Journal articles: '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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Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (May 1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.

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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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Gimbel, Phyllis, and Kristine Kefor. "Perceptions of a Principal Mentoring Initiative." NASSP Bulletin 102, no. 1 (January 24, 2018): 22–37. http://dx.doi.org/10.1177/0192636518754405.

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The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring “program.” Vermont requires new principals to be mentored for 2 years. Study participants discuss their mentor-mentee relationship and how that affects their leadership practices.

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Sogalrey, Febi Adriana Mutiara, R. Madhakomala, Heru Santosa, and Asyraf Isyraqi Bin Jamil. "The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 4 (September 19, 2022): 1262–73. http://dx.doi.org/10.33650/al-tanzim.v6i4.3987.

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This study was conducted to determine the effect of digital literacy services on educators' perception regarding the leadership of school principals and the influence of digital literacy services on school culture and the influence of school culture on educators' perceptions of principal leadership. Researchers chose a quantitative method with a path analysis technique, and with a total population of 152 teachers and up to 110 respondents. Data were collected through questionnaires distributed to each respondent and analyzed using SPSS 25. The results show a direct influence of teachers' perceptions of school leadership on digital teacher literacy services with a correlation of 0.518 and a path coefficient of 0.306, contributing to 15.84 percent. There is also a direct influence of school culture on digital teacher literacy services with a correlation of 0.586 and a path coefficient of 0.439, contributing to 25.75 percent. Meanwhile, an influence of educators' perceptions regarding principal's leadership and school culture on digital teacher literacy can be viewed from a correlation of 0.483. In other words, there is a joint influence of educators' perceptions of principals' leadership and school culture on digital teacher literacy services with a correlation of 0.64 and a contribution of 41.59 percent. This means that teachers' perceptions of principal leadership and school culture have a significant influence of 41.59 percent on teacher digital literacy services.

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Sprague, Jeffrey, Stephen Smith, and Steven Stieber. "Principal Perceptions of School Safety." Journal of School Violence 1, no. 4 (September 2002): 51–64. http://dx.doi.org/10.1300/j202v01n04_04.

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Sinnema, Claire E. L., Viviane M. J. Robinson, Larry Ludlow, and Denyse Pope. "How effective is the principal? Discrepancy between New Zealand teachers’ and principals’ perceptions of principal effectiveness." Educational Assessment, Evaluation and Accountability 27, no. 3 (January 7, 2015): 275–301. http://dx.doi.org/10.1007/s11092-014-9209-y.

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Luo, Mingchu, Paul Bland, Edwin Church, and Caitlin Burk. "Chinese Principal Perceptions on the American School Leadership Standards." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.

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The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.

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Nuryani, Lilis Kholisoh, Enas Enas, Maman Herman, Eko Wahyudi, and Lely Dianawati. "Teachers' Perceptions of Academic Supervision in a Pandemic Era; Phenomenological Review." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 3 (May 15, 2022): 679–92. http://dx.doi.org/10.33650/al-tanzim.v6i3.3646.

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Academic supervision is non-negotiable for leaders to improve teacher professionalism in schools. This research aims to understand the teacher's perception of the principal's academic supervision at SMP Negeri 2 Kroya. This study uses a qualitative approach to the type of phenomenology. This research is an understanding of social phenomena or phenomena that occur in the field, with more emphasis on a complete picture of the phenomena that occur. The results showed that teachers' perceptions of academic supervision by school principals had a perfect meaning because, on average, they had good motivation and performance before the covid-19 pandemic. Teachers interpreted the supervision carried out by the principal of SMP Negeri 2 Kroya as professional guidance assistance, quality-oriented based on continuous improvement, quality control, driving school principals, and an arena for the principal's responsibility to teachers.

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ERTÜRK, Ramazan, and Nuri AKGÜN. "Teacher Perceptions on the Concepts of Principal and Deputy Principal." International Journal of Psychology and Educational Studies 8, no. 4 (October 31, 2021): 39–54. http://dx.doi.org/10.52380/ijpes.2021.8.4.515.

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When the literature is examined, in some studies where the school administrator is considered a variable, only the school principal is considered the school administrator. In some studies, the views of the manager and assistant managers are evaluated together under the manager variable. This study aimed to reveal the metaphorical perceptions of teachers towards the principal and deputy principal to determine whether there is a difference between them and shed light on the scientific studies to be conducted. The research is qualitative, designed as a case study. The study group was formed by 289 teachers working in 9 public primary schools, 9 secondary schools and 7 high schools. The data of the study was collected by interview method and analysed by content analysis. According to the research results, there is a high level and significant difference between the concepts of principal and deputy principal according to the teachers' opinions. For this reason, these two concepts should be evaluated as two separate variables in scientific studies where the school administrator is taken as a variable.

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Davis, Stephen H. "Why Principals Lose Their Jobs: Comparing the Perceptions of Principals and Superintendents." Journal of School Leadership 10, no. 1 (January 2000): 40–68. http://dx.doi.org/10.1177/105268460001000104.

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Few studies have compared the perceptions of principals and superintendents regarding the reasons why principals lose their jobs. Perceptual congruence on factors that contribute to principal termination is necessary to ensure accurate, appropriate, and constructive feedback about ineffective leadership behaviors. This study compared the perceptions of 124 California public school principals with those of 99 California public school district superintendents on 22 reasons why principals lose their jobs and on 9 organizational outcomes related to ineffective leadership. Principal and superintendent perceptions varied significantly regarding the primary reasons for termination. Superintendents most often attributed principal failure to internal personal insufficiencies such as poor interpersonal relationships and decision making. In contrast, principals most often attributed failure to external factors such as political interference and conflicts with the superintendent and board of education. An analysis of organizational outcomes found that most superintendents cited a high number of parent complaints as evidence of an at-risk principal, whereas most principals cited poor staff morale.

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Pijanowski, John C., Paul M. Hewitt, and Kevin P. Brady. "Superintendents’ Perceptions of the Principal Shortage." NASSP Bulletin 93, no. 2 (June 2009): 85–95. http://dx.doi.org/10.1177/0192636509343963.

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Shepherd, Dan, and Christopher J. Devers. "Principal Perceptions of New Teacher Effectiveness." Journal of Education 197, no. 2 (April 2017): 37–47. http://dx.doi.org/10.1177/002205741719700205.

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Kowalski, Theodore J., Ulrich C. Reitzug, Phillip Mcdaniel, and Douglas Otto. "Perceptions of Desired Skills for Effective Principals." Journal of School Leadership 2, no. 3 (May 1992): 299–309. http://dx.doi.org/10.1177/105268469200200305.

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Concepts such as shared decision making and decentralization are prominent in current school reform literature. The attention they are receiving is causing those who prepare and employ principals to reexamine skills required for building-level administration. However, little is known about current perceptions of teachers and principals relative to skill requirements for principals. This dearth of knowledge hinders appropriate considerations relative to professional preparation (long dominated by an emphasis on technical skills), employment decisions, and staff development. This study examined teacher and principal perceptions of skills required for principal effectiveness. Katz's (1955) widely used taxonomy that classifies managerial skills as technical, human, and conceptual served as an organizing framework for the study.

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Parfitt, Christopher M., Brianne Romano, Danielle Hudzina, and Sarah Rogozinski. "Perceptions of Leadership Identification: A Collective Autoethnographical Study." Voices of Reform 3, no. 2 (December 29, 2020): 82–95. http://dx.doi.org/10.32623/3.10006.

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Through a collaborative autoethnographic approach, a former principal, current principal, current assistant principal, and aspiring principal recount their experiences pertaining to identification of leadership talent. As identified through previous research, proper identification or talent is the first major component to quality succession planning. Data were collected through individual reflections and group discussions and triangulated to published documents from the school district. Positive and negative aspects were identified, including personal experiences and perceptions of district-wide initiatives. Divergent viewpoints were most notable among levels of experience. The former principal focused on systems aspects, the current principals concentrated on aspects that affected them directly or in which they had influence. The aspiring principal addressed the issues from the point of view of a teacher who had limited exposure to several aspects. Limitations and potential biases were acknowledged and recommendations for future research were provided, including expansion as a case study or phenomenology.

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Dewi, Nuning Nurna. "Pengaruh Persepsi Guru dan Motivasi Guru Terhadap Kinerja Guru di UPT Pendidikan Kec. Arjasa." Ekonomi, Keuangan, Investasi dan Syariah (EKUITAS) 3, no. 3 (February 25, 2022): 596–602. http://dx.doi.org/10.47065/ekuitas.v3i3.1326.

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This study was to determine the effect of teachers' perceptions of principal supervision on teacher performance at UPT Pendidikan Kec. Arjasa who implements the Semester Credit System in Sumenep Regency. to determine the effect of teacher motivation on teacher performance at UPT Pendidikan Kec. Arjasa who implements the Semester Credit System in Sumenep Regency. to determine the effect of teachers' perceptions of principal supervision and teacher motivation simultaneously on teacher performance at UPT Pendidikan Kec. Arjasa who implements the Semester Credit System in Sumenep Regency. To take a predetermined sample from the population, a sampling technique is used, which in this case will be applied based on a percentage of 50% of the population, namely 50/100 x 106 = 53 teachers with proportional sampling technique based on the number of fields of study in the institution concerned. with the data collection method used in this study is the instrument formed a questionnaire (questionnaire) and observation Teachers who have a good perception of the principal's supervision will teach well, because supervision means coaching teachers towards improvements in teaching. On the other hand, if the advice from the supervisor is ignored by the teacher, it can have an impact on teaching activities that are not good. This is related to the encouragement/motivation by the principal to improve teacher performance. the influence of teachers' perceptions of principal supervision and teacher motivation on teacher performance at UPT Pendidikan Kec. Arjasa who implements the Semester Credit System in Sumenep Regency. The principal plays a very important role in creating the spirit and motivation of teachers in carrying out their duties. Successful principals must have the ability to encourage the emergence of a strong will and confidence in teachers and staff in carrying out their respective duties for the progress of the school in achieving its goals

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Keese, Jeffrey, Mario Sùarez, and Hersh Waxman. "Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership." NASSP Bulletin 104, no. 3 (September 2020): 202–19. http://dx.doi.org/10.1177/0192636520957745.

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To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.

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Pashiardis, Petros, Jorge Adelino Costa, Antonio Neto Mendes, and Alexandre Ventura. "The perceptions of the principal versus the perceptions of the teachers." International Journal of Educational Management 19, no. 7 (December 2005): 587–604. http://dx.doi.org/10.1108/09513540510625626.

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Walker, Allan, and Paula Kwan. "Principal selection panels: strategies, preferences and perceptions." Journal of Educational Administration 50, no. 2 (March 16, 2012): 188–205. http://dx.doi.org/10.1108/09578231211210549.

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Roberts, Maria B., and Federico Guerra. "Principals’ Perceptions of Needs in Hispanic Special Education." Journal of Hispanic Higher Education 16, no. 1 (July 24, 2016): 43–60. http://dx.doi.org/10.1177/1538192715616679.

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This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention.

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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (February 2, 2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.

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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests the association between interactions of principals and teachers, on the one hand, and teachers’ perceptions of student engagement, on the other. The extent to which latent beliefs about teachers – in particular, trust in teachers and support of teachers by the administrators – mediate this relationship is also tested. Findings – Direct relationships between principal-teacher interactions and latent beliefs of trust and support are confirmed. Direct relationships between latent beliefs and perceptions of academic and school engagement are also confirmed. There is a relationship between principal-teacher interactions and teacher perceptions of student engagement, but the mediating effect of latent beliefs of trust and support accounts for much of the direct association. The reachability of the principal remains a significant and direct influence on teachers’ perceptions of academic engagement after accounting for trust and support. Research limitations/implications – Moving beyond principals’ personality dispositions in management and turning to the social relationships that they form with teachers adds to the understanding of how principal leadership affects student learning. Empirically distinguishing between the actual interactions and social dispositions of principals helps inform practical implications. Focussing on how principals’ social interactions with teachers influence teachers’ perceptions of students’ engagement provides a theoretical link as to how principals indirectly influence student achievement. Practical implications – The relationships that principals build with teachers have real implications on the beliefs of trust and support among teachers in a school and have a ripple effect on teachers’ perceptions of student engagement. These findings therefore suggest that frequently moving principals among schools is not an ideal policy. Originality/value – This study tests the theoretical boundaries of school organization research by using a within-schools design with charter schools. It also links leadership research to outcomes typically restricted to research on school culture and climate.

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McKim, Courtney, David Hvidston, and Barbara Hickman. "An Analysis of Superintendent and Principal Perceptions Regarding the Supervision and Evaluation of Principals." Journal of Educational Supervision 2, no. 2 (November 2019): 53–66. http://dx.doi.org/10.31045/jes.2.2.4.

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Lawrence, Ashley, and Carolyn Stone. "Principals’ Perceptions of Transformed School Counselors." NASSP Bulletin 103, no. 2 (June 2019): 139–57. http://dx.doi.org/10.1177/0192636519853029.

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This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

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Noland, Melody, Mary Kay Rayens, Richard S. Riggs, Ruth Staten, Ellen Hahn, and Carol Riker. "Student and Principal Perceptions of School Tobacco Policy." American Journal of Health Education 42, no. 1 (January 2011): 41–49. http://dx.doi.org/10.1080/19325037.2011.10599172.

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Whitaker, Kathryn. "Where Are the Principal Candidates? Perceptions of Superintendents." NASSP Bulletin 85, no. 625 (May 2001): 82–92. http://dx.doi.org/10.1177/019263650108562509.

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Arredondo, Daisy E., and Terrance T. Rucinski. "Principal perceptions and beliefs about integrated curriculum use." Journal of Educational Administration 36, no. 3 (August 1998): 286–98. http://dx.doi.org/10.1108/09578239810214722.

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Skaalvik, Cecilie. "Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit." Social Psychology of Education 23, no. 5 (September 4, 2020): 1343–66. http://dx.doi.org/10.1007/s11218-020-09585-9.

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Abstract The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively associated with the perception of all job resources in the study. In the SEM analysis, the associations between (a) self-efficacy and (b) emotional exhaustion, job satisfaction, and motivation to quit were indirect, mediated through the perception of job demands and job resources.

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Randall, Ros C., Matthijs MA Vrijhoef, and Nairn HF Wilson. "Dentists’ Perceptions of Trends in Restorative Dentistry in the UK." Primary Dental Care os10, no. 2 (April 2003): 49–52. http://dx.doi.org/10.1308/135576103322500737.

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Purpose of study To obtain responses to a questionnaire on likely trends in the clinical practice of restorative dentistry from a national sample of general dental practitioners (GDPs) who were principals of group practices in the UK. Basic procedures A panel of nine experts had been convened previously to define areas of trends in restorative dentistry in the UK and to formulate these into statements. Twenty trends were identified and framed into a 22-item questionnaire based on the trend statements. The questionnaire was sent to a national sample of 2800 principal dentists in group practices. Names of principal dentists were taken from the Yellow Pages directories, a group practice being defined as at least one principal dentist and one other practitioner. Levels of agreement for questionnaire scores of ≥70% for all segments of a statement were taken as indicating a possible trend. Main findings Of the 2800 questionnaires sent out, 1448 were returned, a return rate of 52%. Of these, 1217 questionnaires were usable, an overall response rate of 44%. Good agreement was obtained for 14 statements (64%). Principal conclusion: The 14 trend statements that scored a level of good agreement were taken as indicating possible trends in dentistry in the UK as perceived by those GDPs who responded to the questionnaire. However, in view of the fact that the 1217 usable questionnaires received reflected the opinions of 10% of the principal dentists in group practice in the UK, this will not be representative of all principal dentists in practice. Nevertheless for the purposes of gaining some insight into trends in restorative dentistry, it could be considered to be of value.

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Derrington, Mary Lynne, and James Anthony Martinez. "Exploring Teachers’ Evaluation Perceptions: A Snapshot." NASSP Bulletin 103, no. 1 (March 2019): 32–50. http://dx.doi.org/10.1177/0192636519830770.

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Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended consequences as a result of their evaluations, including impacts on relationships with principals as well as the concerns with principal time needed for evaluations. Findings imply that the reformed evaluation system is not effectively providing learning opportunities for secondary teachers who had previously been judged as competent.

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Reyes-Rodríguez, Ana Carolina, Angel Alberto Valdés-Cuervo, José Angel Vera-Noriega, and Lizeth Guadalupe Parra-Pérez. "Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate." SAGE Open 11, no. 4 (October 2021): 215824402110525. http://dx.doi.org/10.1177/21582440211052551.

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Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

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Safari, Safari. "PRINCIPAL'S PERCEPTIONS OF STUDENTS' USE OF BORN BY PISA 2018." Akademika 10, no. 02 (December 12, 2021): 315–34. http://dx.doi.org/10.34005/akademika.v10i02.1555.

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The main objective of this study is to answer the following questions. Is there a relationship between the principal's perception of the use of liquor by students with sports teams, school drama / music groups, and band / choir groups based on PISA 2018. The research method used is quantitative method. The data in this study uses PISA 2018 data that has been released to the public and has been permitted to be used for research development purposes. The population of this study were principals in schools where 15-year-old students were studying in 2018, while the sample was principals in schools where 15-year-old students took PISA tests in 80 countries. The reason for choosing the sample was the principal in the school where the student was taking the 2018 PISA test. The data in this study were in the form of a questionnaire that was answered by principals in 80 countries, namely 20811 principals from 80 countries. Based on the results of the multiple regression analysis, the results show that there is a relationship between the principal's perception of the use of alcohol by students with sports teams, school drama / music groups, and band / choir groups based on PISA 2018 (P <0.000). The reliability of the instrument is 1.00 higher than the reliability of the person = 0.04. The conclusion is that statistically there is a relationship between the principal's perception of the use of alcohol by students with sports teams, school drama / music groups, and band / choir groups based on PISA 2018. These results indicate that the lower the use of alcohol and drugs in students at school, the more successful the school sports team, school drama/music group, and school band/choir group or vice versa.

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Lingam, Govinda, Narsamma Lingam, and Sunil Singh. "Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji." Australian Journal of Teacher Education 46, no. 6 (June 2021): 20–35. http://dx.doi.org/10.14221/ajte.2021v46n6.2.

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The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision and evaluation of instruction were the lowest-rated items. The lack of professional preparation for an instructional leadership role and the dual role of the rural principal as school leader and teacher, which appears to compromise both roles, may together explain the scant attention paid to the instructional leadership role. These findings have implications for principals’ workload and in turn instructional leadership practices, which the Fiji Ministry of Education could re-visit to avoid compromising either the leadership or teaching role.

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Nadelson, Louis S., Shelly Albritton, Valerie G. Couture, Charlotte Green, Stacey D. Loyless, and Erin O. Shaw. "Principals’ Perceptions of Education Equity: A Mindset for Practice." Journal of Education and Learning 9, no. 1 (November 11, 2019): 1. http://dx.doi.org/10.5539/jel.v9n1p1.

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In an effort to define a principal education equity mindset, we initially identified six essential attributes of the construct and attempted empirically to confirm our definition by gathering a combination of quantitative and qualitative data from 128 principals. We found variations in the expression of the mindset attributes and commitment by principals to create conditions that support success for all students. In addition, we exposed two unanticipated attributes and variations on attribute commitment. The principals’ personal, professional, and school variables were associated with significant differences in the mindset attributes. We provide a discussion of our findings, implications for practice, and directions for future research.

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Burkhauser, Susan. "How Much Do School Principals Matter When It Comes to Teacher Working Conditions?" Educational Evaluation and Policy Analysis 39, no. 1 (September 21, 2016): 126–45. http://dx.doi.org/10.3102/0162373716668028.

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Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers’ perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school environment depend on which principal is leading the school, independent of other school and district contextual factors, suggesting districts struggling with teacher turnover should assess climate and use that information to advise and support principals.

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Urick, Angela. "The influence of typologies of school leaders on teacher retention." Journal of Educational Administration 54, no. 4 (July 4, 2016): 434–68. http://dx.doi.org/10.1108/jea-08-2014-0090.

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Purpose – While school leadership literature has searched for practices with the largest effect on outcomes, we know little about how these behaviors vary by context. Further, recent shifts to include teachers in leadership have prompted a need for purposeful distinction between teacher and principal perceptions and roles. Person-centered statistics offer a means to study differences in how teachers and principals perceive leadership by context, how these perceptions interact, and the extent to which this interaction influences teacher decisions, such as whether or not to remain at their current school. The paper aims to discuss these issues. Design/methodology/approach – This study applies a two-level latent class analysis (LCA) with a cross-level interaction to the 1999-2000 Schools and Staffing Survey (SASS), n=35,560 teachers across n=7,310 US public schools. SASS includes a comprehensive set of leadership measures, not found in other surveys, collected when US schools restructured to include teachers in leadership. Multilevel LCA helps to identify different types of teachers and principals in leadership, the distribution of teacher types across principal types and to test the extent that these types predict teacher retention decisions. Findings – Teacher and principal types were best defined by the survey items that addressed their own role not the role of the other. The highest and lowest responding teacher types were evenly distributed across principal types. Teacher types who reported the lowest principal-directed leadership were more likely to leave their school regardless of principal type. Originality/value – This study provides evidence for how leadership differs across perceptions and context and, in turn, influences teacher retention.

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Whitaker, Kathryn S. "Superintendent Perceptions of Quantity and Quality of Principal Candidates." Journal of School Leadership 13, no. 2 (March 2003): 159–80. http://dx.doi.org/10.1177/105268460301300202.

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This article presents data from a study of superintendents on their perceptions of the quality and quantity of principal candidates in one state. Through a survey, superintendents were asked to provide information about the quantity and quality of candidates for the principalship, level of satisfaction with mentoring/induction programs, and level of satisfaction with professional preparation programs. The respondents were also asked to provide responses to the factors discouraging applicants for the principalship, and suggestions to increase the pool of candidates for the principalship. Follow-up interviews were conducted with 10 superintendents in the state for more in-depth information about the quantity and quality of candidates for the principalship. Recommendations are offered about methods to increase candidate pools and retain quality individuals in principal roles.

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Mosley, Jahmal I., Mary Lynn Boscardin, and Craig S. Wells. "Perceptions of Principal Attributes in an Era of Accountability." Journal of School Leadership 24, no. 6 (November 2014): 1038–72. http://dx.doi.org/10.1177/105268461402400601.

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Massry-Herzallah, Asmahan, and Khalid Arar. "Gender, school leadership and teachers’ motivations." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1395–410. http://dx.doi.org/10.1108/ijem-02-2019-0054.

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Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation? Design/methodology/approach To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed. Findings The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships. Originality/value The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.

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Shin, Seon-Hi, Charles L. Slater, and Steve Ortiz. "Leader perceptions and student achievement." International Journal of Educational Management 31, no. 7 (September 11, 2017): 1103–18. http://dx.doi.org/10.1108/ijem-03-2016-0054.

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Purpose The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles. Design/methodology/approach Data were taken from the Program for International Student Assessment 2012. Scores in the reading and mathematics were analyzed in conjunction with a principal survey. The Quantile Regression method was used for data analysis with three quantile points. T-statistics were used to test for significance. The predictor set consisted of seven school-leadership variables, and four to six additional covariates. Findings The most important finding for the USA was a relationship between organizational hindrance (HND) and low student achievement for the middle and upper quantiles in mathematics and for all quantiles in reading. The (HND) variable included poor teacher-student relations, low expectation of students, overly strict enforcement of rules, lack of attention to student needs, resistance to change, lateness to class, and lack of preparation. The most important finding for Korea was that there were significant associations across all groups between teacher attitude (TCHATT) and student reading achievement and with the low group in mathematics. Research limitations/implications This study adds to knowledge about school capacity and suggests that the leadership role of the principal is to overcome negative environmental factors and create a positive organization. Originality/value The non-Gaussian approach of regression analysis allowed us to identify significant differences that we otherwise might not have found.

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Kin Lee, John Chi, Allan Walker, and Peter Bodycott. "Pre-service Primary Teachers' Perceptions about Principals in Hong Kong: Implications for teacher and principal education." Asia-Pacific Journal of Teacher Education 28, no. 1 (March 2000): 53–67. http://dx.doi.org/10.1080/135986600109444.

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Dake, Joseph A., James H. Price, Susan K. Telljohann, and Jeanne B. Funk. "Principals’ Perceptions and Practices of School Bullying Prevention Activities." Health Education & Behavior 31, no. 3 (June 2004): 372–87. http://dx.doi.org/10.1177/1090198104263359.

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The purpose of this study was to examine principals’ perceptions and practices regarding bullying prevention. A survey instrument was developed to assess principals’ stages of change and perceived barriers regarding selected bullying prevention activities as well as the effectiveness of bullying prevention activities. Of a national random sample of 700 principalsto which the survey was mailed, 55% responded. None of the school-based bullying prevention activities were being done by more than one in five schools even though principals perceived there to be no barriers regarding these activities. Characteristics that affected the offering of these activities included number of perceived barriers to implementing the activity, whether the principal had received violence/bullying prevention training, perceptions regarding the extent of bullying, and the number of bullying problems reported to them. The findings suggest that preprofessional training and continuing education are needed to educate principals regarding this area.

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Metz, Stephanie, Jody S. Piro, Helena Nitowski, and Patricia Cosentino. "Transformational Leadership: Perceptions of Building-Level Leaders." Journal of School Leadership 29, no. 5 (July 4, 2019): 389–408. http://dx.doi.org/10.1177/1052684619858843.

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This research explored the transformational leadership traits of principal participants in the Northeast of the United States. The mixed methods case study utilized two data sources: The Leadership Practices Inventory (LPI; n = 110) and individual interviews ( n = 28). Descriptive statistical data analyses highlighted the five pillars of transformative leadership and suggested that the human component of leadership was essential to participant perceptions. Three finding statements emerged from the qualitative data analysis. First, participant principals believed themselves to be transformational leaders. Second, participants considered change to be a central tenet to their understanding of transformational leadership. Finally, the intangible, human elements of leadership were fundamental to participants’ perceptions of transformational leadership. Implications and recommendations are discussed.

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Journal articles on the topic 'Principal perceptions'

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