunuk, Tarma Tarma, Dian Fajarwati, and Aditya Chandra Setiawan. "Identifying School Principal Candidates’ Perception on Teacher’s Appointment as School Principal." Jurnal Pendidikan dan Pengajaran 54, no. 2 (July 17, 2021): 220. http://dx.doi.org/10.23887/jpp.v54i2.33186.

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In order to establish a successful school, prospective school principals' perceptions are crucial. Perception has an effect on school quality because it impacts reaction and decision-making. The aim of this study was to understand prospective school principals' perceptions of the Ministry of Education and Culture Regulation Number 6 of 2018 concerning the Appointment of Teachers as School Principals, which was conducted using a quantitative approach through a survey of 77 prospective school principals from Central and East Java Provinces. The findings revealed that: the age of the prospective school principal does not have a significant effect on policy perceptions; the length of work as a prospective school principal teacher has no significant effect on policy perceptions; there is a significant difference between the principal candidates for primary school, junior high school and senior high school/vocational high school in perceiving policies; there is no significant difference between male and female principal candidates in their perception of the policy; there is no significant difference between prospective school principals based on tank (from III b to IV b) in perceiving policies; there is a significant difference between prospective school principals with bachelor's and master's degrees in perceiving policies; there is no significant difference between prospective school principals who have not and have read Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy; and that there is no significant difference between prospective school principals who have not and have specifically reviewed Ministry of Education and Culture Regulation No. 6 of 2018 in perceiving the policy.
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Lomascolo, David J., and Pamela S. Angelle. "Teacher Tenure in Tennessee: An Examination of Principal Perceptions Post–Race to the Top." NASSP Bulletin 103, no. 2 (March 5, 2019): 98–117. http://dx.doi.org/10.1177/0192636519830766.

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This quantitative study examined perceptions of K-12 public school principals toward the Tennessee teacher tenure law under Senate Bill 1528 and how principals perceived that the law has affected their ability to evaluate and retain effective teachers. The Tennessee Teacher Tenure Principal Perception Survey was adopted and slightly modified from Davidson’s (1998) study of principal perceptions of teacher tenure in Tennessee. Quantitative results found that principals characterized the teacher tenure law as having a positive impact on their ability to evaluate and retain effective teachers. Results from this study highlight that future research and reform should focus on the use of stakeholder and principal perception data in policy initiatives and education agendas at the school building, community, and state levels.
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Lacost, Barbara Y., and Marilyn L. Grady. "Principals and Superintendents: Perceptions of Involvement in the Budgeting Process." Journal of School Leadership 4, no. 3 (May 1994): 294–310. http://dx.doi.org/10.1177/105268469400400303.

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Expectations of principal participation in the budgeting process at the site level vary among principals and between principals and superintendents. If site-based budgeting is to be effective, district and school leaders should have similar expectations for the principal's role. We compared responses from superintendents and principals about the level of involvement of the principal in making budget decisions at the site. In this study, principal and superintendent respondents differed significantly about the degree of principal involvement in (a) salary decisions about non-certificated staff, (b) purchase of texts and library books, and (c) decisions affecting the building and the grounds. The groups indicated greater agreement about the degree of involvement in (a) the determination of teacher salaries and (b) decisions about purchasing instructional supplies and equipment.
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Afzal, Ayesha, Iffaf Iqbal, and Umera Iftikhar. "ROLE BASED EVALUATION OF SCHOOL PRINCIPALS: PERCEPTIONS OF SECONDARY SCHOOL STUDENTS IN PUNJAB." Journal of Social Research Development 3, no. 02 (December 31, 2022): 329–44. http://dx.doi.org/10.53664/jsrd/03-02-2022-15-329-344.

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The study focuses on perception of student specifically about their principal. How the students perceive their principal’s behavior from their own capacity in school is the main objective of this study. A qualitative approach was used to document and analyze perceptions of secondary school students about their principal in context of Punjab culture. A descriptive method was used to carry out study. An interview protocol was developed to use for the interview of students. Interviewees were both male and female students of secondary schools. Fifty-five interviews with secondary school students, five private school located in Lahore were conducted to capture their perception exactly about principal and generally about schooling. These general perceptions of students about schooling were considered relevant with specific perceptions about principals. Study concludes that students’ perceptions about principal is the matter which can not only help educationist to resolve many issues regarding dropping out, dissatisfaction, changing schools and restlessness among students rather it can bring a tremendous change in principal’s role as an instructional leader.
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Lumati, Jessica, and Kwang-Ho Lee. "Principal and Teacher Perceptions of Principal's Competencies in Nigeria." Institute of Brain-based Education, Korea National University of Education 10, no. 4 (December 31, 2020): 453–64. http://dx.doi.org/10.31216/bdl.2020.10.4.453.

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Lumati, Jessica, and Kwang-Ho Lee. "Principal and Teacher Perceptions of Principal's Competencies in Nigeria." Institute of Brain-based Education, Korea National University of Education 10, no. 4 (December 31, 2020): 453–64. http://dx.doi.org/10.31216/bdl.2020.10.4.453.

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Houchens, Gary, Chunling Niu, Jie Zhang, Stephen K. Miller, and Antony D. Norman. "Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?" NASSP Bulletin 102, no. 1 (March 2018): 38–57. http://dx.doi.org/10.1177/0192636518763105.

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The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.
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Harris *, Sandra, Julia Ballenger, and John Leonard. "Aspiring principal perceptions: are mentor principals modeling standards‐based leadership?" Mentoring & Tutoring: Partnership in Learning 12, no. 2 (August 2004): 155–72. http://dx.doi.org/10.1080/1361126042000239910.

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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (November 2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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Dissertations / Theses on the topic "Principal perceptions"

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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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Coomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.

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This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
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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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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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Unger, Matthew C. "Principal Perceptions of Parental Aggression." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464.

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Bueche, Robert Allen. "Principal Perceptions on Transformational Leadership in Arizona's Principal Preparation Programs." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976122.

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The purpose of this qualitative descriptive single-case study was to explore how principals perceived transformational leadership theory’s influence on graduate-level principal preparation in Arizona. The conceptual framework for this study was Kouzes and Posner’s Five Exemplary Practices of Transformational Leadership. The research questions addressed transformational leadership theory in principal preparation, field experience, mentorship, and coursework. The study employed a purposive sampling strategy, given a total number of study participants of 40. Data collected included 10 semi-structured interviews with principals, 15 surveys collected from principal students, and 15 surveys collected from principal faculty. The study utilized deductive and inductive coding, which produced patterns and themes consistent with semi-structured principal interviews. Additionally, descriptive statistics from principal students and principal faculty provided supporting statistics for the analysis of the interview data. The findings from this study revealed stakeholders positively perceived transformational leadership theory’s influence on principal preparation, with slight discrepancies between principal students and principal faculty. Further, the themes supported the key areas of the Five Exemplary Practices of Transformational Leadership, Transformational Leadership and Student Achievement, University Role in Principal Preparation, and Stakeholder Support for Principal Transformation. Implications of this study include that leaders learn through all experiences, and that principals fostered their future grow as leaders based on lessons from principal preparation.

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Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.

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Thesis (Ph. D.)--Illinois State University, 2001.
Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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Carlton, Alan Mark. "A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/460.

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This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.

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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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Brown, Darlene. "Teacher Perceptions of African-American Principal Leadership." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/256.

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This study investigated teachers' perceptions of African- American principals' leadership and the extent to which those perceptions varied according to their race, gender, years of teaching experience, and years working with the principal. The results of this exploratory study are intended to enhance the empirical data reflecting the leadership characteristics of the African-American principal and to contribute to the research on leadership in general. The participants in this study consisted of 32 African-American principals and 164 teachers in schools representing 12 states during the 2004-2005 school year. Each teacher participant completed either an electronic or paper version of the Leadership and Management of Schools Survey Instrument (LMSS) which addressed the leadership and management traits of the principal and the demographic data on the teachers. The findings indicated that African-American principals are perceived as using high levels of transformational and transactional leadership. Additionally, results indicated that race influences the leadership credibility of the African-American principal. There did not appear to be a significant relationship between teachers' perceptions and gender of a teacher, gender of the principal, or both, and no relationship was found between the years of teachers' experience and their perceptions of the African- American principals. However, teachers' perceptions of African- American principals' leadership and management qualities increased positively with the number of years of experience working with the principal. Indications from these findings can be useful to universities, colleges, and school districts in making informed decisions concerning the training, recruitment, and placement of African-American principals.
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Books on the topic "Principal perceptions"

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Williams, Leonard. Principals' perceptions of their instructional leadership role. [St. John's, Nfld.]: Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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Williams, Leonard E. Principals' perceptions of their instructional leadership role. St. John's: Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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White, Robert James. The perceptions of some principals on aspects of the Education Reform (NI) Order (1989). [S.l: The author], 1994.

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Magagula, Cisco M. Swaziland high school head teachers' perceptions of their own power bases which they have effectively utilized to influence subordinates in their schools. Kwaluseni, Swaziland: Institute of Distance Education, University of Swaziland, 1994.

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Lindsay, Mary Elizabeth. Managing change: A newly appointed teaching principal's perception of how to manage change. [s.l: The Author], 1996.

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Dekker, Barbara. A comparison of the attitudes and perceptions of elementary school principals and teacher-librarians regarding the role of the school library in Ontario: Research project. [s.l: s.n.], 1989.

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Menna, Rosanne. Principals and parents perceptions of the Ty-Drum Behaviour Intervention Centre at J.B. Tyrrell Sr. P.S.; data analysis report. Scarborough, Ont: Program Dept., Research Centre, Scarborough Board of Education, 1990.

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Perception et réalité: Essai sur la nature du visible. Paris: CNRS, 2004.

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Burcham, Cynthia A. The perceptions and beliefs of principals, teachers, and media specialists regarding the roles of media specialists in the public schools of Georgia. Ann Arbor, Mich: University Microfilms International, 1989.

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Larmour, James. An analysis of perceptions of the principal's role held by chief administrators, principals and teachers in two middleschools of the Asheville City school system, N Carolina, USA and two junior high schools of the Dickson plan in N Ireland. [S.l: The Author], 1987.

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Book chapters on the topic "Principal perceptions"

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Humada-LudekeCarlos, Amalia. "Changed Principal Perceptions." In The Creation of a Professional Learning Community for School Leaders, 93–101. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-320-1_6.

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Smith, Page A., and Adrian A. Flores. "Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools." In Trust and School Life, 259–82. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8014-8_12.

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Lund, Matthew D. "The Principle of Uniformity Revisited." In Perception and Discovery, 321–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69745-1_25.

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Humada-LudekeCarlos, Amalia. "Principals’ Perceptions of the University-District Partnership." In The Creation of a Professional Learning Community for School Leaders, 115–30. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-320-1_8.

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Chirikjian, Gregory S. "Locomotion and Perception as Communication over Principal Fiber Bundles." In Stochastic Models, Information Theory, and Lie Groups, Volume 2, 389–409. Boston: Birkhäuser Boston, 2011. http://dx.doi.org/10.1007/978-0-8176-4944-9_12.

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Desolneux, Agnès, Lionel Moisan, and Jean-Michel Morel. "The Non-Accidentalness Principle for Visual Perception." In Handbook of Experimental Phenomenology, 499–514. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118329016.ch21.

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Yu, Kai, Xiangyun Du, and Xiaoju Duan. "Method." In School Culture Development in China - Perceptions of Teachers and Principals, 29–37. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339342-3.

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Yu, Kai, Xiangyun Du, and Xiaoju Duan. "School Culture Development in China." In School Culture Development in China - Perceptions of Teachers and Principals, 1–11. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339342-1.

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Yu, Kai, Xiangyun Du, and Xiaoju Duan. "Involvement." In School Culture Development in China - Perceptions of Teachers and Principals, 39–65. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339342-4.

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Yu, Kai, Xiangyun Du, and Xiaoju Duan. "Discussion, Reflection and Further Perspectives on School Culture Development in China." In School Culture Development in China - Perceptions of Teachers and Principals, 141–51. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339342-8.

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Conference papers on the topic "Principal perceptions"

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Azukas, Elizabeth. "Principal Perceptions of Personal Learning." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572175.

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Wright, Tiffany. "Principal Residency Program Completers' Perceptions of Program Experiences." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690607.

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Nelson, Jennifer. "Teachers' Perceptions of Principal Versus Assistant Principals' Leadership: An Organizational Justice and Attribution Theory Approach." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882789.

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Drake, Thomas. "Principal Race and Perceptions of Autonomy in Racially Mismatched Contexts." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583481.

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Villarreal, Elsa. "Principal Candidates' Perceptions of Leadership Growth During a Summer Residency Practicum." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691412.

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Hornbeck, Dustin. "High School Principal Perceptions of a Statewide Dual-Enrollment Program (Poster 29)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1881613.

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Villarreal, Elsa. "Principal Candidates' Perceptions of Leadership Growth During Their Summer Residency Practicum Experience." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893424.

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Hornbeck, Dustin. "High School Principal Perceptions of a Statewide Dual-Enrollment Program (Poster 29)." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881613.

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Aksu, Muharrem, Ali Rıza Aktaş, Mehmet Özer Demir, and Faruk Kerem Şentürk. "Security Perceptions of the Tourists Visiting Alanya According to Their Home Country." In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01437.

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In today’s world there exists severe competition in all sectors, in tourism sector as well. That’s why countries with successful destinations consider tourism security concept as part of the tourism concept in order to maximize tourist demand. On the other hand, tourism security and risk perception of a destination is one of the principal components of destination image. Tourism security seems to be the most important appealing factor of the demand. The aim of the study is to research the risk perception differences between the tourists’ home countries when grouped (North European, East European, Middle European, West European and the others). According to Data set from 500 respondents different countries visiting Alanya is analyzed, findings suggest that there exits differences among the places (beach, recreation center, public transportation etc.) and factors (traffic, terror, day and night treks, mugging, theft etc.) effecting respondents’ risk perceptions.
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Hanilci, Cemal, and Figen Ertas. "Principal component based classification for text-independent speaker identification." In 2009 Fifth International Conference on Soft Computing, Computing with Words and Perceptions in System Analysis, Decision and Control. IEEE, 2009. http://dx.doi.org/10.1109/icsccw.2009.5379490.

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Reports on the topic "Principal perceptions"

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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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Flad, Betty. Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1339.

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Howell, Patricia. A Comparison of Assistant Principal and Principal Perceptions of the Assistant Principalship as a Training Ground in the Secondary School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1372.

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Risien, Julie, and John Falk. STEM Principal Investigators Perceptions and Practice of Broader Impacts: Front-end report for the Center for the Advancement of Informal Science Education. Corvallis, OR: Oregon State University, 2013. http://dx.doi.org/10.5399/osu/1122.

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Boles, Patricia. Collective Bargaining for Educational Administrators: Oregon and Washington Principals' Perceptions of Working Conditions. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1368.

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Greenwood, Susan. A Study of Washington Secondary Principals' Perceptions of Effective Dropout Prevention Policies and Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1190.

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Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/641.201.

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
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Korach, William. 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. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1199.

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Saulais, Laure, and Maurice Doyon. Impact du design de questions sur la perception des compensations proposées et les intentions de participation au pad: étude de préfaisabilité. CIRANO, August 2022. http://dx.doi.org/10.54932/ziga3839.

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Le Plan d’agriculture durable (PAD) du gouvernement du Québec offre aux entreprises agricoles un ensemble de possibilités pour accélérer l’adoption des meilleures pratiques agroenvironnementales d’ici 2030. Il est prévu que des rétributions soient offertes pour compenser les coûts encourus suite à la mise en œuvre de certaines pratiques. Cette étude s’appuie sur les principes de l’économie comportementale et les techniques de l’économie expérimentale pour mettre en évidence des leviers comportementaux de l’acceptation et de l’adhésion des entreprises agricoles à certaines pratiques proposées par le PAD. À partir de l’analyse de données fournies par le Centre d’études sur les coûts de production en agriculture (CECPA) recueillies auprès de 489 répondants, les auteurs concluent que : 1. La façon de présenter l’information aux agricultrices et agriculteurs a un impact sur leur perception du montant de rétribution qui leur est présenté. 2. Présenter l’information comme un incitatif ou un bénéfice est préférable à présenter l’information comme une compensation de coûts. 3. Ajouter un préambule à l’offre de rétribution qui reconnaît les efforts déjà faits par les entreprises agricoles québécoises et la hauteur des défis vers l'amélioration du bilan environnemental de leur entreprise crée une émotion négative, réduisant ainsi la probabilité que les personnes interrogées acceptent un niveau donné de rétribution.
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Doyon, Maurice, Stéphane Bergeron, and Jacinthe Cloutier. Analyse des préférences des résidents-propriétaires de la ville de Québec pour l’aménagement de bassins de rétention à proximité. CIRANO, June 2022. http://dx.doi.org/10.54932/qwaq7409.

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Ce projet de recherche s’inscrit dans le cadre d’un projet pluridisciplinaire ayant comme objectif général de fournir aux gestionnaires municipaux des données permettant de démontrer les différents services écosystémiques apportés par les bassins de rétention d’eau pluviale dans un contexte de conservation des écosystèmes urbains, avec un accent particulier sur la protection de la ressource en eau potable. Ce rapport se concentre sur les aspects sociaux et économiques et a comme objectif principal d’informer les administrations municipales sur les préférences des citoyens en matière de bassins de rétention, en utilisant comme cas type la Ville de Québec. Plus spécifiquement, les objectifs sont : 1) Identifier les préférences des citoyens de la ville de Québec envers différents types d’aménagement des bassins de rétention; 2) Estimer le consentement à payer (CAP) pour l’aménagement des bassins de rétention. Le CAP n’est pas seulement une mesure économique, mais également une quantification du bénéfice perçu par les citoyens; 3) Selon la perception des citoyens, qualifier les caractéristiques désirables et indésirables des aménagements de bassin de rétention; 4) Créer une typologie des citoyens en fonction et de leurs préférences pour mieux envisager la diversité des préférences.
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