Journal articles: 'Principal support'

1

Ngang, Tang Keow, and Lim Chap Sam. "Principal Support in Lesson Study." Procedia - Social and Behavioral Sciences 205 (October 2015): 134–39. http://dx.doi.org/10.1016/j.sbspro.2015.09.040.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Krovetz, Martin L. "Principal Support Network: Collegial Support for School Restructuring." NASSP Bulletin 79, no. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

Full text

Abstract:

Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.

APA, Harvard, Vancouver, ISO, and other styles

4

Pass, Michael W., Kenneth R. Evans, John Lastovicka, and John L. Schlacter. "Manufacturers’ Representative–Principal Relationship Management: A Principal Leadership Style and Support Perspective." Journal of Relationship Marketing 11, no. 3 (July 2012): 125–48. http://dx.doi.org/10.1080/15332667.2012.704347.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ax, Mary, Greg Conderman, and J. Todd Stephens. "Principal Support Essential for Retaining Special Educators." NASSP Bulletin 85, no. 621 (January 2001): 66–71. http://dx.doi.org/10.1177/019263650108562108.

Full text

Abstract:

Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).

APA, Harvard, Vancouver, ISO, and other styles

6

Mosrie, David. "An Effective Principal Training and Support System." NASSP Bulletin 74, no. 526 (May 1990): 12–15. http://dx.doi.org/10.1177/019263659007452604.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Adams, Curt M., Jentre J. Olsen, and Jordan K. Ware. "The School Principal and Student Learning Capacity." Educational Administration Quarterly 53, no. 4 (March 1, 2017): 556–84. http://dx.doi.org/10.1177/0013161x17696556.

Full text

Abstract:

Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: Hypothesis 1—Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; Hypothesis 2—PSSPN is related to school differences in student-perceived competence-support; Hypothesis 3—Student-perceived need-support mediates the relationship between PSSPN and grit. Results: Evidence aligns with our initial theorizing about student learning capacity and principal support for student psychological needs. Student-perceived need-support, as a social characteristic of capacity, manifests itself through teacher–student interactions in the learning process. Need-supporting interactions varied significantly across schools, and principals played a critical role in developing an instructional environment that students experienced as nurturing autonomy and competence. Implications: PSSPN highlights the transformative effects that regular principal–teacher social exchanges can have on instructional practices. School principals who interacted with teachers about student psychological needs and need-supporting instructional practices contributed to a learning environment that students experienced as autonomy-supporting and competence-supporting.

APA, Harvard, Vancouver, ISO, and other styles

8

Chunhong, Zheng, Jiao Licheng, and Li Yongzhao. "Support vector classifier based on principal component analysis." Journal of Systems Engineering and Electronics 19, no. 1 (February 2008): 184–90. http://dx.doi.org/10.1016/s1004-4132(08)60065-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Daresh, John C. "Collegial Support: a Lifeline for the Beginning Principal." NASSP Bulletin 72, no. 511 (November 1988): 84–87. http://dx.doi.org/10.1177/019263658807251119.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Honig, Meredith I., and Lydia R. Rainey. "Supporting principal supervisors: what really matters?" Journal of Educational Administration 57, no. 5 (September 9, 2019): 445–62. http://dx.doi.org/10.1108/jea-05-2019-0089.

Full text

Abstract:

Purpose Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leadership supports these shifts but does not examine the conditions under which principal supervisors are able to persist and grow in taking a teaching-and-learning approach specifically. What are those conditions? The paper aims to discuss these issues. Design/methodology/approach This paper addresses that question through a re-examination of data from two studies with socio-cultural learning theory as the conceptual framework. The authors primarily use observation data (approximately 760 hours), supplemented by 344 interviews and reviews of hundreds of documents. Findings Contrary to extant research the authors did not associate high quality outside coaching with the positive cases of principal supervision. Nor did hiring principal supervisors with requisite prior knowledge explain why some principal supervisors regressed and grew. Findings underscore the importance of supervisors of principal supervisors (SPSs) being principal supervisors’ main mentors and principal supervisors not over-relying on others for assistance but actively leading their own learning, especially through work with colleagues and protecting their time themselves. Originality/value This analysis distinguishes conditions that support principal supervisors in taking a teaching-and-learning approach to their work with principals. The authors elaborate key roles for chief academic officers and others who supervise principal supervisors typically overlooked in policy and research on district leadership. Findings reinforce the importance of mentoring to learning and also district leaders serving as main mentors for each other, rather than relying on outside coaching.

APA, Harvard, Vancouver, ISO, and other styles

11

Ben Ali, Chiraz. "Corporate Governance, Principal-Principal Agency Conflicts, And Disclosure." Journal of Applied Business Research (JABR) 30, no. 2 (February 27, 2014): 419. http://dx.doi.org/10.19030/jabr.v30i2.8412.

Full text

Abstract:

<p>This study investigates the relation between corporate governance and disclosure quality in a context of principal-principal conflicts and poor investor protection. Overall, the empirical results suggest that minority expropriation risk harms disclosure quality. Specifically, we find that disclosure quality is negatively associated with ownership concentration, major shareholder voting rights, the existence of double voting rights, and family control. The results obtained also evidence a positive relationship between disclosure quality and the existence of executive stock option plans giving support that this mechanism plays a key role in corporate transparency.</p>

APA, Harvard, Vancouver, ISO, and other styles

12

Lochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.

Full text

Abstract:

Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches. Originality/value – The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.

APA, Harvard, Vancouver, ISO, and other styles

13

Thessin, Rebecca A., and Karen Seashore Louis. "Backtalk: Preparing effective principal supervisors." Phi Delta Kappan 101, no. 1 (August 26, 2019): 48. http://dx.doi.org/10.1177/0031721719871569.

Full text

Abstract:

In recent years, principals have been required to expand their area of responsibility beyond building management to take on more instructional leadership roles. As the role of the principal has changed, so too must the role of the principal supervisor. Rebecca Thessin and Karen Seashore Louis share three recommendations for district leaders hoping to improve principal supervision. First, they must encourage supervisors to develop strong relationships with the principals they supervise and coach. Second, they must try to avoid reorganizations that will require principals to develop new relationships with supervisors each year. Third, they must make it a priority to support supervisors’ own learning.

APA, Harvard, Vancouver, ISO, and other styles

14

Adams, Curt M., and Jentre J. Olsen. "Principal support of student psychological needs and a functional instructional core." Journal of Educational Administration 57, no. 3 (May 13, 2019): 243–60. http://dx.doi.org/10.1108/jea-04-2018-0076.

Full text

Abstract:

Purpose Limited attention to messages transmitted between principals and teachers led to the general question for this study: is principal support of student psychological needs related to functional social conditions within the instructional core? Therefore, the purpose of this paper is to define principal support of student psychological needs and explain its leadership function through the lens of conversation theory. Without much empirical evidence to draw from, a theoretical argument for how principal support of student psychological needs might influence the features of the teaching and learning environment is advanced then tested empirically. Design/methodology/approach Hypotheses were tested using a non-experimental, correlational research design based on ex-post facto data collected from teachers and students in 93 schools in a metropolitan city of the USA. Data were collected in the spring of 2017 from randomly sampled teachers and students in the 93 schools. Usable responses were received from 1,168 teachers, yielding a response rate of 66 percent. A total of 4,523 students received surveys and usable responses were received from 3,301, yielding a response rate of 73 percent. Multi-level modeling was used to analyze the data. Findings Principal support of student psychological needs was related to school-level differences in faculty trust in students, collective teacher efficacy and student perceived autonomy support. Leadership practices surrounding professional development and instructional coherence had moderately strong, positive relationships with the outcome variables; however, the strength of these relationships diminished when principal support was included in the analysis. Originality/value The argument in this study proposes that principal–teacher conversations enhance leadership practices and support a vibrant and engaging instructional core when intentional messages build mental representations that enable teachers to understand sources of optimal student growth. Such use of conversation extends the functionality of principal–teacher interactions beyond that of teacher control and toward an ongoing sense-making and learning process.

APA, Harvard, Vancouver, ISO, and other styles

15

Lock, Robyn S., Susan K. Telljohann, and James H. Price. "Characteristics of Elementary School Principals and Their Support for the Physical Education Program." Perceptual and Motor Skills 81, no. 1 (August 1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.

Full text

Abstract:

The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.

APA, Harvard, Vancouver, ISO, and other styles

16

Iaryczower, Matias, and Santiago Oliveros. "Competing for Loyalty: The Dynamics of Rallying Support." American Economic Review 107, no. 10 (October 1, 2017): 2990–3005. http://dx.doi.org/10.1257/aer.20150755.

Full text

Abstract:

We consider a class of dynamic collective action problems in which either a single principal or two competing principals vie for the support of members of a group. We focus on the dynamic problem that emerges when agents negotiate and commit their support to principals sequentially. We show that competition reduces agents' welfare with public goods, or if and only if there are positive externalities on uncommitted agents, and increases agents' welfare with public bads. We apply the model to the study of corporate takeovers, vote buying, and exclusive deals. (JEL D42, D62, D72, D82, G34, H41)

APA, Harvard, Vancouver, ISO, and other styles

17

Castro Silva, José, Lúcia Amante, and José Morgado. "School climate, principal support and collaboration among Portuguese teachers." European Journal of Teacher Education 40, no. 4 (March 13, 2017): 505–20. http://dx.doi.org/10.1080/02619768.2017.1295445.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Valentine, Jerry W., and Michael L. Bowman. "Effective Principal, Effective School: Does Research Support The Assumption?" NASSP Bulletin 75, no. 539 (December 1991): 1–7. http://dx.doi.org/10.1177/019263659107553903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Beliakov, Sergei. "Principal modeling of technological support for sustainable construction projects." E3S Web of Conferences 258 (2021): 09082. http://dx.doi.org/10.1051/e3sconf/202125809082.

Full text

Abstract:

The rationale for the choice of technological solutions in the framework of construction design is largely interrelated with the effectiveness of solving problems that arise during the stages of the project life cycle. The modeling of the project's technological support is based on a systematic approach, which is a connecting element between various tools and techniques by presenting the project's processes in the context of the life cycle, as well as their mutual correlation with technological solutions. This approach eliminates the adoption of chaotic decisions in the process of project development, since its implementation occurs directly at the initiation stage. As part of a comprehensive solution to this task, a system of principles of technological support for construction projects has been developed, including the principles of unity, balance, compliance and synergy. The results obtained in the framework of the study, the key of which are the scheme of principal modeling of technological support for construction projects and the algorithm for modeling technological support for construction projects, develop approaches to scientific and methodological approaches to managing the effectiveness of investment and construction activities in general and, in particular, to the development and justification of design solutions for construction. The key aspect of the implementation of the developed algorithm is the analysis of processes, for the methodological support of which it is proposed to use the unified form “Card determinant of the technological solution”. Practical application of the results obtained in the framework of the research can be carried out in a number of areas within the processes and procedures of investment and construction design, development of project documentation, construction consulting, technological engineering, financial and technical supervision and audit

APA, Harvard, Vancouver, ISO, and other styles

20

Huang, Yuxian, Geng Yang, Yahong Xu, and Hao Zhou. "Differential Privacy Principal Component Analysis for Support Vector Machines." Security and Communication Networks 2021 (July 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/5542283.

Full text

Abstract:

In big data era, massive and high-dimensional data is produced at all times, increasing the difficulty of analyzing and protecting data. In this paper, in order to realize dimensionality reduction and privacy protection of data, principal component analysis (PCA) and differential privacy (DP) are combined to handle these data. Moreover, support vector machine (SVM) is used to measure the availability of processed data in our paper. Specifically, we introduced differential privacy mechanisms at different stages of the algorithm PCA-SVM and obtained the algorithms DPPCA-SVM and PCADP-SVM. Both algorithms satisfy ε , 0 -DP while achieving fast classification. In addition, we evaluate the performance of two algorithms in terms of noise expectation and classification accuracy from the perspective of theoretical proof and experimental verification. To verify the performance of DPPCA-SVM, we also compare our DPPCA-SVM with other algorithms. Results show that DPPCA-SVM provides excellent utility for different data sets despite guaranteeing stricter privacy.

APA, Harvard, Vancouver, ISO, and other styles

21

Gibbons, Lynsey Kay, Anne Garrison Wilhelm, and Paul Cobb. "Coordinating Leadership Supports for Teachers’ Instructional Improvement." Journal of School Leadership 29, no. 3 (March 14, 2019): 248–68. http://dx.doi.org/10.1177/1052684619836824.

Full text

Abstract:

Principals and instructional coaches are asked to organize their schools to support teachers’ ongoing professional learning. Prior studies have examined what principals do to support coaches rather than the ways they work together to support instructional improvement. We build on prior studies by examining how principals and coaches coordinate their work to support instructional improvement. To examine coordination, we selected cases in which coaches were or were not successful in interacting with teachers around teaching mathematics. We then analyzed the data within and across each of four cases. In schools where coaches were identified as successful in interacting with teachers, principals and coaches coordinated their work across three settings in order to jointly support teachers: teacher collaborative meetings, classroom visits, and coach–principal informal meetings. This study contributes to the literature on leadership by specifying how principals and coaches can coordinate their individual and collective work to organize supports for teachers.

APA, Harvard, Vancouver, ISO, and other styles

22

Cummings, Alysa, Judith Lowenhar, and Karin Ciano. "Patient's Name: Principal Rx: Teacher TO Principal." Gifted Child Today Magazine 9, no. 6 (November 1986): 54–56. http://dx.doi.org/10.1177/107621758600900619.

Full text

Abstract:

My principal paid a surprise visit to my g/c/t program last week, clipboard in hand. He wanted to do the yearly unannounced observation. The class was busily watching two students present an independent study project on unexplained phenomena. “Should I come back when you're really teaching?” he asked. Reassured that he was welcome, and that learning was indeed taking place, the principal took a seat at the back of the room. The two g/c/t students commanding center stage continued their presentation of research related to extrasensory perception using a series of handmade transparencies. A look of frustration appeared on the principal's face as he repeatedly scanned the teacher evaluation form, Cross pen in hand, and observed me merely sitting on the sidelines, a silent coach critiquing my players. The principal seemed unsure of how to evaluate such a differentiated learning experience. This incident just scratches the surface of some of the issues between the principal and myself. I need his support! What can I do to improve the relationship between the principal and the g/c/t program and me?

APA, Harvard, Vancouver, ISO, and other styles

23

Sebastian, James, Eric M. Camburn, and James P. Spillane. "Portraits of Principal Practice: Time Allocation and School Principal Work." Educational Administration Quarterly 54, no. 1 (July 18, 2017): 47–84. http://dx.doi.org/10.1177/0013161x17720978.

Full text

Abstract:

Purpose: The purpose of this study was to examine how school principals in urban settings distributed their time working on critical school functions. We also examined who principals worked with and how their time allocation patterns varied by school contextual characteristics. Research Method/Approach: The study was conducted in an urban school district with approximately 50 school principals and utilized self-reported End of Day log data collected at multiple points in between 2005 and 2007. We utilized hierarchical linear models to analyze variation in principals’ time allocation by time (hour, day, semester), school function (building operations, student affairs, district functions, etc.), and school personnel (self, teacher, student, etc.). Findings: Variation in principals’ practice is domain dependent. Consistent with prior research, we find that a principal’s workday is characterized by long hours and diverse tasks. We find little support for the notion that typical tasks are characterized by brevity. Principals also spend most of their time working with within-building colleagues rather than working alone. Of all predictors we examined in the study, only hour of the day predicts principals’ time allocation on different functional domains. Conclusions: The portrait of principals’ work described in this study expands and enriches the field’s current understanding of how principals allocate their time across the multiple domains of responsibility that require their attention. We find that our data offer support for some of popular conceptions of principals’ work described in the research literature while challenging other common conceptions.

APA, Harvard, Vancouver, ISO, and other styles

24

Dollarhide, Colette T., Alexanderia T. Smith, and Matthew E. Lemberger. "Critical Incidents in the Development of Supportive Principals: Facilitating School Counselor-Principal Relationships." Professional School Counseling 10, no. 4 (April 2007): 2156759X0701000. http://dx.doi.org/10.1177/2156759x0701000409.

Full text

Abstract:

The qualitative study in this article explores critical incidents that may facilitate the support a principal provides for a school counseling program. Through structured interviews, supportive principals are asked to reflect on their prior experiences with school counselors, their educational exposure to school counseling, and their recommendations for school counselors. Results suggest that by demonstrating effective leadership and systemic interactions, school counselors can foster relationships with principals that can help them expand their roles and their programs.

APA, Harvard, Vancouver, ISO, and other styles

25

Boies, Kathleen, and John Fiset. "I Do as I Think: Exploring the Alignment of Principal Cognitions and Behaviors and Its Effects on Teacher Outcomes." Educational Administration Quarterly 55, no. 2 (June 26, 2018): 225–52. http://dx.doi.org/10.1177/0013161x18785869.

Full text

Abstract:

Purpose: Decades of research in educational leadership has extolled the importance of principals in both the effective functioning of teachers and the overall performance of schools. The mechanisms explaining what makes principals effective in the eyes of teachers, however, are not well known. This study builds on prior research to posit that principal effectiveness is the result of their own cognitions, which are translated into specific leadership behaviors directed at teachers, which, in turn, serve to foster trust. Research Methods/Approach: Data came from principals and teachers in 33 French and English Canadian elementary schools. All principals took part in a face-to-face interview which elicited their leadership cognitions, while teachers responded to measures of principal leadership behaviors, trust, and effectiveness. Findings: This research provides empirical support for a sequential mediation model whereby principal leadership cognitions were related to teacher evaluations of principal effectiveness through teacher ratings of principal leadership behaviors and teacher trust in their principal. Specifically, we found support for three specific leadership behaviors (supporting, developing, and active management-by-exception). Implications for Research and Practice: The results reveal the importance of a number of distinctive leadership behaviors in fostering a work context where teachers are able to perform effectively. Principals who “walk the talk” tended to be perceived as more trustworthy and effective. Additionally, the results suggest that principals’ professional development could focus on cognitions related to leadership behaviors and effectiveness.

APA, Harvard, Vancouver, ISO, and other styles

26

Evans, Nyaboga Nyagaka, Peterson Ondieki Osero, and Dr Jack Ajowi. "Analysis Of Working Conditions Of Support Staff In Public Secondary Schools In Nyamira County, Kenya." International Journal for Innovation Education and Research 3, no. 7 (July 31, 2015): 132–44. http://dx.doi.org/10.31686/ijier.vol3.iss7.403.

Full text

Abstract:

Secondary school support staffs are less satisfied with their posts in general, their contracts and conditions of employment, working arrangements for their post, training and development opportunities available to them are always demoralizing them. Going by the foresaid conditions of work, this study was set to analyze of working conditions of support staff in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design. The specific objective of the study was to: examine the working conditions of the support staff in public secondary schools. The study population consisted of 170 public secondary schools, 170 principals, 172 deputy principals and 170 BOM chairpersons with 1020 support staff, totaling to 1532. Simple random and stratified sampling techniques were used to select 16 secondary schools, out of which one principal, six support staff, one deputy principal and the BOM chairperson from each of the sampled schools were selected, making a total sample of 144 respondents for the study. The study established that support staff in Nyamira County work under very poor conditions. The findings reveals that support staff motivation depends on the working conditions set by the principal in a school also influence workers motivation to work. The study recommended that there should be salary increase to support staffs and that the yearly increment should be effected considering the fact that they were few and were doing too much work. Principals should avail adequate working tools.

APA, Harvard, Vancouver, ISO, and other styles

27

Glanz, Jeffrey. "Dilemmas of Assistant Principals in Their Supervisory Role: Reflections of an Assistant Principal." Journal of School Leadership 4, no. 5 (September 1994): 577–90. http://dx.doi.org/10.1177/105268469400400509.

Full text

Abstract:

Attention is focused, in this article, on the dilemmas of the supervisory role and the shift from a bureaucratic to a collegial culture. This article, based on practitioner reflection, provides anecdotal evidence to support the move from a bureaucratic culture to a collegial one. The author documents a basic conflict he has experienced which hindered his ability to function effectively. Specifically, the article explores an unresolved dilemma between the necessity to evaluate and the desire to genuinely assist teachers in the instructional process. This problem, although seemingly intractable, can, in fact be mitigated through more collaborative efforts which strive to foster participatory democratic leadership. These efforts are discussed.

APA, Harvard, Vancouver, ISO, and other styles

28

Aprilia, Nugraini, Intan Putri Maghfiroh, and Sri Wahyuni. "PRESENTEEISM AMONG ELEMENTARY SCHOOL TEACHER: THE ROLE OF PRINCIPAL SUPPORT." Primary: Jurnal Pendidikan Guru Sekolah Dasar 9, no. 3 (June 27, 2020): 367. http://dx.doi.org/10.33578/jpfkip.v9i3.7891.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Helness, H., S. Damman, E. Sivertsen, and R. Ugarelli. "Principal component analysis for decision support in integrated water management." Water Supply 19, no. 8 (July 29, 2019): 2256–62. http://dx.doi.org/10.2166/ws.2019.106.

Full text

Abstract:

Abstract A general methodology for holistic sustainability assessment of measures in integrated water management based on principal component analysis (PCA) was developed. Application on data from three cases demonstrated that PCA could be used to rank alternatives, assess differences between groups of alternatives and the main properties responsible for this, and account for the impacts of measures on different dimensions of sustainability. The results demonstrated the general applicability of the method. For all cases a combination of measures/options yielded the most sustainable solution. The absence of a single clearly most optimal solution highlights the need for a transparent and systematic analysis, which can be obtained with the presented methodology.

APA, Harvard, Vancouver, ISO, and other styles

30

Yao, Yuan, Yinghu Diao, Ningyun Lu, Junde Lu, and Furong Gao. "Two-Dimensional Dynamic Principal Component Analysis with Autodetermined Support Region." Industrial & Engineering Chemistry Research 48, no. 2 (January 21, 2009): 837–43. http://dx.doi.org/10.1021/ie800825m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Peters, April L. "(No) Support for a New Principal in an Urban District." Journal of Cases in Educational Leadership 11, no. 1 (October 16, 2008): 66–72. http://dx.doi.org/10.1177/1555458908319658.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Artemiou, Andreas, and Yuexiao Dong. "Sufficient dimension reduction via principal L$q$ support vector machine." Electronic Journal of Statistics 10, no. 1 (2016): 783–805. http://dx.doi.org/10.1214/16-ejs1122.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Celoria, Davide, and David Hemphill. "Coaching from the coaches’ perspective: a process-oriented focus." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 72–85. http://dx.doi.org/10.1108/ijmce-12-2012-0079.

Full text

Abstract:

Purpose – The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective. Design/methodology/approach – Six coaches of new principals were interviewed over a one-year period. Through the use of a qualitative, constant-comparative approach, the participants’ voices were used to discover their views. Data analysis employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser and Strauss, 1998; Spradley, 1979). The study took place in the San Francisco Bay Area, a linguistically and ethnically diverse area, in the state of California, USA. Findings – Thematic analysis of interview data from principal coaches revealed a process-oriented focus within principal coaching as a primary finding. Process-oriented coaching, rather than specific, skill-focussed content, was the main mechanism coaches used to support new principals. Research limitations/implications – Findings are limited to the sample of principal coaches used for this analysis, although there are potential applications to similar school settings in other locations. Researchers are encouraged to examine new principal coaching in other contexts. Practical implications – The results of this inquiry point to the importance of process skills in new principal coaching, suggest the need for new approaches in principal mentoring programs, and call for further research on specific process tools in coaching to promote reflection and inquiry. Originality/value – The paper identifies process-oriented coaching as a valuable support mechanism for new principals, particularly during their first year in the role.

APA, Harvard, Vancouver, ISO, and other styles

34

Pariente, Nirit, and Dorit Tubin. "Novice principal mentoring and professional development." International Journal of Mentoring and Coaching in Education 10, no. 3 (July 14, 2021): 370–86. http://dx.doi.org/10.1108/ijmce-01-2021-0015.

Full text

Abstract:

PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.

APA, Harvard, Vancouver, ISO, and other styles

35

Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke, and Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction." Journal of School Leadership 29, no. 1 (January 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.

Full text

Abstract:

Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.

APA, Harvard, Vancouver, ISO, and other styles

36

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

37

Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools." Educational Administration Quarterly 56, no. 1 (April 4, 2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.

Full text

Abstract:

Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how principal working conditions are associated with principal turnover, while controlling for principal characteristics and school context. Findings: This study finds that principals with beneficial job contracts, tenure system, and higher salary were less likely to transition. Additionally, positive disciplinary environment lowered the odds of principals moving to another school, especially in schools with high concentrations of students of color. Moreover, more influences on determining teacher professional development and budgeting were associated with lower odds of principals leaving education, but more influence on setting performance standards showed the opposite direction. Implications: This study could assist policy makers in providing positive working conditions to support and retain principals for long-term school improvement. Moreover, school districts could facilitate building positive school disciplinary environment to lower principal turnover in underserved schools.

APA, Harvard, Vancouver, ISO, and other styles

38

Nielsen, Sarah R., and Amanda Taggart. "Which Principal is the Right Principal? Student Achievement, School Finances, and Community Stakeholders." Journal of Cases in Educational Leadership 24, no. 3 (February 11, 2021): 63–74. http://dx.doi.org/10.1177/1555458921993177.

Full text

Abstract:

When a struggling high school may be placed on turnaround status during a bid for a school bond, the district considers replacing a beloved principal with a record of low test scores with an unpopular principal whose record shows increased student achievement. The school board must decide whether to prioritize finances, community support, student achievement, or state-level demands. This case presents many difficult decisions schools and districts are required to make. Key factors discussed in the case include principal turnover, student academic achievement, teacher retention, school culture, and power.

APA, Harvard, Vancouver, ISO, and other styles

39

Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

Full text

Abstract:

Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

APA, Harvard, Vancouver, ISO, and other styles

40

Malallah, FahadLayth, ZeyadT Sharef, KameranHama Farj, and ZaidAhmed Aljawaryy. "ONLINE HANDWRITTEN SIGNATURE RECOGNITION BY PRINCIPAL COMPONENTS AND SUPPORT VECTOR MACHINE." International Journal of Advanced Research 5, no. 4 (April 30, 2017): 889–93. http://dx.doi.org/10.21474/ijar01/3891.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

MAO, Wentao, Shengjie ZHAO, and Junna ZHANG. "Multi-input-multi-output support vector machine based on principal curve." Journal of Computer Applications 33, no. 5 (October 18, 2013): 1281–84. http://dx.doi.org/10.3724/sp.j.1087.2013.01281.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Good, Thomas L., and Mary M. McCaslin. "CSR Principal Perceptions of Support from the State Department of Education." Journal of Education for Students Placed at Risk (JESPAR) 10, no. 1 (January 2005): 35–51. http://dx.doi.org/10.1207/s15327671espr1001_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Ngang, Tang Keow, and Lye Phei See. "Principal Support on Teacher Collective Work in Chinese Private Secondary Schools." Procedia - Social and Behavioral Sciences 97 (November 2013): 299–306. http://dx.doi.org/10.1016/j.sbspro.2013.10.237.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Astuti, Widi, and Adiwijaya. "Support vector machine and principal component analysis for microarray data classification." Journal of Physics: Conference Series 971 (March 2018): 012003. http://dx.doi.org/10.1088/1742-6596/971/1/012003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Rasmussen, Einar, and Magnus Gulbrandsen. "Government Support Programmes to Promote Academic Entrepreneurship: A Principal–Agent Perspective." European Planning Studies 20, no. 4 (April 2012): 527–46. http://dx.doi.org/10.1080/09654313.2012.665035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Li, Bing, Andreas Artemiou, and Lexin Li. "Principal support vector machines for linear and nonlinear sufficient dimension reduction." Annals of Statistics 39, no. 6 (December 2011): 3182–210. http://dx.doi.org/10.1214/11-aos932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Filisbino, Tiene A., Gilson A. Giraldi, and Carlos E. Thomaz. "Support vector machine ensembles for discriminant analysis for ranking principal components." Multimedia Tools and Applications 79, no. 35-36 (July 1, 2020): 25277–313. http://dx.doi.org/10.1007/s11042-020-09187-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Novianty, Astri, and Fairuz Azmi. "Sign Language Recognition using Principal Component Analysis and Support Vector Machine." IJAIT (International Journal of Applied Information Technology) 4, no. 01 (March 17, 2021): 49. http://dx.doi.org/10.25124/ijait.v4i01.3015.

Full text

Abstract:

The World Health Organization (WHO) estimates that over five percent of the world's population are hearing-impaired. One of the communication problems that often arise between deaf or speech impaired with normal people is the low level of knowledge and understanding of the deaf or speech impaired's normal sign language in their daily communication. To overcome this problem, we build a sign language recognition system, especially for the Indonesian language. The sign language system for Bahasa Indonesia, called Bisindo, is unique from the others. Our work utilizes two image processing algorithms for the pre-processing, namely the grayscale conversion and the histogram equalization. Subsequently, the principal component analysis (PCA) is employed for dimensional reduction and feature extraction. Finally, the support vector machine (SVM) is applied as the classifier. Results indicate that the use of the histogram equalization significantly enhances the accuracy of the recognition. Comprehensive experiments by applying different random seeds for testing data confirm that our method achieves 76.8% accuracy. Accordingly, a more robust method is still open to enhance the accuracy in sign language recognition.

APA, Harvard, Vancouver, ISO, and other styles

49

AMIR, MUKERI, and D. P. GAIKWAD. "SUPPORT VECTOR MACHINE AND PRINCIPAL COMPONENT ANALYSIS FOR INTRUSION DETECTION SYSTEM." i-manager’s Journal on Software Engineering 14, no. 3 (2020): 42. http://dx.doi.org/10.26634/jse.14.3.17592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Giles, Corrie, Lauri Johnson, Sharon Brooks, and Stephen L. Jacobson. "Building Bridges, Building Community: Transformational Leadership in a Challenging Urban Context." Journal of School Leadership 15, no. 5 (September 2005): 519–45. http://dx.doi.org/10.1177/105268460501500503.

Full text

Abstract:

Few empirical studies have been undertaken concerning successful leadership practices within challenging urban schools. Given that much of the school leadership literature relies on principals as the source of evidence for school improvement, this article explores, through multiperspective case study methodology, how one failing urban elementary school has become successful largely as a result of the transformative leadership of the principal. Our findings support more recent school-derived iterations of transformational leadership theory, in which principals stress support, care, trust, participation, facilitation, and the building of consensus. However, our data also draw attention to how this particular successful principal transcends the administrative immediacy of short-term innovation, by paying considerable attention to longer term, socially transformative, and morally grounded principles, rooted in democracy, equity, and social justice.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Principal support'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles