Dissertations / Theses on the topic 'Principals'
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1
Muench, Patricia M. "Principal induction: principals' perceptions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3692.
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This study served a dual purpose: (1) to assess thedegree to which principals received the practices that current literature describes as being advantageous in an induction program for newly appointed principals; and (2) to recommend a literature-based, principal influenced principal induction program for the DeKalb County School System. Current literature in the field provides sparse information on needs of newly hired principals during their infant years and strategies used in school districts to induct principals. Through this study's description of induction experiences stated as advantageous to an induction program, educators and school systems can gain insight into induction practices that could assist principals during their first three years of school leadership. The subjects of the study were 155 principals active during the 1996-97 school year in the metropolitan Atlanta RESA. In this quantitative investigation, data for the study were obtained through a 142-item questionnaire that focused on induction practices research indicated were important for newly hired principals. These induction practices were clustered into seven construct areas: Personal Aspects of Induction, Time Periods of Induction, Job-Specific Content, Profession-Specific Content, Induction Focus, Mentoring, and Sequencing Induction Activities. Mean scores indicated that principals rated all seven constructs at an inadequate to less than adequate level of received induction. The respondents stated each induction construct was important to include in an induction program for newly hired principals. The ANOVA test revealed significant differences in the principals' perception of the induction they received with respect to Personal Aspects of Induction, Job-Specific Content, Profession-Specific Content, and Induction Focus practices. A difference was also found in the category pertinent to years of current principalship experience. The findings indicated that the induction practices considered important by current literature and principals were not being received during the first three years of principalship. Recommendations for implementing or improving a formal school district induction program should follow the seven construct areas, with a special focus on formalization of an induction plan, planning thorough school and community orientation, and mentoring.
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Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.
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In an era in which school principals' jobs are much more complex and demanding than they were a few decades ago, the increasing challenges of the position have affected principal recruitment and selection efforts by school districts nationwide. Moreover, the rapidly increasing rate of principal retirements has exacerbated the problem of a shortage of qualified candidates for principal positions. As a result, it is important to explore current principals' perspectives on how best to attract and retain qualified prospective applicants during the hiring process.
In this case study, 16 principals and associate principals from both public and independent schools in three states described their experiences, their reasons for applying for a principalship, their perspectives on the application process. They also gave advice and recommendations for both administrators of hiring processes and for future applicants. One-on-one qualitative interviews with a pre-established interview protocol were conducted as the sole data collection method.
Three primary research questions were investigated: How do school principals perceive the existing principal recruitment processes? How do school principals perceive the processes used by the school districts to select them? To what extent do job descriptions, as currently written, systematically cover the realities of the duties of incumbent principals?
From analysis of the interviews, the researcher chose to focus on four main topics that emerged from principals' perspectives on the hiring process: (a) the decision to pursue a principalship and searching for openings, (b) going through the process, (c) personal reactions to the process, and (d) recommendations. These topics were compared and contrasted with relevant research reported in the literature to generate the following four major results of the present study.
First, standardized and structured interviews not only helped decision making but also won applicants' trust. Second, hiring processes were generally similar to what previous research suggested. Third, deficiencies in hiring processes that were first identified a number of years ago continue to persist. Finally, whether applicant pools are shrinking appeared to be an open question.
These findings contribute to the very limited research that has thus far examined principal hiring practices from the perspectives of school principals, and have allowed suggestions to be made for possible areas of improvement in principal hiring processes.
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Sandidge, Constance O. "The role of the instructional assistant principal as perceived by principals, teachers, and instructional assistant principals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2205.
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The purpose of this study was to examine the role of the instructional assistant principal in a large metropolitan Atlanta school system, with an ultimate purpose of devising a uniform job description for the system. The sample consisted of twenty-three principals, twenty-two instructional assistant principals, and fifty-eight teachers. They were given a questionnaire consisting of twenty-six job tasks and asked to specify the degree of responsibility which the instructional assistant principal in their school exercised and the degree of responsibility he should exercise in the performance of the task.
The findings indicated that principals, teachers, and instructional assistant principals have similar perceptions of what the instructional assistant principal does and should do. Of the twenty-six items on the questionnaire, twenty-five were included in the resultant job description, and these included tasks in budgeting, evaluation, supervision of students, orienting faculty and staff to the school, working with the master schedule, producing the school handbook, coordinating testing, disseminating information about test results, disseminating information about current trends in education, preparing documentations for inspections and reviews, and planning for parent meetings.
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Gerald, Shameka Nicole. "Measuring Principals' Technology Leadership and Principals' Behaviors: A Quantitative Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97602.
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The purpose of this research study was to identify the current self-reported technology leadership behaviors of principals in one public-school division in Virginia. Additionally, this study identified the difference, if any, in the self-reported technology leadership behaviors of principals across principal and school demographics. For this study Technology leadership was defined as "leadership practices and behaviors that support effective teaching and learning with technology as characterized by the ISTE-EL standards" (Schoenbart, 2019, p. 9). This quantitative descriptive study examined the essential role of principals as leaders responsible for successfully implementing technology integration plans. The researcher collected data via the Education Leaders Technology Survey (ELTS), developed by Dr. Adam Schoenbart, which assessed the 2018 International Society for Technology Education ¬Standards for Education Leaders (Schoenbart, 2019). Overall, the researcher used technology leadership scores and demographic data to describe principal technology leadership behaviors related to the following research questions: (1) To what extent do principals report exhibiting technology leadership behaviors? (2) What are the differences in reported principal technology leadership behaviors, if any, across the following demographic factors? (2a) principal demographic groups of gender identity, age, years of experience. (2b) school demographic groups of school type, size, community technology access, and socioeconomic status. The findings of the study suggested that principals (n = 23) are somewhat exhibiting technology leadership behavior and there is no difference in technology leadership behavior across principal or school demographic groups. Based on the finding of this study several implications for practice and recommendations for future research developed.Doctor of Education
The 2020 COVID-19 pandemic has forced businesses, government organizations, churches and schools across the United States of America. In a matter of days, COVID-19 has dismantled traditional educational structures and school leaders at all levels have been forced into becoming technology leaders. Though schools are closed, the expectation of teaching and learning are still present and have transitioned to completely online environments. It is up to school leaders to guide school communities into virtual learning, but are principals prepared? This study examined the current technology leadership of principals in one public-school division in Virginia. Additionally, this study examined if a difference existed in principal reported technology leadership across principal and school demographic groups. Technology leadership can be summarized as practices that support effective teaching and learning with technology. Principal technology leadership scores were calculated based on responses to the online Education Leaders Technology Survey developed by Dr. Adam Schoenbart in 2019. The Education Leaders Technology Survey measured self-reported principal technology leadership based on the 2018 International Society for Technology in Education Standards for Education Leaders (Schoenbart, 2019). The results of this study indicated that principals report somewhat demonstrating technology leadership and report having a slightly higher opportunity to demonstrate technology leadership in their schools. Study findings also indicate that there are no differences in principal reported technology leadership across principal or school demographic groups. Based on the findings, several recommendations for principals, division leaders and principal preparation programs were made along with recommendations for future research on this topic.
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Burress, Karen Conner. "Why Principals Leave? Why Principals Stay?" Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264129.
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The purpose of this study was to investigate principal turnover to determine the perceived reasons why principals leave their positions, or why they stay. My study addressed the experiences of those individuals, telling their stories of why they leave their assigned schools, including their needs and stressors, or describing their external supports they perceive causing them to stay. The qualitative study borrowed elements of a narrative study through the interview process. Nine current or former administrators, in two Piedmont North Carolina school districts, were selected for interviews, lasting approximately 90 minutes to two hours in length. All interviews were conducted at the convenience of the school employee in relation to time and location. The participants represented a cross section of experience, levels of schooling, gender and ethnicity.
The significance of their experiences as it relates to principal retention and turnover were examined. The major stressors identified were raising achievement scores and lack of support from supervisors. The supports of having effective mentors and instructional coaches, being able to distribute leadership and having valuable college coursework were common among participants. Other major themes included the importance of finding balance in the principalship, the impact of health issues, the rewards of being a school leader and advice they would give to new administrators. Current and future principals, policy makers and school districts can benefit from the data gathered as it relates to the needed skill sets, supports and stressors to promote less turnover in the principalship.
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Zeng, Shuo. "Topics of Principal-Agent Contracts: Contract Analysis and Pooling Principals." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577498.
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Consider companies who rely on revenue generating equipment that fails from time to time. Assume that a company owns one unit of equipment, whose maintenance and repair services are outsourced to a qualified service provider. We assume that the company (the principal) outsources the maintenance and repair services using performance based contracts. Such contractual relationships fall into economics' principal-agent framework. The owners of the revenue generating units are referred to as principals, and the service provider as the agent. We address the following questions: What are the optimal contracting strategies for a principal and an agent? Can the agent benefit from pooling the service demands from multiple principals? This dissertation contains two main bodies of work contained in chapters 2-7 and chapters 8-13 respectively. In the first part of this dissertation (chapters 2-7) we examine the contractual options between a single principal and a single agent. The contractual options of a principal and an agent are modeled as a Markov process with an undetermined time horizon. For a risk neutral principal we identify the conditions under which a principal contracts with a risk-neutral, risk-averse, or risk-seeking agent and derive the principal's optimal offer and the agent's service capacity response. In essence, we provide an extensive formulating analysis of principal-agent contracts given any exogenous parameter values. That is, we derive mathematical formulas for the optimal contract offers and the agent's optimal service capacity. It turns out that a small number of formulas cover a large spectrum of principal-agent conditions. In the second part of this dissertation (chapters 8-13), in a counter distinction to the vast literature in economics on principal-agent contractual interplay and its predominant concern with the principal, here we focus on the agent. In the case of performance based service contracts it is known that the principal extracts all the economic surplus and the agent breaks even. But this is not the case for an agent of good standing contracting with multiple principals. We show that an agent who contracts a collection of principals with interdependent failure characteristics does better than break-even - such an agent realizes a profit rate that is convexly increasing in the number of principals. The corresponding cooperative game assessing each principal's contribution to the agent's profit is convex and its easily computable Louderback's value seems always to be in its core. In chapter 14 we present the outline of a future study that compares several different options of contract structure faced by the principal and the agent, because the optimal contracting strategies for the principal and the agent may not necessarily be the same under different contract structures. We discuss briefly the agent's and the principal's behavior under different forms of performance based contract, which serves as a starting point for future extensions of this dissertation. To summarize, this dissertation provides practical mathematical results and important managerial insights into the principal-agent contract in equipment repair services industry.
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Lloyd, Elizabeth W. "Factors influencing promotion from assistant principal to principal and assistant principal experiences helpful to new principals." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40056.
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This study analyzes the factors that influence promotion from assistant principal to principal and examines experiences that principals new to their position considered helpful to them from their assistant principalship. The participants in the study were new secondary principals in Virginia in 1992-93. A review of the literature revealed a need to examine promotion factors that are pivotal in selecting one principal candidate over another. The study method consisted of the development of a survey instrument based on the information found through the literature review, principal center criteria and results of an earlier independent study by the researcher questioning administrators regarding their work. The data collected by the survey was analyzed using descriptive statistical procedures.Ed. D.
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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /." Diss., Connect to online resource - MSU authorized users, 2008.
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Bagi, Stephen. "Journeys into Principalship: The Experiences of Beginning Principals of Independent Schools." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367490.
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Although beginning principals of independent schools enter a role that is widely regarded as increasingly challenging and possibly deleterious to their well being, there has been very little research conducted to examine their transition into this role. This study examined the experiences of beginning principals in Australia to identify the most effective components of their preparation, the factors which helped them to transition into the role, the greatest challenges they faced and the rewarding aspects of the role. Through this understanding, it is hoped that beginning principals can be further assisted in their preparation and transition into the role. The main recommendations coming out of this study were: for future research to identify and find ways to reduce the specific drivers of work intensification for independent school principals; a greater emphasis on the school board’s support for the beginning principal; and, the development of specific training and coaching processes to help beginning principals develop greater resilience.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies.
Arts, Education and Law
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Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals." Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.
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The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented.
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Brown, David Byron. "African-American principals in the midwest: voices of the sojourner principal." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2829.
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In an era of accountability and high standards for public schools, some African American principals decided to work in predominantly white schools. Their experiences were challenging because they were racial newcomers in schools with students different from their own race. In this case study, 12 African-American principals and assistant principals in one Midwestern state described their experiences working in schools with fewer than 20 percent African-American students. In semi-structured interviews, participants discussed motivations, perceptions, and experiences serving as principals in predominantly white schools. Three primary research questions were investigated: How do African-American principals in predominantly white schools describe their daily work? Why do African-American principals continue to work in predominantly white schools? What opportunities and impediments have African-American principals in predominantly white schools encountered in their career advancement?
Although principals have similar motivations and experiences working in public schools, African-American principals tend to have distinct experiences and motivations while working in predominantly white schools. Some participants in this study relied on guidance from their faith. Other principals relied on their professional training and experience to overcome challenges when they relocated to work in predominantly white schools. All African-American principals in this study had made a choice to work in predominantly white schools and had continued to lead on their own terms. Three themes emerged from the analysis of the interviews. First, African-American principals relied on their spirituality for guidance to buoy or buffer them psychologically in their daily work. Secondly, some believed that they were constantly scrutinized by colleagues and superiors. Race played an important part in their perception of feeling scrutinized, yet they felt scrutiny was sometimes self-imposed and affected their interactions with their white colleagues. Third, these African-American principals made a conscious effort to serve as role models for all students, but especially the few African-American students and faculty they led. In addition, these principals recognized that they served as racial bridge builders between the majority and minority cultures of the school. As school leaders and role models, the principals felt uniquely complicated tensions that were embedded in race and self-imposed perceptions about their daily work. All findings have contributed to the limited research on African-American principals in predominantly white schools and the reasons they continue to lead their schools.
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Maziejka, Stanley W. "Future system leadership." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009maziejka_s.pdf.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).
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Tipton, Tony Edward. "Perceived Leadership Practices of Principals-Coaches and Principals-Noncoaches." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2105.
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The purpose of this study was to compare the perceptions of self-reported leadership practices using the Kouzes and Posner Leadership Practices Inventory between high school principals in North Carolina who were coaches with those principals who were not coaches. This quantitative study was conducted using a survey-design method in which all 368 public high school principals in North Carolina were given the opportunity to participate. A Principal Demographic sheet along with the 2003 edition of Kouzes and Posner's Leadership Practices Inventory (LPI) Self- Form was used to gather information regarding the principals' perceptions of their leadership practices. The response rate was 64.9%.
This study determined that for the research question: Do the Kouzes and Posner mean scores (for the five dimensions) differ between principals who have been coaches and those who have not, no significant difference, as measured by η2 (< .01) was reported in any of the five dimensions.
This study established that North Carolina high school principals reported significantly higher levels on each of the 5 leadership practices than did those individuals in the Kouzes and Posner study. In addition, a positive relationship was found between the number of previous years of coaching experience and 3 of the 5 leadership practices. The study determined that there was little difference in the mean scores between male and female North Carolina principals.
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.
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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.Department of Educational Leadership
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Leis, Alan Everett. "A study of the relative importance principals and their supervisors assign to criteria used to evaluate principals." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53570.
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The critical role of the principal in school leadership and school improvement, as highlighted in the research and in the plethora of national reports on education, has increased demands for principal accountability. While it is known that principals must handle many varied expectations relative to their job performance and that clear, mutually understood criteria are essential to effective evaluation, there is little evidence that the perceptions of principals and their supervisors relative to the evaluation criteria have been adequately explored.
The purpose of this study was to examine the perceptions of principals and their supervisors relative to the importance of criteria used to evaluate principals. Specifically, the study addressed the extent to which area superintendents in a large suburban school system differed in the relative importance they assigned to performance standards used to evaluate elementary versus secondary principals, the differences in relative importance principals and their supervisors (area superintendents) assigned to these standards, and the extent to which principals were able to predict the relative importance their supervisor gave to the various standards.
A descriptive survey method was used in this study. The population consisted of 120 elementary principals, 41 secondary principals, and four area superintendents. Respondents were asked to assign 100 points to eight county-adopted performance standards to indicate the relative importance they attached to each. Descriptive statistics (frequencies and means) were used to report results.
The major findings relative to the school system studied were: (1) that there was little variation between and among principals’ supervisors in the weights they placed on the various evaluative standards, (2) that supervisors, elementary principals, and secondary principals had similar perceptions of differences in the relative importance of the eight generic performance standards, (3) that principals and their supervisors were closer in their expectations relative to the importance of the evaluative standards than most principals thought they were, and (4) that there were few differences among principals based on any of several demographic variables studied.Ed. D.
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Trimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.
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This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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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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Unruh, Anne Louise. "The Readiness of Middle School Assistant Principals to Become Principals." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28058.
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The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development.Ed. D.
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Barnett, Steven Nicholas. "Mentor Principals’ Perceptions About a Mentoring Program for Aspiring Principals." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1518.
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The purpose of this study was to assess the perceptions of principals who serve as mentors for an internship program for aspiring principals at East Tennessee State University. Each mentor was interviewed to gather information about the internship program, the benefits of mentoring in the program, and what the mentors may have learned about their tacit knowledge as a result of the experience. Mentors and the professors in the Educational Leadership Policy Analysis department at ETSU may benefit from the findings as the design of the school leadership program continues to advance.
Mentoring is an important component of training for aspiring and beginning principals because interns learn on the job in a supportive environment where they can take chances. Mentors also learn from the experience of being a mentor. The literature reviewed for this case study supported the need for standard-based mentoring programs. The ISLLC standards are an excellent example of standards that are used to provide structure and coherence for mentoring programs.
Positive and negative outcomes for the mentor were reviewed to support the research. Leadership and the change process were also reviewed to support the importance of the mentor's role in the process we call mentoring. Several themes emerged from the analysis of data provided by mentor principals about mentoring aspiring principals. Mentoring resulted in reflection about the decisions the mentor makes during the day while explaining procedures to the intern. It was also found to be an experience that works best when a positive relationship is developed between the mentor and the intern; often leading to a relationship that lasts long after the internship is over. Principals examined their understanding of tacit knowledge and the possible ways tacit knowledge could be taught to their intern.
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Kufel, Andrew Paul. "Variation in the Willingness of Superintendents to Recommend Hiring Alternatively Licensed Principals." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29245.
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In many parts of the country principal candidates are being licensed through alternative pathways. Some view this movement as a plausible solution to the shortage of principals and inadequacy of principal preparation programs (Hess, 2003; Southern Regional Education Board, 2006; Thomas B. Fordham Institute, 2003). Others are insulted and threatened by the prospect of a person from a non-traditional background leading a school (Fenwick & Pierce, 2001). The debate as to whether or not these candidates possess the prerequisite skills and knowledge to effectively lead a school continues. But, will superintendents, as gatekeepers to school districts, afford these individuals the opportunity to prove their worth as principals?
In this study, superintendents’ attitudes toward alternative licensure of school principals; past behaviors related to hiring alternatively licensed school personnel; attitudes toward specific alternatively licensed personnel; perceptions of the conditions in their school districts; anticipated concerns about hiring alternatively licensed principals; and the presence or absence of a clearly articulated induction program for new principals are used as predictors of superintendents' willingness to recommend hiring alternatively licensed principals to their school boards.
The composite model of attitude-behavior consistency and data from a qualitative study of 18 superintendents were the bases for the development of a theory. To test the theory, an on-line questionnaire, using Likert and Thurstone scaled items, was administered to 1200 randomly selected superintendents who were members of the American Association of School Administrators (AASA) in 2005. Multiple regression analysis was used for the analysis of the quantitative data. Five of the 19 predictor variables were significant predictors of superintendents’ willingness to recommend hiring alternatively licensed principals. The strongest relationship existed between superintendents’ willingness to recommend hiring alternatively licensed principals and their perceptions of the instructional leadership ability of alternatively licensed principals. Other significant predictors were superintendents’ past experiences hiring alternatively licensed principals, perceptions of the community acceptance of alternatively licensed principals, general attitude toward alternative licensure, and willingness to hire under the given definition. Superintendents displayed a low neutral (more unfavorable) score on the Thurstone scale, which means they view the employment of alternatively licensed principals slightly unfavorably.Ph. D.
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Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.
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Butler, Angela Suzanne. "Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3023.
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Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results
from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's reading knowledge and teachers' perceptions of their principal's actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers' perceptions of their principal's reading knowledge and type of school; teachers'
perceptions of their principal's actions and type of school; and teachers' perceptions of their principal's actions and teachers' years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed
discrepancies between principals' and teachers' perceptions of the degree of principals' reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study's results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership.
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Jones, Rachel Lynn. "The Effects of Principals' Humor Orientation and Principals' Communication Competence on Principals' Leadership Effectiveness as Perceived by Teachers." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163017583.
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Houseman, Gary M. "Explaining the Discrepancy Between Principals' and Teachers' Perceptions of the Principal's Leader Behavior." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29696.
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The purpose of this study was to identify factors that contribute to the differences in teachers' and principals' perceptions of the principal's leader behavior. Data were collected from a systematically selected sample of principals in the 19,046 public high schools in the database of a commercial school mailing list company. Survey packets were sent to the principals. One hundred sixteen survey packets were returned with 106 being usable.
Principals completed Part I of a questionnaire designed to measure the principal's perceptions of his or her own leader behaviors. Each principal was asked to purposely select six teachers"one in English, math, science, social studies, vocational education, and special education"and have them complete a questionnaire to measure the teachers' perceptions of the principal's leader behavior. The criterion variables were determined by subtracting the mean teachers' response from the principal's response on each item for each school. The mean teachers' responses on Part II of the questionnaire served as measures of the predictor variables.
Principal components analyses were conducted to reduce the data and create meaningful scales. The data were then statistically treated three different ways: (1) by identifying the criterion variables using the difference scores, (2) by identifying the criterion variables using the difference scores when principals' responses only from the questionnaires were used, and (3) by identifying the criterion variables using the difference scores when teachers' responses only from the questionnaires were used. Predictor variables were the principal's modeling of ideal behavior, the principal's skill in teacher evaluation, the teachers' overall awareness of the school, the teachers' perceptions of discipline procedures, and the demographic categories of principal's and teachers' experience, principal's gender, school size, and school type.
Multiple regression analyses were used to determine relationships between the criterion and predictor variables. Principals' modeling of ideal behavior was a significant predictor of every criterion variable in every model. Principals' skill in teacher evaluation was a significant predictor of the principal's quality of communication in every model. School awareness, discipline procedures, and demographic variables were not significant predictors of the criterion variables.Ed. D.
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Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
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Sobol, Mor. "Principals, agents and neighbours : the European Neighbourhood Policy through a Principal-Agent lens." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15861.
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The thesis tests the efficacy of Principal-Agent (PA) theory in explaining the creation and development of the European Neighbourhood Policy (ENP). As such, the thesis is subject as well as theory-driven. Empirically, the focal point is how the interaction between the EU member states and the European Commission affected the development of the ENP. It is a theme which is largely overlooked in the ENP literature. In terms of theory, the ENP represents a fascinating case study for PA analysis not only because it has rarely been applied to the field of EU foreign policy but also because PA has seldom been used for studying the evolution of a policy (both pre and post-delegation). Conceptualising EU member states as principals and the European Commission as agent, the thesis examines PA dynamics through the following three ENP policy stages: formulation (2002-2004), finalisation (2004-2006), and implementation (2007-2009). Three hypotheses are tested for each stage of the ENP. Two hypotheses are rooted in PA scholarship, and address the influence of the agent as an informal agenda-setter, while the third distinguishes the agent's influence between different stages of the policy development. Methodologically, the research design is based on within-case process-tracing while the empirical data is drawn from a triangulation of official documents, secondary sources and elite interviews. The thesis findings show that during the initial stages of the policy, the Commission took advantage of its favourable position (e.g. informational asymmetries and uncertainty among the member states) to establish itself as the key actor in the ENP. As the ENP evolved, the Commission’s influence has diminished while the member states, collectively and individually, became more engaged in determining the course of the policy. However, contrary to PA assumptions, member states' increased oversight over the Commission did not come as a response to disobedient behaviour. Based on the empirical data, the Commission, as an agent, was in fact trying to implement the ENP following the guidelines which were previously agreed by its principals. Thus, in the case of the ENP, my PA analysis shifts from the traditional inquiry of how principals control opportunistic agents, to examining how principals could hinder the work of the agent. This phenomenon, broadly defined by Thompson (2007) as the ‘principal problem’, is an anomaly in existing PA literature dominated by an agency-biased standpoint and has previously not been analysed in the context of the European Union. Finally, the wider implication of this thesis is that there is still room for broadening the scope of PA analysis while highlighting the necessity to keep a watchful eye on both the principals and the agent.
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Ruffa, James Lawrence. "Principal evaluation policies and procedures in the Commonwealth of Virginia: the principals' perspective." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54407.
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The intent of this study was to determine the evaluation policies and procedures for principals of public schools in Virginia. Specifically, the purposes of the study were to: (1) Describe the policies in and procedures currently in place for the evaluation of principals in Virginia’s public schools, (2) Determine if Virginia's public school principals believe that the policies and procedures by which they are evaluated affect their job performance, (3) Examine and describe one school division's principal evaluation policies and procedures, and (4) Compare and discuss school system descriptions of policies and procedures related to evaluation of principals with responses of principals describing those same policies and procedures.
A descriptive survey method was used in this study. Data were collected from a random sampling of all public school principals in the state. A thirty-one item questionnaire was sent to each of the 337 participating principals. A response rate of 80.4% was attained. Descriptive statistics (frequencies and percentages) were employed to report the findings.
The results of this study revealed that:
1. Principal evaluation policies and procedures are firmly established in the school divisions across Virginia.
2. Public school principals in Virginia indicated that their school division‘s principal evaluation policies and procedures have a positive impact on their job performance.
3. The principals and superintendent of one school system agree on most questions about their policies and procedures for principal evaluation. Areas of disagreement included: a procedure for reviewing principal evaluation policies and procedures, current need to revise policies and procedures, and the purpose of (on-the-job) observation as a component of principal evaluation.
4. When system-level responses were compared to principals' responses measuring knowledge of principal evaluation policies and procedures there was considerable agreement between groups. However, ten areas of disagreement were discovered. These areas included: a procedure to regularly review and revise evaluation policies and procedures, the establishment of mutually-developed goals for principal evaluation, who has input into principal evaluation, if on-the-job observation is a component of the evaluation process, and whether a dissenting statement is permitted.Ed. D.
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Kiley, Wendi J. "The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268470.
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This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals’ abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals’ decision making. I used the Defining Issues Test-2 (Bebeau & Thoma, 2003; Rest & Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg’s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.
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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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Lucas, Stephen Earl. "Transformational leadership : principals, leadership teams, and school culture /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013000.
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Glodt, Kelly J. "A study of principals' perceptions of competence in common administrative roles." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/228.
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Barnett, Alan M., University of Western Sydney, College of Arts, and School of Education. "The Impact of transformational leadership style of the school principal on school learning environments and selected teacher outcomes." THESIS_CA_EDU_Barnett_A.xml, 2005. http://handle.uws.edu.au:8081/1959.7/476.
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Much of the recent literature on effective schools has intuitively connected the leadership role of the school principal , and school learning environment, to the achievement of organisational outcomes such as those related to teacher performance. Transformational leadership theory has cast these relations in a new perspective, where advocates have claimed that transformational leaders are more able to manipulate environmental contexts so as to achieve their organisational objectives compared to transactional and laissez-faire leadership styles. This study examines the effects of different types of secondary principals’ leadership behaviours on aspects of a school’s learning environment, and selected teacher outcomes. A synergy was achieved by undertaking two studies drawing upon a multi-method approach. Results are significant for those who exercise leadership authority in schools, and are contrary to the findings suggested by transformational leadership literature. Practitioners will welcome the opportunity to tailor leadership behaviours to achieve specific school learning environment and teacher outcome objectives, while those involved in principal training will recognise the potency of the behavioural aspects of the transformational and transactional paradigmsDoctor of Philosophy (PhD)
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Owens, Anita Michelle. "The Leadership Factor: Identifying Leadership Skills and Characteristics Essential For Student Achievement in High Poverty Elementary Schools in the Commonwealth of Virginia." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79656.
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The success of a school is primarily dependent upon leadership (Marzano, McNulty, and Waters, 2005). A principal's skills greatly impact teaching and learning; thus, the degree to which a school is successful depends on an effective leader with a vision for transforming a school. Research from the early 2000s until now suggests that a challenge exists for schools as they seek to decrease the achievement gap and attain success for all students, especially those in low-income areas (Brock and Groth 2003). In the Commonwealth of Virginia, Title I Schools are classified as 'highly distinguished,' 'distinguished,' 'focus,' or 'priority,' schools, based on standardized test performance. Highly distinguished and distinguished schools are identified as meeting or exceeding state and federal accountability measures, while focus and priority schools are schools with large gaps in student achievement between subgroups. The performance of the principal in schools identified as priority or focus is often at the center of school improvement. Principals are required to develop comprehensive school improvement plans and in some cases may be replaced or demoted if academic improvement is not achieved. The question at the center of this study is, what makes some high poverty schools more successful than others?
The purpose of this study was to identify the skills and characteristics critically essential for principals tasked with leading Title I schools to high levels of achievement. Through a three round Delphi method, a panel of experts, to include college instructors, supervisors of principals and Title I school principals, reached consensus at 80% or higher identifying 12 skills and 8 characteristics deemed critically essential for Title I school principals leading students to academic success. Establishing a culture of high expectations, demonstrating knowledge of curriculum, instruction and assessment best practices, establishing a safe, caring and positive climate, and leading by example were among the top skills and characteristics identified by the expert panel.
The skills and characteristics identified in this study support current research regarding effective school leaders. The findings and implementations could potentially serve as guidelines for human resources personnel, superintendents, supervisors, practitioners, and leadership preparation programs as they look to improve principal leadership in high poverty schools.Ed. D.
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Larry, Karen Bitonti. "Principal perceptions of the relationship between professional development designs and the qualities, proficiencies, and leadership skills required of West Virginia principals." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=664.
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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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Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.
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Thesis (Ph.D.)--Cleveland State University, 2008.Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.
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Manders, Debra Ann. "Characteristics that make principals effective leaders a study of teacher perceptions of principal leadership /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/d_manders_072908.pdf.
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Dubula, Nomvuyo Mildred. "The principal factor : examining the role of principals in the success of their schools." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1010881.
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In this Treatise, a study is undertaken to analyse and examine the role of school principals in the success of their schools; with specific reference to township high schools in the Port Elizabeth district (P.E. district). The study assumes that P.E. district principals, as leaders and managers should deliver essential services effectively, efficiently, and with optimal use of resources to attain maximum results in school performance. The same is expected of their counterparts in any part of the country, it is not exclusively demanded from PE district principals. In terms of the current education legislation and policy framework, the principals have to account for the performance of their schools. To this end the National Department of Education introduced legislation in 2007 to ensure that principals account to the Head of The Department of Education of the relevant province. Section 16 A of the South African Schools Act (SASA) was introduced by the Education Law Amendment Act 31/2007. The provisions of this section deal with “the functions and responsibilities of principals of public schools.” Specifically section 16A (1) (b) states that “The principal must prepare and submit to the Head of the Department an annual report in respect of: (i.) The academic performance of that school (ii.) The effective use of available resources.” Since the enactment of section 16 A as referred to above, the Provincial Departments have begun to make principals account for the success or failure of learners, for human resource development, financial management, parent involvement in school matters and the active participation of school governing bodies. What should be clear is that the above encompasses all the critical and fundamental aspects that have an impact on the progress of any educational institution. The combination of the two requirements stated above reflects the extent to which the Department of Education is committed to making certain that principals in their respective schools create an environment where learners can achieve their full potential. It is such creation of conducive environments that will enable all learners in the country to achieve equal opportunities in society irrespective of their original backgrounds. This ideal is consistent with section 9 of the Constitution, 1996 which provides for the right to equality of all people. The research, also assumes that leadership is about direction and purpose, while management lays emphasis on effectiveness and efficiency. Leadership and management are fundamental aspects of those duties and responsibilities associated with the position of a school principal. It is further postulated that, a good principal understands that circumstances determine the proportion of each of these elements that is required by any given situation i.e. whether more of leadership or bigger dose management is appropriate in dealing with a certain set of circumstances or not. The study identifies variables that make a school principal a strong leader and good manager and lists the following as the critical focus areas: Balancing instructional and managerial leadership Strengthening the connection between school and home Developing effective leadership Effective teaching practices Staff development The study also assumes that township schools are no exception to those in different parts of the country. Despite some serious daily challenges peculiar to the township situations, these schools still have to perform satisfactorily like all other institutions of learning. The legislative and policy framework applies equally to all schools. The study argues primarily that all schools can perform well and develop the potential of their learners to the fullest. The difference lies in the leadership and management of the respective institutions by their principals. All stakeholders are presumed to posses the potential, the ability and the urge to do their utmost best to render quality services that would lead to the attainment of excellent results. It is worthwhile for the system that those who show themselves to lack these attributes should be identified, not to weed them out but to assist so that they acquire the necessary skills and expertise. After all it is by strengthening the weakest link that a chain becomes strong.
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Bartram, Timothy Lynn. "Perceptions of Small Rural District Principals on Their Superintendent's Effectiveness in Principal Leadership Development." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505268/.
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Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.
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Chang, Mary. "TRANSPARENT TEMPLATES OF PRINCIPALS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3912.
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This exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the conceptual framework for this study. The research questions were addressed through qualitative inquiry. Data were collected in a process that began with full context elicitation, laddering, and triadic analysis, and proceeded to full grid quantitative analysis. Findings from this study may increase the awareness level in the professional community of the meaning that principals ascribe to their leadership behavior. It was recommended that results from this study lead to the development of a process that can be implemented in principal leadership preparation and professional development programs to develop more self-aware, productive, and effective principals (Petri, Lindauer, & Tountasakis, 2000).Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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McAdam, Deidre. "Elementary principals' facilitative leadership." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289781.
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This study utilized a correlational research design to investigate the relationships between facilitative, transformational and transactional leadership behaviors in elementary school principals. Quantitative data was collected on elementary teachers' perceptions of their building principal's leadership behaviors and leadership outcomes using two reliable and valid survey instruments, The Multifactor Leadership Questionnaire (Bass & Avolio, 1995) and The Leadership Practices Inventory (Kouzes & Posner, 1995). One hundred forty-six elementary teachers completed the complete Multifactor Leadership Questionnaire and a portion of The Leadership Practices Inventory that included only those questions that were designated by Kouzes and Posner (1995) to measure the construct enabling others to act. For the purposes of this research, facilitative leadership was operationally defined as enabling others to act, defined by Kouzes and Posner (1995) as fostering collaboration by promoting cooperative goals, strengthening others by giving power away, providing choice, developing competence, and offering visible support. Pearson's Product-Moment Coefficients were used to examine the relationships among principals' leadership outcomes and each of the three leadership constructs. Three multiple regression analyses were completed, one for each dependent variable of leadership outcomes, to determine which, if any, were significant predictors of a dependent variable. Facilitative leadership was the strongest predictor of each of the leadership outcomes of the principals' effectiveness (65% of the variance), the teachers' satisfaction with the principal (70% of the variance), and the teachers' willingness to put forth extra effort (63% of the variance).
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Felder, Monique Therese. "Leadership Behaviors and Practices of Principals in Predominantly Minority Elementary Schools." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29242.
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The academic performance of African-American, Hispanic and low-income students is an ongoing national problem, as these students are not making the same academic gains as their White, Asian, and more socio-economically privileged peers. Schools across the country are striving to close this achievement gap, especially in light of the Elementary and Secondary Education Act of 2002 (more commonly known as the No Child Left Behind Act), which states as its main objective "to close the achievement gap with accountability, flexibility and choices so that no child is left behind" (Public Law 107-110, 107th Congress, 2002). Research on effective schools shows that schools can positively impact student achievement--especially the achievement of minority and poor students (Andrews & Sonder, 1987; Edmonds, 1981). Moreover, research shows that very few elements account for more inconsistency in student achievement than school leadership (Leithwood, 1994). Principals' behaviors and practices impact student achievement (Edsource et al., 2005; Powell, 2004; Waters, Marzano & McNulty, 2003).
Hence, the purpose of this study was to use Powell's (2004) five domains of effective principal leadership behaviors and practices (e.g., vision, mission and culture; curriculum and classroom instruction; collaboration and shared leadership; family and community involvement; and effective management) as a lens to identify, compare and contrast, from the perspective of teachers, the leadership behaviors and practices of principals in predominantly minority elementary schools deemed effective and principals in predominantly minority elementary schools deemed marginally effective. The sample consisted of 20 schools (e.g., 10 effective and 10 marginally effective) in a mid-Atlantic state. Data were collected using a 76-item survey questionnaire developed by Powell (2004).Ph. D.
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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
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Chartchai, Pookayaporn Azinger Albert T. "The difference between perceptions of principals and teachers concerning leadership behaviors of private vocational principals in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064522.
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Thesis (Ph. D.)--Illinois State University, 2002.Parts of Appendices in English and Thai. Title from title page screen, viewed March 2, 2006. Dissertation Committee: Albert T. Azinger (chair), Kenneth H. Strand, Rodney P. Riegle, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 119-124) and abstract. Also available in print.
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Smith, Michael Paul Lyman Linda L. Gardner Dianne C. "Principals as role makers a study of Illinois principals' perceptions of instructional leadership /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417805781&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1206022281&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Dissertation Committee: Linda Lyman, Dianne Gardner (co-chairs), W. Paul Vogt, Joseph Pacha. Title from title page screen, viewed on March 20, 2008. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.
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Blair, Karyn Laurell 1951. "Educational administration: Superintendents and principals' perceptions of critical skills needed by novice principals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282321.
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This study sought to examine the degree of congruence between the perceptions of principals and superintendents regarding critical skills needed by beginning principals. It was designed to replicate a study performed by Schmieder, McGrevin, and Townley in California in 1994. Schmieder et al. used Daresh and Playko's taxonomy of critical skills for novice principals and rank ordered them. This study differed from Schmieder et al.'s in that the critical skills were organized into three categories, which were used to determine whether principals and superintendents agreed on the skills that were important. Factors such as gender, ethnicity, and school district size were also examined, and two ancillary questions were investigated. These ancillary questions addressed critical skills that would match more precisely with the actual needs of the position which might be incorporated into pre-service preparation for principals and determined whether there was agreement among superintendents regarding the greatest challenges for beginning principals. This study utilized two theoretical frameworks to view the issue of principal effectiveness. The first was a taxonomy of skills necessary for effective management of people. Three categories of skills that superintendents believed to be critical for new principals were identified: technical skills, self-awareness, and socialization skills. The second theoretical framework was socialization. Six operational null hypotheses were tested by analysis of variance and correlation statistical techniques. Four hypotheses were accepted. Two ancillary questions were also investigated through the use of open-ended questions. The findings for the ancillary questions indicated that both principals and superintendents felt that courses should be taught by instructors familiar with the day-to-day operations of public schools. Further, they believed instructors should connect the theoretical base with a practical perspective and that internships as well as mentoring programs should be addressed in the training of pre-service administrators.
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Amimo, Paul E. Otieno (Paul Evans Otieno). "Correlates of Teachers' Expectations of Principals' Executive Professional Leadership and Five Specific Aspects of Administrative Behavior." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331160/.
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The problem of this study was to determine what relationships exist between teachers' perceptions of principals' executive professional leadership and teachers' perceptions of principals' behavior in five aspects of administrative behavior. These administrative areas include Principals' support of teachers' authority (EPA), principals' egalitarian relationship with teachers (EPR), principals' involving teachers in decision-making processes for the school (EPI), principals' support of teachers in managerial matters (EPM), and principals' social support.
Subjects for the study were grouped according to gender, length of service and level of education for descriptive purposes and to determine variations in their perceptions of the principals' administrative behaviors.
Significant relationships were found to exist between teachers' perceptions of principals' EPL and EPI leadership and teachers' perceptions of principals willingness to involve them in decision—making processes for the schools (EPI).
A significant negative relationship was also found to exist between the teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of the managerial support (EPM) provided by principals.
A slight negative relationship was found between teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of social support (EPS) received from principals.
There was a slight but insignificant positive relationship between teachers' perceptions of principals' executive professional leadership (EPL) and teachers' perceptions of egalitarian relationships (EPR) which existed between the teachers and principals.
A positive but not significant relationship was also noted between teachers' perceptions of principals' leadership (EPL) and teachers* perceptions of the manner in which principals granted them professional authority (EPA).
When teachers were grouped by demographic variables, two important trends in^perceptions were noted regarding principals' executive professional leadership. (a) Female teachers had a tendency to perceive principals as having lower professional leadership than did male teachers. (b) Teachers with higher educational levels perceived principals as having less professional leadership ability than teachers with relatively low educational levels.
Teachers' level of experience did not appear to have any systematic significant impact on their perceptions of the principals' executive professional leadership.
It was recommended that those who train principals should be aware of the need to emphasize professional administrative areas which are critical to teachers' perceptions of leadership in the schools because teachers' perceptions affect their teaching performance.
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Baker, Brenda. "Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4439/.
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Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research.
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Lawler, Nancy L. "The examination of the Missouri Leadership Academy and principal leadership effectiveness /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091942.
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Siddiqi, Javaid. "RELATIONSHIP BETWEEN PRINCIPALS’ SENSE OF ACHIEVEMENT AND TEACHERS’ PERCEPTIONS OF THEIR PRINCIPALS’ LEADERSHIP BEHAVIORS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2904.
Full textAbstract:
RELATIONSHIP BETWEEN PRINCIPALS’ SENSE OF ACHIEVEMENT AND TEACHERS’ PERCEPTIONS OF THEIR PRINCIPALS’ LEADERSHIP BEHAVIORS By Javaid Siddiqi, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Major Director: Cheryl Magill, Ph.D. Assistant Professor, Department of Educational Leadership School of Education The purpose of the study was to examine the relationship between principals’ sense of achievement and teachers’ perceptions of their principals’ leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District’s Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district’s annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District’s Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals’ leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals’ sense of achievement and the teachers’ perceptions of their principals’ leadership behaviors. The data revealed that there was no statistically significant relationship between teachers’ perceptions of their principals’ leadership behaviors and principals’ sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.