Dissertations / Theses on the topic 'Principal support'
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1
Rogers, Richard Alan. "Performance coaching as a support for new principals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.
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The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemented so that school leaders are consistently successful at supporting all students to high levels of achievement. A phenomenological approach to this qualitative study on new elementary school principals of the same urban school district was utilized. Each of the new principals was a recipient of ongoing performance coaching. Semi-structured interviews of each of the learner principals individually were conducted as well as of their respective. Also interviews conducted with the associate superintendent supervising the study participants and with each the performance coaches involved with the learner principals. Additionally, focus group interviews of the learner principals and of the coaches, as well as interviews of new principals of an additional urban school district were conducted. Finally, questionnaires relating to new principals' experiences with coaching or similar support were sent to 150 principals throughout the state. The findings indicated that the new principals sought from their coaches technical support, strategies for time and process management, and concrete instruction and guidance on interpersonal communication. New principals worked with their coaches to gain access to and to cultivate their own networks of support in terms of relationships with practicing professionals. The new principals could rely upon the coaches for guidance in life management and balance of personal and professional obligations. Performance coaches supported new principals via frequent meetings, e-mails, and phone conversations, as well as on an as-needed basis. Coaches supported new principals with explicit instruction and also modeled professional behavior. Finally, coaches had supportive conversations in settings where new principals knew the conversations would be confidential.
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Sorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.
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The purpose of this study was to examine the perceptions of alternatively certified teachers about the support they receive from their principal, assigned mentor, and other teachers to address the challenges of teaching. The importance of those supports as they correlate to teacher satisfaction was determined. The primary research questions were, 1) Do first and second year alternatively certified teachers perceive that they are supported by their principals, assigned mentors, and other teachers? 2) What are the factors of that support they deem most important? There were two ancillary questions, 1) Is teacher perception of support related to satisfaction with teaching? 2) Is teacher perception of support related to teacher-reported intent to remain at the current school and in the profession? Support received from principals, assigned mentors, and other teachers were important to early year success and were strong indicators in determining teacher satisfaction. Implications for alternative certification program development, principal, and mentor development, as well as future research suggestions are included.
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Lytle, Natalie Elizabeth. "The Relationship among Teacher Job Satisfaction, Trust in the Principal, and Principal Support." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413079.
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Every year across the United States, teachers feel higher demands placed on them. Teacher turnover rates are increasing, and fewer teachers are entering the field of education. Job dissatisfaction due to administrators’ dispositions is one of the reasons teachers often cite when leaving the profession. The purpose of this research study is to identify the relationship among three variables: teacher job satisfaction, principal support, and trust teachers have in their principal. Quantitative data from the Principal Support Scale, Omnibus T-Scale, and Teacher Satisfaction Scale were analyzed to assess the relationship among the three variables. The data revealed that the relationship between administrative support and trust teachers have in their principal had the most significant relationship, α 0.86. Further analysis of the data confirmed that the level of trust teachers have in their principal, α 0.5, and principal support, α 0.57, are both related to teacher job satisfaction. The dimension of instrumental support was more strongly related to teacher job satisfaction, while expressive support was more strongly related to trust in the principal. This study revealed that if a principal creates a trusting climate within a school and provides teachers with instrumental and expressive support, an increase in teacher job satisfaction within a school will most likely occur.
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Dumler, Carolyn Marie. "Principal Behaviors That Support First-Year Teacher Retention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195697.
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High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source of support and guidance. A recent exploratory case study of the supportive behaviors of four principals resulted in a structural framework of recommended practices (Carver, 2002); however, the importance of those behaviors in the retention of first-year teachers has not been studied.This mixed methods research study examined the relationship between principal support behaviors and the likelihood of first-year teachers remaining in the teaching profession. Q sorts, detailed questionnaires, and follow-up interviews were conducted with first-year and fifth-year teachers.Findings indicated that principal support was important to some first-year teachers in making retention decisions; additionally, specific principal behaviors that have the most influence on the likelihood of first-year teachers remaining in the profession were identified. Analysis resulted in the development of a list of 10 principal support behaviors that are most likely to influence first-year teachers to remain in teaching. These findings could prove beneficial in stemming the attrition rate of new teachers.
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Perelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.
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The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in parents and students, and teacher academic emphasis) or academic optimism itself. This study identified the relationship between types of principal support and academic optimism in an urban setting that can be applicable to school settings, and based on past studies, impact student achievement.
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Banks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.
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The success of gifted learners and gifted programs in public schools depends upon principals who are well versed in the needs of gifted learners (Gallagher and Gallagher, 1994). Principal leadership in setting direction, developing people, and redesigning the organization influences teaching and student achievement in schools (Leithwood et al., 2004). Research indicated limited knowledge of the unique social-emotional and academic needs of the gifted learner contributing to underachievement and underrepresentation in gifted education (Lewis, et al., 2007; Reis and McCoach, 2000; Rimm, 2008; Siegle and McCoach 2003).
The purpose of this Delphi study was to identify principal leadership practices that are effective in supporting gifted learners and gifted programs. Empirical data collection included three Delphi rounds, one open and two-structured principal leadership practices surveys, one included individual and panel ratings. Supervisors of gifted, principals, and university professors represented multiple regions across the Commonwealth of Virginia on the Delphi panel. By consensus, the Delphi panel identified 10 highly effective principal leadership practices, eight to support gifted learners and two for gifted programs. The highly effective principal leadership practices addressed social-emotional, curriculum, teacher differentiation, scheduling for staff collaboration, peer grouping, and selecting gifted cluster teachers. Implications for practice included teacher reluctance to differentiate, targeted professional development for principals and teachers of gifted students, professional learning community for teachers to analyze practices, and district and school opportunities in hiring, acceleration, and compacting curriculum (Urlik, 2017; Weber et al. 2003). Future research recommended studying implementation and impact of the 10 highly effective principal leadership practices in this study, gifted programs, and professional development in gifted education and principal and teacher preparation programs.Doctor of Education
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Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.
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Bournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.
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Research on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: “How do turnaround principals experience district support? What do struggling and successful principals say about the support process?” The primary data collection method consisted of interviews of 20 turnaround principals, 10 who were successful and 10 who were struggling. The data was analyzed using inductive thematic analysis, and the following themes emerged: distributed leadership, self-efficacy, and capability and capability development. There were five major findings: 1) There is an interrelationship between self-efficacy, capability development, locus of control, and the success of turnaround principals; 2) Turnaround principals want differentiated support from central office; 3) Successful turnaround principals employ distributed leadership practices; 4) Both successful and struggling turnaround principals need social-emotional support from central office; and 5) The capacity of the district’s central office to support turnaround principals is crucial.
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McNeil, Alexandra Montes. "Supporting Principal Professional Practice Through Evaluative Feedback: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106799.
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Thesis advisor: Fr. Joseph O'KeefeOne of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evaluation process making this study relevant and timely. By analyzing data collected through semi-structured interviews, findings revealed that principals and COAs had differing views of the type, frequency and relevance of feedback. To create a coherent and supportive structure for principal feedback recommendations include ensuring structures for effective communication and creation of collaborative professional development – COAs and principals – that include principal voice with explicit discussion and instruction on feedback
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Bressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.
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The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia high schools and consisted of 1276 teacher participants. Correlation and regression analyses were performed to find the relationship between teacher job satisfaction and principal support. The results showed no significant relationship between principal support and high school teacher job satisfaction. This may be explained in part by the weakness of the Professional Job Satisfaction Survey (PJSS). The data on the Principal Support Scale (PSS) revealed two distinct factors of principal support that related back to House's original theory of administrative support (DiPaola, in press). A significant positive correlation was found between the expressive and instrumental dimensions of principal support (r = .796, p < .01). A significant negative correlation was found between job satisfiers and job dissatisfiers (r = -.421, p < .05). Based on these findings future researchers should continue to explore this topic with a more reliable measurement of job satisfaction. Future researchers should continue to explore the relevance of Herzberg's two factor theory in education and examine the effect of external forces on both job satisfaction and principal support. Continued use of the PSS for measuring principal support in relationships with other school social variables is also strongly supported by this study.
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Cagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.
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Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.
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Flad, Betty Hutchinson. "Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1340.
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The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their schools? (3) Is there a relationship between teacher perceptions of principal behaviors and school policies and teacher allocation of time? To address these questions, a random sample of full-time elementary, classroom teachers from a large suburban school district near Portland, Oregon, was used. These teachers represented fourteen moderate size schools with student populations ranging from 325 to 550. The "Tucson Teacher Job Description Survey" was used to measure teacher allocation of time in six areas of teaching responsibility: Instruction, Instructional Planning, Classroom Management, Diagnosis & Counseling, School System Responsibilities, Clerical & Administrative. Principal behaviors and school policies, derived from the Stallings & Mohlman (1981) study, "School Policy, Leadership Style, Teacher Change and Student Behavior in Eight Schools" were used to measure teacher perceptions of principal behaviors and school policies. Statistical comparisons using multiple regression analysis were used to predict teacher allocation of time based upon teacher perceptions of principal support. A three-way factor analysis did not confirm the principal behavior and school policy labels derived from Stallings & Mohlman (1981). Three new labels of principal support were established: Professional Support, Instructional Support, Resource Support. Five variables from the Professional Support category were found to be significantly related to the time allocation areas of Instruction and Diagnosis & Counseling. Findings from this study showed no significant relationships between Instructional Support or Resource Support to teacher allocation of time. Teachers reported to spend the most time in Classroom Management responsibilities. The least amount of time was devoted to School System Responsibilities. Teachers perceived principals in this sample to have a higher frequency of Professional Support behaviors than the other two categories. Principals were rated high in speaking preparation, setting an example by working hard, and looking out for the welfare of teachers. The availability of custodial services when needed was rated low by teachers. Information from this study will assist principals in knowing where teachers allocate time, how teacher perceptions relate to teacher allocation of time, and what principal support variables most significantly contribute to teacher time allocations. Teachers will be made aware of time allocation variables which may affect time allocated to student Instruction. Recommendations include additional research with other groups of teachers to substantiate these findings and further study into reliable scales which measure teacher perceptions of principal support.
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Weston, Tracie Amos. "Non-Pecuniary Factors Impacting the Retention of New Teachers at the Secondary Level in One Virginia School Division." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51761.
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The purpose of this study was to measure the influence of teacher preparation experiences, collegial support, and principal support on new teachers' decisions to remain in the teaching profession. Quantitative research was conducted using data from an electronic survey to examine the impact the three predictor variables had on the likelihood of a new teacher remaining in the profession beyond five years. Research explored the precipitating theory based on scholarly literature, that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleagues and principals, reflect the highest level of job satisfaction and potential to remain in the teaching profession.
Five findings emerged from this study. Two findings indicated that collegial support and principal support, both had a statistically significant influence on new teacher retention. In addition, the study found that nearly 75% of new teachers showed some level of job satisfaction with the teaching profession.
Participants in the survey included one hundred and eighty-four teachers with 0-5 years experience, representing teachers from 21 secondary schools within one school district. Participants were asked to respond to questions based on their personal experiences and feelings related to the teaching profession and their overall satisfaction level.Ed. D.
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Icin, Eylem B. "Central Office Leaders' Role in Supporting Principal Human Capital in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107989.
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Thesis advisor: Martin ScanlanThis qualitative case study explored the role central office leaders played in recruiting, developing and retaining principal human capital in Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data was gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders targeted principals with certain characteristics and recruited candidates from within and outside of the district. Central office leaders provided in-district professional development and engaged external organizations in the process. Work environment and a focus on cultivating local talent contributed to principal retention. Findings further indicated that the assistance relationships developed between central office leaders and principals contributed to principal development and retention through their impact on the work environment. Recommendations include continual examination of work environment and development of assistance relationships for their contribution to principal human capital. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strand’s findings may provide insights into practices to recruit, develop and retain principals in low-performing districts
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Robinson, Jack A. "Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/17.
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Research findings indicate that many adolescents are struggling with reading. Although there is a great deal of research related to helping elementary age children to enhance their reading skills, there is less research regarding assistance for adolescent readers. Research findings also indicate the importance of the school principal in implementing, supporting, and supervising instruction. There is significantly less research available regarding processes that a principal can utilize to implement and support adolescent literacy practices. Five secondary school principals were interviewed in depth regarding how they implemented such practices. Seven Common Strands of implementation and support were found in a cross-case analysis. These Strands were also viewed through a sociocultural lens to determine the influence of socioculturalism on adolescent literacy.
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Regacho-Anaclerio, Renee D. "Principal behaviors and practices that support the development of a standards-based instructional system." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2350.
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This qualitative study sought to identify the common behaviors and practices of principals in high achieving standards-based schools. Three schools were examined in the study. These schools were selected from a ten county area and had demonstrated consistent and unusual growth on the Academic Performance Index (API). The practices of principals were identified through a phenomenological study of the experiences of successfully implementing a standards-based instructional system. Principals were interviewed individually, and focus groups of teachers were interviewed separately. Both groups were asked about the principal behaviors and practices that led the school to achieve academic success. Principals and teachers across the three sites identified similar practices including high expectations of students and staff, planning and goal setting based on student achievement data, frequent monitoring of student achievement, teacher collaboration, principal classroom visits, principal visibility on campus, principal accessibility, and a school culture that promoted trust and team work.
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Lusher, Jamie S. "Principals' Leadership Support for Intervention in the Middle Grades." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1408699049.
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Francone, Jennifer. "Systems of Support for Elementary School Principals: A Case Study." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3491.
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Principals need support throughout their careers in order to lead effectively and promote continuous improvement. However, some elementary school principals of small, rural schools lack access to structured systems of support that could increase their knowledge and skills as instructional leaders. The purpose of this study was to examine a central California school district's existing system of support for elementary school principals to learn the essential features that could be used to provide support for principals of small, rural schools. Informed by the Principal Support Framework provided by the University of Washington's Center for Educational Leadership, the guiding questions for this case study examined the elements of the system of support for principals, focusing on professional development, collaboration through networks and learning communities, and coaching/mentoring partnerships. Interviews with 4 principals and 1 district leader were conducted, and school district documents were collected. Data were coded to identify themes and to help understand the participants' perspectives. The findings suggest that a system of support for principals is structured around the foundation of collaborative learning through networks in both large and small group settings. Based on these findings, a plan for a professional learning network for principals of small, rural schools to collaborate is included as the project outcome. The study has implications for positive social change: through continuous learning and improvement, elementary principals can improve student learning and, through collaborative problem solving and inquiry, they can help prepare students academically and teachers professionally for continuous improvement.
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Methner, Gereon V. "Perceptions of Administrative Support and Follower Readiness in Middle School Teachers." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383582751.
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McGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.
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Thesis advisor: Vincent ChoThis case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Palermo, Thelma D. "Practices of Elementary Principals in Influencing New Teachers to Remain in Education." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27041.
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The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals who create an atmosphere of trust, of mutual respect, and of service to children within a school foster teachers who state they feel successful, valued, safe, loyal, and professional and want to and expect to continue teaching. New teachers reported three themes that created their sense of success, value, safety, loyalty, and professionalism. Those themes are: (a) support; (b) communication; (c) first year success stories. Principals stated they employed a variety of practices to create the climate identified by the new teachers. The practices are: maintaining an open door policy, utilizing positive communication, developing leadership teams, encouraging professional development, designing and implementing support structures, providing opportunities for professional development, participating in decision making, encouraging and expecting peer collaboration and child centered instructional and behavioral programs.Ed. D.
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Hall, William Jr. "Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1956.
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This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal’s support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia’s Great Beginnings model, or the New Teacher Center “Santa Cruz” model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals’ role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals’ perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers’ perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
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Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.
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Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.
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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-102701/.
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Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/30138.
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This research seeks to examine the experience of educators regarding the support they receive from their principals during the implementation process of OBE at secondary school level. The study thus intends to explore the reaction of educators towards OBE as a newly introduced approach in South Africa and the impact of managerial support to educators towards the implementation of OBE. This study is a case study of two secondary schools at Vuwani in Limpopo Province. The study uses the questionnaires, face-to-face interview and focus group interviews to collect data. Questionnaires were distributed randomly among teachers of the two schools. The principals of the two schools were interviewed. Few educators were engaged in a focus group interviews. Categories and themes were used to analyse the data. Educators were given two weeks to complete and return the questionnaires. Each principal was interviewed once for an hour. Focus group interviews were conducted once in each school for a period of two hours. Letters to the principals and the educators of the respective schools were written to seek permission and positive participation in the case study. Five major themes emerged from the study: 1. Management and leadership skills 2. Resources 3. Workshops and / or courses and / or In-service training 4. Problem solving skills 5. Communication and networkingDissertation (MEd (Education Management))--University of Pretoria, 2005.
Education Management and Policy Studies
unrestricted
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Carter, James Alden. "Relational Trust, Social Connections, and Improving Principal Practice: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106794.
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Thesis advisor: Joseph O'KeefeThesis advisor: James Marini
Using social capital theory as a conceptual framework, this qualitative study of one Massachusetts district analyzed how principals’ relational trust and interconnectedness with central office administrators (COAs) correlated with their perceptions of district efforts to support their growth and development. Data included interviews with principals and COAs and document analyses. Findings revealed a decided split among principals, with some reporting high trust levels and close connections with COAs and others reporting distrust and isolation. Of the district’s five major initiatives designed to support principals, two were perceived positively by most principals, two received mixed reactions with connected principals more favorable than isolated principals, and one received widespread negative perceptions. District initiatives widely perceived to be effective mirrored principal goals, provided opportunities for COA direct assistance, and were structured to facilitate the development of professional assistance relationships. Conversely, the initiatives with mixed or negative perceptions lacked such relationship-building opportunities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Battle, Elizabeth M. "Keeping the Exceptional Teacher: The Effects of Principal Support on Lateral Entry Special Programs' Teacher Retention." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04072008-210648/.
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A qualitative study using narrative analysis on special program teacher turnover with a focus on the needs of the lateral entry teacher. Both traditionally and lateral entry teachers from four pathways: exiters, switch schools, stay at the same school, and switch into regular education, were interviewed for a total of eight interview participants. Their responses were transcribed and coded in Atlas Ti. The researcher used narrative analysis to look for common themes or âstoriesâ among the participants. The common themes included a description of the job itself and stressors, a description of preparation for the job and personal attributes needed for the job, and support desired from the principal.
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Pace, John D. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091530.
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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Lewis, Michael Anthony. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091653.
Full textAbstract:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Crews, Tracey Daws. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091510.
Full textAbstract:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Fisher, Thomas Cornell. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091990.
Full textAbstract:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Diggs, Try K. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091719.
Full textAbstract:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Bennet-Costi, Betsy. "Perceived Administrative Support for Teachers of Urban At-risk Students." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1259.
Full textAbstract:
The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk students. It is grounded in the following four assumptions: 1. Administrators significantly influence workplace satisfaction (Butterworth, 1981; Sergiovani, 1991). 2. Workplace satisfaction directly affects quality of performance (Johnson, 1990; Lortie, 1975). 3. Teachers have a moral right to a satisfying workplace (Goodlad, 1984). 4. At-risk students are, in important ways, unique in their educational needs (Capuzzi & Gross, 1989; Chenoweth, 1993). Collection, analysis, and evaluation of data were guided by three research questions focusing on how uncommonly successful teachers of urban at-risk students perceive their administrative support, what these teachers recommend regarding administrative support and what these teachers recommend regarding preparation for teachers to teach at-risk students. The teachers were deemed successful by a combination of parental, student, teacher, and administrator evaluations (Peterson, Bennet, & Sherman, 1991). Thirty-nine teachers who had been recommended by their peers, parents, students, and building and central office administrators were sent letters inviting them to participate in this study. The first 18 who responded were interviewed using a 15 item protocol. Three were elementary teachers, 10 were middle school teachers, and 5 were high school teachers. Four of the 10 middle school teachers were from one middle school but the others were from a variety of schools. The elite interview technique proposed by Marshall and Rossman (1989) was used because it was felt that surveys do not elicit the depth of information desired and a single case study would not give enough breadth. The interview responses were analyzed both as individual documents and also an analysis by item was conducted. Twenty-two recommendations for aspiring and practicing administrators are listed and the eight main themes are listed. The results show specific kinds of support that can help teachers of at-risk students succeed: personal support, peer support, and training for both teachers and administrators. In general, the successful teachers felt that they did not receive adequate administrative support even though when asked the question “do you feel supported by your administrators?" some said "yes." The results also indicate that administrators need further training in both interpersonal skills and communication skills.
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Schmid, Christian, and Yigal Gerchak. "How should a principal reward and support agents when firm performance is characterized by success or failure?" John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/mde.3006.
Full textAbstract:
Principal-agent models with multiple agents typically assume that the principal wishes to
maximize the sum of the agents' achievements (net of the rewards paid to them). But in many
settings, like R&D, all that the principal "Needs" is that at least one agent will be "successful." We
identify settings where the principal actually wants agents to refrain from exerting high effort
in order to save expected compensation. We show that the number of agents can decrease in
the project's value for the principal. We also consider sequential efforts and investigate settings
where the principal can provide support to agents.
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Yu, Jie. "Classification of Genotype and Age of Eyes Using RPE Cell Size and Shape." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/math_theses/118.
Full textAbstract:
Retinal pigment epithelium (RPE) is a principal site of pathogenesis in age-related macular de-generation (AMD). AMD is a main source of vision loss even blindness in the elderly and there is no effective treatment right now. Our aim is to describe the relationship between the morphology of RPE cells and the age and genotype of the eyes. We use principal component analysis (PCA) or functional principal component method (FPCA), support vector machine (SVM), and random forest (RF) methods to analyze the morphological data of RPE cells in mouse eyes to classify their age and genotype. Our analyses show that amongst all morphometric measures of RPE cells, cell shape measurements (eccentricity and solidity) are good for classification. But combination of cell shape and size (perimeter) provide best classification.
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Pötzelberger, Klaus. "The General Quantization Problem for Distributions with Regular Support." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 1999. http://epub.wu.ac.at/1508/1/document.pdf.
Full textAbstract:
We study the asymptotic behavior of the quantization error for general information functions and prove results for distributions P with regular support. We characterize the information functions for which the uniform distribution on the set of prototypes converges weakly to P. (author's abstract)Series: Forschungsberichte / Institut für Statistik
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Tindle, Jennifer A. "Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618523.
Full textAbstract:
This research was designed with the primary purpose of identifying the dimensions of principal support perceived by public high school teachers in Virginia and identifying the relationship between principal support and organizational citizenship behaviors. In addition, this study also examined the relationship between principal support and student achievement; organizational citizenship and student achievement, as well as the interaction of Principal Support, Organizational Citizenship Behaviors and Student Achievement when controlling for SES. Participants in the study were self-selected after being contacted by a member of a team of researchers from The College of William & Mary. Thirty-four schools elected to participate in the survey which required teachers in the selected high schools to complete one of the two forms of the School Social Variables Survey. For this study, data were collected using the Organizational Citizenship Behaviors in Schools Survey, the Principal Support Survey, and Standard of Learning Test results for the areas of Algebra II, Biology, English 11 Reading, and World History I. SES was accounted for by calculating the percentage of free and reduced price lunch students served in each building.;This study found that principal support has two dimensions; expressive support and instrumental support. Only expressive support was found to have a significant positive relationship with organizational citizenship behavior. In addition, this study found that there was a significant and positive correlation between SES and all measures of student achievement. It also found that there was a significant positive correlation between Organizational Citizenship Behaviors and the measures of student achievement for Biology and English 11.;No significant correlation was found between instrumental support and organizational citizenship, either dimension of principal support and student achievement, or organizational citizenship and the student achievement measures of Algebra II or World History I.
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Krug, Maria Terese. "Academic optimism, organizational citizenship behavior, and principal support: An examination of factors effecting teacher agency in elementary schools." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1593092089.
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Rinck, Jennifer. "Leading and Learning: Principal and Instructional Leadership Team Implementation of a District Multi-Tiered System of Support Initiative." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7356.
Full textAbstract:
There are gaps in the literature between implementation research and organizational learning describing how local school systems successfully implement initiatives that change practices within school sites. Until recently, there has been a pattern for federal and state policies to overlook the role of the local school district in impacting school reform efforts (Honig & Copland, 2008; Knapp, 2008). With the importance of the school district gaining attention from researchers and policy makers, research on various aspects of district based reform efforts is expanding (Knapp, 2008). However, there is limited research on the influence of district reform strategies and the transfer of organizational learning through school leaders to the school site.
The purpose of this study was to discover the ways in which principals and their instructional leadership teams identified as successful in implementing a district initiative have come to understand, interpret and mediate the purpose, resources, and knowledge of the MTSS initiative. This study investigated transfer of knowledge as it relates to organizational learning, sociocultural learning, and policy implementation. This inquiry researched a district’s MTSS initiative implementation process to better understand the topics of learning school leaders require as well as the types of supports that have been provided. This study was designed as a multiple case study that explores ways in which principals and their instructional leadership teams identified as successful by district leadership lead the implementation of a district-based initiative over the course of two years. The frameworks guiding this investigation were an integrated conception of organizational learning and sociocultural learning theories, a synthesis of effective district reform concepts, and implementation science competencies. Data from semi- structured interviews, document reviews, memoing journal, and researcher reflexive journal were utilized to analyze the findings within and across cases. There were several areas of commonalities across schools with some unique instances within schools that are discussed within the frame of the research questions. In addition, there were 4 major concepts that emerged which can be considered for a new heuristic model: ethic of care, attention to the nature of relationships in schools, purposeful development of joint work in a community of practice, and building and sustaining trust. Through the discoveries of this study, implications for further research may entail considerations for a new heuristic model that could encompass the complexity of policy implementation through an inclusive perspective that acknowledges the humanistic dimension to educational policy practice and research.
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Willis, Cassandra B. "EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5751.
Full textAbstract:
The purpose of this study was to examine the relationship between administrative support and retention of early career special education teachers. Research has shown that there is a shortage of special education teachers; however, teachers leaving the field may be driving the shortages. Based on the work of Schein’s (2003) theory of organizational culture, this study identified how different types of support (i.e., emotional, instructional, technical, and environmental) can influence early career special education teachers’ decision to remain in their current position. Participants, including teachers and administrators from a suburban school division in Virginia, completed a modified version of the Administrative Support Survey. A correlational research design was used to answer research questions comparing support perceived by principals to support received by teachers and support perceived by teachers to support provided by administrators.
An analysis of variance (ANOVA), independent samples t-test, and descriptive statistics were conducted. Results revealed that the majority of teachers reported they received support and intended on returning to their position. However, the teachers who reported they were not returning to their position indicated receiving little support from their principals. Further, differences in support were also reported by race, grade level, disability taught, licensing status, and delivery model of instruction. Limitations and implications for practice, policy, and research are reported.
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Smith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.
Full textAbstract:
The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities.Ph. D.
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Hedberg, Rikard. "Tree species classification using support vector machine on hyperspectral images." Thesis, Linköping University, Department of Electrical Engineering, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54648.
Full textAbstract:
For several years, FORAN Remote Sensing in Linköping has been using pulseintense laser scannings together with multispectral imaging for developing analysismethods in forestry. One area these laser scannings and images are used for is toclassify the species of single trees in forests. The species have been divided intopine, spruce and deciduous trees, classified by a Maximum Likelihood classifier.This thesis presents the work done on a more spectrally high-resolution imagery,hyperspectral images. These images are divided into more, and finer gradedspectral components, but demand more signal processing. A new classifier, SupportVector Machine, is tested against the previously used Maximum LikelihoodClassifier, to see if it is possible to increase the performance. The classifiers arealso set to divide the deciduous trees into aspen, birch, black alder and gray alder.The thesis shows how the new data set is handled and processed to the differentclassifiers, and shows how a better result can be achieved using a Support VectorMachine.
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Terrones, Michael. "A precise robotic arm positioning using an SVM classification algorithm." Diss., Online access via UMI:, 2007.
Find full textAbstract:
Thesis (M.S.)--State University of New York at Binghamton, Department of Systems Science and Industrial Engineering, Thomas J. Watson School of Engineering and Applied Science, 2007.Includes bibliographical references.
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Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.
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Littrell, Peggy Creasey. "The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171537/.
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Burbic, Jessica Elizabeth. "Assistant Principals' Self-Reported Levels of Preparedness to Support Special Education Teachers and Programming." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103350.
Full textAbstract:
ABSTRACT
The purpose of this study is to identify assistant principals' self-reported levels of preparedness to support special education teachers and programming. "Special education is a federal mandate that is governed by state and local policies. For schools to provide a free and appropriate public education to students with disabilities, school leaders must be competent in order to effectively lead these programs" (Thompson, 2017, p. 46). In Virginia, special education is the highest critical shortage category of the top ten academic disciplines identified in the annual survey and has been since the 2006 published report (Virginia Department of Education, 2020).
This quantitative study, may help to identify strengths and areas for growth for assistant principals in one school division and guide professional learning experiences for administrators moving forward. The study will include a purposeful sample of school based, Pk-12 assistant principals. Participants were invited to complete a three-part electronic survey questionnaire. The survey tool, developed by the researcher, aligned with the Council for Exceptional Children Initial and Advanced Preparedness Standards (2015). Participants provided demographic information, a Likert scale rating of their perceptions of preparedness to support special education teachers and programming, when considering eighteen job related statements, and recommendations for professional learning. Descriptive statistics were used to analyze the data and identify findings and implications.
Results of the study indicated that assistant principals agree they are prepared to support all areas of special education teachers and programming with the exception of post-secondary transition planning for students with disabilities. Results also indicated that assistant principals with an endorsement in special education agreed at a higher rate that they are prepared to support special education teachers and programming. Assistant principals identified professional learning needs in the areas of post-secondary transition opportunities for students with disabilities, support in understanding and implementing new law and policy related to special education, and support in the area of development of new programs, supports and services for students with disabilities. Findings and related implications were discussed and recommendations for future research were identified.Doctor of Education
GENERAL AUDIENCE ABSTRACT The purpose of this study was to investigate assistant principals' the self-reported preparedness to support special education teachers and programming. The study results identify responsibilities related to special education and relevant topic areas where assistant principals are prepared to support teachers and programming as well as areas where they do not agree they are prepared. The study also identifies areas where participants report they need additional professional learning opportunities, provided by the school division and outside of the school division. This study, using quantitative methodology, included a purposeful sample of school based, Pk-12 assistant principals. The research questions guiding the study were: (1) What are the self-reported perceptions of assistant principals' levels of preparedness to support special education teachers and programming? (2) What professional learning do assistant principals report that they need to increase their levels of preparedness to support special education teachers and programming? Participants were invited to complete a three-part electronic survey questionnaire. The survey tool was developed based on the Council for Exceptional Children Initial and Advanced Preparedness Standards (2015). Participants provided demographic information, a Likert scale ratings, and recommendations for professional learning. Descriptive statistics were used to analyze the data. Results of the study indicated that assistant principals agree they are prepared to support all areas of special education teachers and programming with the exception of post-secondary transition planning for students with disabilities. Results also indicated that assistant principals with an endorsement in special education agreed at a higher rate that they are prepared to support special education teachers and programming. Assistant principals identified professional learning needs in the areas of post-secondary transition opportunities for students with disabilities, support in understanding and implementing new law and policy related to special education, and support in the area of development of new programs, supports and services for students with disabilities. Findings and related implications were discussed and recommendations for future research were identified.
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Huffman, Diane Sue Burnside. "Support and mistreatment by public school principals as experienced by teachers: A statewide survey." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430326406.
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Prather, JoNataye Arnitra. "A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning: Implications for School Social Work." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276782016.
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Lee, Ho-Jin. "Functional data analysis: classification and regression." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2805.
Full textAbstract:
Functional data refer to data which consist of observed functions or curves evaluated
at a finite subset of some interval. In this dissertation, we discuss statistical
analysis, especially classification and regression when data are available in function
forms. Due to the nature of functional data, one considers function spaces in presenting
such type of data, and each functional observation is viewed as a realization
generated by a random mechanism in the spaces. The classification procedure in
this dissertation is based on dimension reduction techniques of the spaces. One commonly
used method is Functional Principal Component Analysis (Functional PCA) in
which eigen decomposition of the covariance function is employed to find the highest
variability along which the data have in the function space. The reduced space of
functions spanned by a few eigenfunctions are thought of as a space where most of the
features of the functional data are contained. We also propose a functional regression
model for scalar responses. Infinite dimensionality of the spaces for a predictor causes
many problems, and one such problem is that there are infinitely many solutions. The
space of the parameter function is restricted to Sobolev-Hilbert spaces and the loss
function, so called, e-insensitive loss function is utilized. As a robust technique of
function estimation, we present a way to find a function that has at most e deviation
from the observed values and at the same time is as smooth as possible.
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Azarmehr, Ramin. "Real-time Embedded Age and Gender Classification in Unconstrained Video." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32463.
Full textAbstract:
Recently, automatic demographic classification has found its way into embedded applications such as targeted advertising in mobile devices, and in-car warning systems for elderly drivers. In this thesis, we present a complete framework for video-based gender classification and age estimation which can perform accurately on embedded systems in real-time and under unconstrained conditions. We propose a segmental dimensionality reduction technique utilizing Enhanced Discriminant Analysis (EDA) to minimize the memory and computational requirements, and enable the implementation of these classifiers for resource-limited embedded systems which otherwise is not achievable using existing resource-intensive approaches. On a multi-resolution feature vector we have achieved up to 99.5% compression ratio for training data storage, and a maximum performance of 20 frames per second on an embedded Android platform. Also, we introduce several novel improvements such as face alignment using the nose, and an illumination normalization method for unconstrained environments using bilateral filtering. These improvements could help to suppress the textural noise, normalize the skin color, and rectify the face localization errors. A non-linear Support Vector Machine (SVM) classifier along with a discriminative demography-based classification strategy is exploited to improve both accuracy and performance of classification. We have performed several cross-database evaluations on different controlled and uncontrolled databases to assess the generalization capability of the classifiers. Our experiments demonstrated competitive accuracies compared to the resource-demanding state-of-the-art approaches.