Dissertations / Theses on the topic 'Principal support'
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Rogers, Richard Alan. "Performance coaching as a support for new principals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.
Full textSorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.
Full textLytle, 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.
Full textDumler, Carolyn Marie. "Principal Behaviors That Support First-Year Teacher Retention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195697.
Full textPerelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.
Full textBanks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.
Full textDoctor of Education
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.
Full textBournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.
Full textResearch 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.
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.
Full textOne 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
Bressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.
Full textCagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.
Full textFlad, 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.
Full textWeston, 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.
Full textEd. D.
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.
Full textThis 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
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.
Full textRegacho-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.
Full textLusher, Jamie S. "Principals' Leadership Support for Intervention in the Middle Grades." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1408699049.
Full textFrancone, Jennifer. "Systems of Support for Elementary School Principals: A Case Study." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3491.
Full textMethner, 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.
Full textMcGarrigle, 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.
Full textThis 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
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.
Full textEd. D.
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.
Full textRichter, 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.
Full textThe 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.
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/.
Full textRamolefe, 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.
Full textDissertation (MEd (Education Management))--University of Pretoria, 2005.
Education Management and Policy Studies
unrestricted
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.
Full textThesis 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
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/.
Full textPace, 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.
Full textLewis, 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 textCrews, 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 textFisher, 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 textDiggs, 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 textBennet-Costi, Betsy. "Perceived Administrative Support for Teachers of Urban At-risk Students." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1259.
Full textSchmid, 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 textYu, 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 textPötzelberger, 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 textSeries: Forschungsberichte / Institut für Statistik
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 textKrug, 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.
Full textRinck, 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 textWillis, 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 textSmith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.
Full textPh. D.
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 textFor 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.
Terrones, Michael. "A precise robotic arm positioning using an SVM classification algorithm." Diss., Online access via UMI:, 2007.
Find full textIncludes bibliographical references.
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.
Full textLittrell, 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/.
Full textBurbic, 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 textDoctor 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.
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.
Full textPrather, 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.
Full textLee, Ho-Jin. "Functional data analysis: classification and regression." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2805.
Full textAzarmehr, 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 text