Relevant bibliographies by topics / Principalship

Academic literature on the topic 'Principalship'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Principalship"

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Wahed, Andi, and Sitti Habibah. "The Implementation of Principalship’s Intructional Supervision (Comparative Study on Elemntery School of Inpres BTN IKIP 1 and Elementery School of Inpres BTN IKIP 2)." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 2 (September 10, 2020): 112. http://dx.doi.org/10.26858/jkp.v4i2.13340.

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This Research was aimed to determine the Implementation of Principalship’s Instructional Supervision on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2 of Makassar city which has implemented Kurtilas (Curriculum 2013). This research background is there policy regulated in implementation curriculum 2013 on which effect to instructional action so then it’s needed role principalship as instructional supervision. An approach used in this research is qualitative method, to describe comparation of both elementary schools. Data collection technique used interview, observation, and documentation technique. Data source derive some informant, activity and document which about instructional supervision activity principalship on SD Inpres BTN IKIP 1 and SD Inpres BTN IKIP 2. The result this research is implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 Makassar is done by principalship trough some approach and technique that are indirect used individual and group techniques, motivating teachers contextually to continuous improvement them and used model teachers to knowledge transfer to other teachers. While the implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 2 Makassar is done by principalship trough some approach and technique that is directly individual and group techniques, teachers’ supervision contextually on visiting class and meeting periodically. The implementation of instructional supervision based Kurtilas on SD Inpres BTN IKIP 1 is done carry out informally (individually) in a relaxed (humanist) style as well as group discussion and teacher empowerment activities as models, while the implementation of supervision based Kurtilas at SD Inpres BTN IKIP 2 is done formally in periodic group discussion activities which are also accompanied by class visits.
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Gawlik, Marytza A. "Principalship Socialization in Charter Schools." Journal of School Leadership 29, no. 1 (January 2019): 3–24. http://dx.doi.org/10.1177/1052684618825089.

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This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.
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Thomson, Scott D. "Professionalizing the Principalship." International Journal of Educational Reform 2, no. 3 (July 1993): 296–99. http://dx.doi.org/10.1177/105678799300200310.

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Kelly, Graham. "The Assistant Principalship as A Training Ground for the Principalship." NASSP Bulletin 71, no. 501 (October 1987): 13–20. http://dx.doi.org/10.1177/019263658707150105.

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

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This article presents data from a study of superintendents on their perceptions of the quality and quantity of principal candidates in one state. Through a survey, superintendents were asked to provide information about the quantity and quality of candidates for the principalship, level of satisfaction with mentoring/induction programs, and level of satisfaction with professional preparation programs. The respondents were also asked to provide responses to the factors discouraging applicants for the principalship, and suggestions to increase the pool of candidates for the principalship. Follow-up interviews were conducted with 10 superintendents in the state for more in-depth information about the quantity and quality of candidates for the principalship. Recommendations are offered about methods to increase candidate pools and retain quality individuals in principal roles.
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Schneider, Alexander, and Einat Yitzhak-Monsonego. "ELEMENTS IN SCHOOL PRINCIPALSHIP: THE CHANGING ROLE OF PEDAGOGY AND THE GROWING RECOGNITION OF EMOTIONAL LITERACY." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 37–56. http://dx.doi.org/10.18357/ijcyfs114.2202019987.

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This paper examines the changing role of pedagogy and the growing recognition of emotional literacy as an element in school principalship, as perceived by school principals. A model of the “principal’s toolkit” based on three “pillars” of leadership, management, and pedagogy was used, but with the addition of a fourth pillar, emotional literacy. Here we report on a survey of 63 principals and educational executives that was designed to examine principals’ views regarding which tools are required for school principalship, the way they prioritize those tools, and the weight accorded to each. The survey, which took place from September 2009 to July 2010, was conducted through a questionnaire and interviews. Quantitative processing of the questionnaire results was performed, as was content analysis of the open questions and the interviews. The findings clearly define and rate the components of the essential toolkit for principalship as perceived by the principals. Leadership and emotional literacy were rated highest and pedagogy and management lower, which is at odds with the prevailing attempt by the Israeli Ministry of Education to establish pedagogical leadership as the central element in principalship. This paper will explore and explain the phenomenon of change in principalship elements that entails the changing role of pedagogy and the increasing importance of emotional literacy as an element in school principalship.
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Schneider, Alexander, and Einat Yitzhak-Monsonego. "ELEMENTS IN SCHOOL PRINCIPALSHIP: THE CHANGING ROLE OF PEDAGOGY AND THE GROWING RECOGNITION OF EMOTIONAL LITERACY." International Journal of Child, Youth and Family Studies 11, no. 4.2 (December 30, 2020): 37–56. http://dx.doi.org/10.18357/ijcyfs114.2202019987.

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This paper examines the changing role of pedagogy and the growing recognition of emotional literacy as an element in school principalship, as perceived by school principals. A model of the “principal’s toolkit” based on three “pillars” of leadership, management, and pedagogy was used, but with the addition of a fourth pillar, emotional literacy. Here we report on a survey of 63 principals and educational executives that was designed to examine principals’ views regarding which tools are required for school principalship, the way they prioritize those tools, and the weight accorded to each. The survey, which took place from September 2009 to July 2010, was conducted through a questionnaire and interviews. Quantitative processing of the questionnaire results was performed, as was content analysis of the open questions and the interviews. The findings clearly define and rate the components of the essential toolkit for principalship as perceived by the principals. Leadership and emotional literacy were rated highest and pedagogy and management lower, which is at odds with the prevailing attempt by the Israeli Ministry of Education to establish pedagogical leadership as the central element in principalship. This paper will explore and explain the phenomenon of change in principalship elements that entails the changing role of pedagogy and the increasing importance of emotional literacy as an element in school principalship.
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Bartell, Carol A., and David B. Willis. "American and Japanese Principals: A Comparative Analysis of Instructional Leadership." NASSP Bulletin 71, no. 502 (November 1987): 18–27. http://dx.doi.org/10.1177/019263658707150204.

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What role do Japanese and American principals play in effec tive schools? How do their views of the principalship com pare ? How do their job responsibilities differ? These researchers compare principals and the principalship in two vastly different cultures.
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Walker, Allan, and Haiyan Qian. "Review of research on school principal leadership in mainland China, 1998-2013." Journal of Educational Administration 53, no. 4 (July 6, 2015): 467–91. http://dx.doi.org/10.1108/jea-05-2014-0063.

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Purpose – The purpose of this paper is to review English-language publications about school principalship in China published between 1998 and 2013 and to present an overview of the authorship, topics, methodologies and key findings of these publications. Design/methodology/approach – The methodology includes an exhaustive review of journal articles and book chapters about Chinese school principalship published in the English language. In total, 39 articles and 17 book chapters are identified for the 1998-2013 period. Qualitative analysis is conducted to determine the basic patterns of authorship, topics, methods and key findings. The changes or continuities in these patterns during the study period are also discerned. Findings – The paper identifies several continuous and discontinuous patterns in each of the review categories and provides a better understanding of on-going research into the practice of school principalship in China. The results also suggest areas that require deeper exploration. Originality/value – This paper explores the landscape of school principalship in China as reflected in the international literature and indicates the ways that this landscape has changed or remained the same over the years. As such, the paper contributes to the thin knowledge base concerning school principalship in China and sheds light on the enduring local-global tension in the evolution of education systems.
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Díaz-Delgado, Miguel Angel, and Inmaculada Garcia-Martinez. "Estándares para la dirección escolar en España y México: Un estudio comparativo." education policy analysis archives 27 (September 23, 2019): 113. http://dx.doi.org/10.14507/epaa.27.4565.

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Both Spanish and Mexican education systems have been influenced by international standardized assessment programs, to the extent that both identify educational leadership as one of the main factors for school improvement; however, each national context has implemented dissimilar policies for developing standards for school principalship. Contrary to the global trend, in the Spanish context there is no homogeneous policy, each autonomous community determines the processes for access to and permanence in the school principals´ position. In contrast, the Mexican education system has developed robust standardization policies since the 2013 education reform. This study compares the standards for Principalship in the Spanish and Mexican public education systems, to consider (a) the processes for access to and permanence in the position (Gairín, 2010), (b) the institutional bureaucracy (Guiddens Sutton, 2014), and (c) the training for the principalship. This comparative analysis permits an exploration of the standards for school principalship in both education systems, recognizing the prior and current frames of reference in each context.
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Dissertations / Theses on the topic "Principalship"

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Cohen, Karen Valbrun. "The assistant principalship as preparation for the principalship." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/29.

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The purpose of this study is to investigate the perceptions of principals and assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metropolitan Atlanta area. The research questions were as follows: RQ I : Is there a significant relationship between graduate training programs for assistant principals and preparedness for the principalship? RQ2: Is there a significant relationship between the prior employment training that assistant principals receive and preparedness for the principalship? RQ3: Is there a significant relationship between participation in the role of the principalship and preparedness for the principalship? RQ4: Is there a significant relationship between the leadership attributes that the assistant principals possess and preparedness for the role of the principalship? RQ5: Is there a significant relationship between the aspirations of the assistant principal and the preparedness of the principalship? RQ6: Do independent variables such as years teaching, age, race, highest degree earned, present position, gender, educational institution attended, type of certification: years as assistant principal, size, location, or type of school have a significant bearing on the perceptions of principals and assistant principals regarding training activities for the principalship? In this study, a survey questionnaire was used to document the perceptions of 70 principals and 100 assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metro-Atlanta area as preparation for the successful principalship of schools. Demographic information and principal and assistant roles and responsibility data was also gathered. This study found a positive correlation between perceived importance of formal university graduate course work and preparedness for principalship. The study also revealed that having a written job description outlining specific duties while in the role of assistant principal is significantly related to preparation for principalship. Assistant principals in this study received the lowest ratings on the ability to handle effectively resource allocation. In addition, previous experience with budget and finance was noted as one of the most important areas of expertise one must gain when participating in the role of principalship. To the extent possible, principals should involve their assistant principals in decisions concerning planning and developing the school budget; managing fiscal, human, and material resources; utilizing the physical plant; and monitoring and reporting on resource use.
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Dalgleish, Alison. "Pathways to principalship." AUT University, 2010. http://hdl.handle.net/10292/935.

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A qualitative descriptive approach was undertaken to research what was available within the areas of advice and guidance for potential principals who wish to achieve the position of principal at secondary schools in Aotearoa New Zealand. The literature review for this study uncovered very little in the way of New Zealand-based professional advice and guidance for potential principals, despite there being some leadership development programmes such as the Principal Preparation Programmes for Aspiring Principals (University of Auckland, Centre for Educational Leadership). However, the international literature revealed a greater wealth of data on existing principal preparation programmes, and the phenomenon of leadership. In terms of the methodology, case studies and interviews of six participants were undertaken. Six current principals of provincial North Island secondary schools in New Zealand were interviewed face-to-face. Their stories were audio-taped and transcribed. The interviews were essentially rich narratives of leadership stories and were somewhat akin to individual case studies of the participants' own leadership and principal development. Content and thematic analysis of the data revealed eight aspects of principal development which were distilled to four main themes: historical career pathway; managing the journey; handing over the knowledge; and personal costs to the participants. The findings from this research showed that few principals followed planned career pathways or had access to advice, guidance or formal training for principalship. Participants generally gained principal positions through good luck rather than good management. The increasing complexity of the principal's role, combined with a projected shortage of competent candidates, requires that preparation for principalship needs to be implemented as a well-structured, rigorous programme. A framework for such a programme is proposed.
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Oliveira, Anthony J. "Ethics and the principalship." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135736/.

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Aberg, Theresa Perrow. "Pursuit of the Principalship." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/48431.

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The school principal is one factor in student success. As the number of principals needed increases (Bureau of Labor Statistics, 2008) and the number of principals eligible to retire rises (Briggs, Cheney, Davis, and Moll, 2013), there is concern about a potential shortage of applicants. This potential shortage has been documented in professional literature and state reports, including Arkansas (Carnine, Denny, Hewitt, and Pijanowski, 2008), Massachusetts (Militello and Behnke, 2006), North Carolina (North Carolina Association of School Administrators, 2005), and Vermont (Hinton and Kastner, 2000). One concern of those who predict a shortage of qualified applicants for the principalship is that educators complete principal preparation programs but do not pursue positions. Various reasons for this reluctance to apply have been expressed, including the time, responsibility, and salary that are incommensurate with the demands of the position. The purpose of this study was to investigate the differences between those more willing and those less willing to apply for principal or assistant principal positions once they have completed preparation programs for school leaders. Interviews conducted with graduates of principal preparation programs were used to identify variables that may affect the willingness to apply for principal positions. The identified variables were formed into a questionnaire that was administered to a larger sample of graduates of principal preparation programs with faculty affiliated with the National Council of Professors of Educational Administration using the Virginia Tech on-line survey maker. Encouragement by others was an influence in the willingness to apply for the principalship in both the qualitative and quantitative portions of this research. While salary correlated with the willingness to apply in the quantitative portion of the research, it was not a strong factor in the qualitative portion of the research. Non-married respondents were more willing to apply for principal positions. Other factors mentioned by respondents in the qualitative portion of the research were not significant influences on the willingness to apply for the principalship or were not measured reliably in the quantitative portion of the research. These factors were the activity of the position, competence, stress, and the time commitment of the principalship.
Ed. D.
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Blaney, Vaughan M. "Principalship and the sixth sense." Thesis, View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528836X.

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Mackenzie-Batterbury, Rona. "The journey to academy principalship." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3473/.

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This study explored the life and career journeys of twenty Principals leading sponsored academies in disadvantaged areas, which opened in England during 2010. The research focused on: the emergence of the academy programme; the significant influences on the life and career journey; the reasons behind the Principals’ application for academy leadership. The career pathway model identified by Gronn (1999) acted as the reference framework, focusing on the phases of formation and accession. This qualitative study adopted interview survey methodology, utilising the semi-structured interview method. Interviews were undertaken between September 2010 and January 2011 and explored the significant influences on three phases of leader development: the formative years; the journey to academy principalship; academy principalship. The findings showed that the process of leader formation for these respondents was influenced throughout their lives by contextual factors. In the formative years, family and schooling experiences were significant. During the career pathway, four categories of significant influence were identified: influential people; significant experiences; opportunities and rewards; impediments and challenges. These nurturing experiences influenced the development of the leaders’ values, personal qualities and leadership ambitions. An emerging theoretical framework is proposed to demonstrate the key influences. The emergence of the sponsored academy programme is detailed within the Review of Literature chapter. The fundamental factors underpinning the motivation to lead an academy were found to be driven by core values, promulgated from formative experiences and enhanced during the career pathway. The academy model was seen to provide a fresh start and aid the realisation of their ambition to work in a challenging, disadvantaged educational environment, making a positive difference to raise aspiration and improve the outcomes for students and their families.
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Cannon, Helen Mary, and res cand@acu edu au. "Redesigning the Principalship in Catholic Schools." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.

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The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
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Cannon, Helen Mary. "Redesigning the principalship in Catholic schools." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/e12c37ac53836b9466930a23424c9307461edce21c858012dba111a8842aa96f/1149917/64813_downloaded_stream_38.pdf.

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The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
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Roberts, Barry Llewellyn. "The Useful Elements of Pre-principalship Preparation." The University of Waikato, 2007. http://hdl.handle.net/10289/2358.

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Abstract The importance of the role of the principal in good schools is acknowledged by many sources. The preparation of new principals is therefore an important factor in ensuring children are educated in good schools. New Zealand does not have a formal system of principal preparation. The purpose of this study was to examine the experiences of pre-principalship preparation with the aim of discovering those activities and developments that were useful in assisting teachers to make the transition to successful principalship. The research question addressed in this study is,; What are the elements of pre-principalship preparation that are most useful for potential and aspiring principals in furthering their career aims? Using qualitative methodology, a group of people who had attended the Aspiring and Potential Principals' Pilot run by the School of Education at the University of Waikato, were questioned using semi structured interviews about their experiences. Five of the six were holding principal positions, the sixth was in a deputy principal's position and had some relieving principal experience. The results the research generated indicated that while there were varying needs for potential principals because of their varied backgrounds, there were six useful experiences for all identified. These included, attendance at some form of targeted principal preparation programme, a background of ongoing professional learning, developing networks, developing successful mentoring, experience of models of principalship and support of 'family'. Different people had different levels of benefit from these experiences but they were common to all. It is hoped that this research will give assistance to guiding professional development for the potential and aspiring principals of tomorrow.
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Donaldson, Carol. "Together and alone, women seeking the principalship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ49489.pdf.

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Books on the topic "Principalship"

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Drake, Thelbert L. The principalship. 5th ed. Upper Saddle River, N.J: Merrill, 1999.

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1917-, Roe William Henry, ed. The principalship. 3rd ed. New York: Macmillan, 1986.

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Drake, Thelbert L. The principalship. 4th ed. New York: Macmillan College Pub. Co., 1994.

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Drake, Thelbert L. The principalship. 6th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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Lashway, Larry. Rethinking the principalship. [Alexandria, VA]: National Association of Elementary School Principals, 2002.

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E, Krug Samuel, ed. Thinking through the principalship. Larchmont, NY: Eye on Education, 1998.

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Epah, George Fonkeng. Secondary school administration and principalship. 2nd ed. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Epah, George Fonkeng. Secondary school administration and principalship. 2nd ed. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Kimbrough, Ralph B. The principalship: Concepts and practices. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Lunenburg, Frederick C. The principalship: Concepts and applications. Englewood Cliffs, N.J: Merrill, 1995.

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Book chapters on the topic "Principalship"

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Glasman, Naftaly S., and David Nevo. "The School Principalship." In Evaluation in Decision Making, 3–16. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2669-1_1.

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Qian, Haiyan. "School principalship in China." In Routledge International Handbook of Schools and Schooling in Asia, 1015–26. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-99.

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Eacott, Scott. "The Principalship, Autonomy and After." In Educational Leadership Relationally, 107–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-911-1_7.

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Mampane, Sharon Thabo. "Pathways to Principalship in South Africa." In The Education Systems of Africa, 1–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_47-1.

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McMahon, Margery, and Deirdre Torrance. "Standards for School Leadership and Principalship." In The Palgrave Handbook of Teacher Education Research, 1–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-59533-3_25-1.

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Dimmock, Clive, and Tom O'Donoghue. "The Background: Restructuring and the Principalship." In Innovative School Principals and Restructuring, 5–24. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203985946-2.

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Mampane, Sharon Thabo. "Pathways to Principalship in South Africa." In The Education Systems of Africa, 327–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_47.

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Ness, Kathleen. "The Changing Role of School Principalship." In School Psychologists as Advocates for Social Justice, 149–55. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003348344-16.

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Amzat, Ismail Hussein. "Sharing School Leadership: Principalship Empowerment or Relegation?" In Teacher Empowerment Toward Professional Development and Practices, 43–58. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_3.

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Oplatka, Izhar. "Emotional workload and time use in principalship." In How School Principals Use Their Time, 215–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-14.

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Conference papers on the topic "Principalship"

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Oliveras-Ortiz, Yanira. "The Principalship in Rural Central America: Leadership Beyond the Schoolhouse." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433025.

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Reutzel, Cody. "Career Stages of the Principalship: A Review of the Research." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684488.

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Hernández-Amorós, María José, and María Encarnación Urrea-Solano. "ANALYSIS OF HOW PRE-SERVICE TEACHERS PERCEIVE PRINCIPALSHIP AND EDUCATIONAL LEADERSHIP." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1665.

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Abdelrahman, Nahed. "Investigating Principalship Motivations of Bilingual Teachers Attending Principal Preparation Program: Texas Case Study." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576220.

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Maseko, Vusi. "RATING SCALE FOR SOUTH AFRICAN STANDARD FOR PRINCIPALSHIP: DEVELOPMENT, FIELD-TESTING AND MODELLING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2015.

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Muhtaram Mirfani, Aceng. "The Challenge Of Change Of The Principalship Orientation In The Era Of Industrial Revolution 4.0." In Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/upiupsi-18.2019.4.

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Reports on the topic "Principalship"

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Howell, Patricia. A Comparison of Assistant Principal and Principal Perceptions of the Assistant Principalship as a Training Ground in the Secondary School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1372.

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