Dissertations / Theses on the topic 'Principalship'
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1
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.
5
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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Cook, Dierdre. "The journey to a principalship : women's stories /." Saarbrücken : VDM Verlag Dr. Müller, 2007. http://d-nb.info/989243672/04.
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Greene, Lynda S. "Upward Mobility Determinants for the Elementary Principalship." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2688.
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The primary objective of this study was to identify determinants of upward mobility for individuals who subsequently achieve elementary principalships. Since many educators aspire to elementary principalships, awareness of tangible and intangible determinants is important to principalship candidates in their upward movement to the elementary principalship. The basic research tool was a qualitative research interview. A purposive sample was used involving individuals with identified expertise and with access to certain desired information. Therefore, the study involved two levels of administrative personnel--superintendents who recommend and elementary principals who have been appointed to positions within school systems. The sample included 21 school superintendents who had recommended elementary principals in the last three years and 33 elementary principals hired because of their recommendations. Superintendents in the First and East Tennessee Development Districts, and elementary principals hired in those districts were identified as the sample. Findings of this study reveal that superintendents and principals were generally in agreement concerning the existence of selection influencing determinants. Superintendents reported they relied heavily on an aspirant's track record, professional appearance, professed loyalty, direct thought processes, extra work without complaint, professional growth, curriculum experience, confidence, leadership abilities, visibility in the school setting and community, and "fit." Elementary principals reported selection determinants as an excellent track record, visibility in a school setting and the community, direct thought processes, confidence, positive with people and parents, professional dress, knowledge on administration, positive attitude, extra work without complaint, loyalty, leadership, curriculum expertise, ability to communicate, and having a mentor relationship with one presently in an administrative or supervisory position within the school system. Even though superintendents and principals were generally in agreement concerning determinants of selection, they identified different determinants as being more important when it came to making the final decision of selection. Superintendents reported they relied heavily on what they identified as professional opinion, sixth sense, or "fit." Elementary principals reported the deciding factor dealt more with their past successfulness as a teacher and their knowledge of administration.
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Pirouznia, Mahshid. "The Obstacles in Women's Pathway to Principalship." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/90.
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The research problem is to investigate the obstacles of women seeking the principalship in public education; and also to explore major changes of different obstacles to women's principalship because women's roles have changed over time. Different obstacles in women's pathway to principalship are: low self-image; lack of encouragement; myths about women's work; sex stereotyping; lack of aspiration; role conflict; low self-esteem; family responsibilities; lack of mobility; and hiring and promoting practices. The research questions are: 1. what are the barriers for women who did not obtain a principalship or assistant principalship. 2. what are the barriers for women who obtained principalship or assistant principalship. 3. What are the other barriers for women who did or did not obtain principalship.
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Pirouznia, Mahshid. "The obstacles in women's pathway to principalship." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0038.html.
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Leblanc, Renée. "The principalship: Five women principals' relationships and responsibilities." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6390.
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Many women currently occupy the position of high school principal, and the number of studies conducted with women educational administrators has increased to reflect that reality. In the past, women who became school administrators had to have succeeded according to rules that they had no part in making; they were accommodating the demands of administrative roles shaped by men (Young, 1995). Since Young wrote that conclusion in 1995, the landscape has changed, and even more women occupy educational administrative positions. This study attempted to ascertain to what extent and in what ways women are now able to shape administrative roles to suit themselves; in terms of their leadership approach, and their conception of power, and authority. The qualitative study is based on data collected from semi-structured, open-ended interviews with five women high school principals, as well as observations conducted at their work place. The aim of the study was to further our understanding of how they enact their role as the principal of a high school. (Abstract shortened by UMI.)
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Lane, Scott Robert. "Stress type and leadership style in the principalship /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/preview?9977909.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-138). Also available for download via the World Wide Web; free to University of Oregon users.
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Paswaters, Robert. "A Study of Florida Public Elementary School Principals' Job Satisfaction Following the Implementation of Florida's A+ System for Grading Schools." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2421.
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The problem of this study was to examine the impact of Florida's A+ program of accountability on elementary principal job satisfaction. Specifically, the study was conducted to determine the relationship between a school's grade and principal job satisfaction. Of primary interest was the extent to which school accountability impacted principal satisfaction with the facets of Work on Present Job, Pay, Opportunities for Promotion, Supervision, People on the Present Job, and the job as a whole. The instruments used, the Job Descriptive Index (JDI) and Job in General (JIG) were provided through the JDI Research Office housed at Bowling Green State University. The JDI and JIG results were analyzed using statistical analyses, comparisons of median scores within established satisfaction ranges developed for the JDI, and national norms also provided by the JDI Research Office. The data were derived from the responses of 65 (39.6%) public elementary school principals in three Florida counties. Overall, the findings demonstrated that 93.7% of responding principals reported overall satisfaction with their jobs as measured by the JIG. High levels of satisfaction were also reported on the JDI in the areas of Work on Present Job, Supervision and People on your Present Job. The two areas that were the least satisfying for responding principals were the facets of Pay and Opportunities for Promotion where a majority expressed feelings of ambiguity or dissatisfaction. In an analysis of the impact of school grades (A, B, or C), there was not a significant relationship between the grade received by the school and principal satisfaction on either the JDI or the JIG.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Chiang, Po-Yu Emmy. "The development of school principalship in Vancouver, 1886-1928." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29350.
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The traditional role of the school principal as head teacher, school secretary, janitor and nurse became transformed during the last century in the United States, as growth of the size of city schools required principals to provide supervisory and instructional leadership. By the turn of the century, principals of large urban centres were granted much administrative control over their schools and were relieved of teaching, clerical, janitorial and medical duties so that they could devote their time to inspect classes and manage their staff.
As this was the state of the profession in the United States, the purpose of this thesis is to investigate whether or not the same kind of change occurred in Canadian schools, and whether this American trend had any impact on the pace or pattern of change for Canadian school principals.
Early school principalship in Vancouver, as it developed from 1886 to 1928, is selected as a case for inquiry. The study profiles the personal and professional background of Vancouver's first principals and describes the nature of their work during this time period. As the various available sources, such as the annual provincial superintendent's reports and school board meeting minutes show, while the profession did undergo similar type of reform, as principals evolved from head teachers to supervisors and managers, the process was hampered by local elements and concerns, as well as decisions made by city and provincial authorities. One can conclude from these findings that, for one Canadian city at least, new models and ideas in school administration from the United States were not quickly or easily transferred and adopted. For Vancouver, the decision to redefine the role of school principals happened only when local needs justified such a move.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Branson, Christopher Michael, and res cand@acu edu au. "An Exploration Of The Concept Of values-Led Principalship." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp64.25092005.
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The purpose of this research study was to understand better and reconstruct the concept of values-led principalship. In recent times, in response to constant change and uncertainty, there has been a consistent call for a new form of principalship: values-led principalship. Principals are now being urged to allow values to shape their principalship behaviour. In short, values-led behaviour is said to afford the principal the means of providing appropriate school leadership in unpredictable, and even ambiguous, times. However, the assertion that values can play a positive role in a principal’s performance needs to be substantiated. Despite their innate appeal, the nature and function of values in human endeavours remains somewhat unclear. This research study seeks to redress this lack of understanding by investigating how knowing personal values might help the principal to be led by these values and, thereby, be able to act more effectively as an educational leader. To this end, this research study is situated within the research paradigm of pragmatic constructivism and informed by the theoretical perspective of symbolic interactionism. The orchestrating perspective was case study with the boundaries of the case defined in terms of the system of secondary schools operating under the auspices of the Catholic Archdiocese of Brisbane. This case study included an open-ended questionnaire, two closed questionnaires, and a series of three semi-structured interviews with five principals. This research study began with a comprehensive review of literature from psychology, ethics and values theory to establish the relationship between values and behaviour. This review highlighted five important insights in respect to personal values. First, personal values are formed during the general experiences of life. Second, these personal values influence behaviour. Third, personal values are subjective inner-world phenomena that are more likely to be tacit and subliminal influences upon one’s behaviour. Fourth, having knowledge of one’s own personal values is not a natural or a common occurrence and the gaining of this particular form of self-knowledge is difficult and requires effort and appropriate processes. Finally, the appropriate process for gaining self-knowledge of one’s personal values is through self-reflection and introspection. Based on these insights, the researcher identified four research questions: How knowledgeable are the principals of their own personal values? How have the personal values of the principals been formed? Can a principal gain increased self-knowledge of his or her personal values and the relationship of these personal values to his or her educational leadership behaviour? Does an increased level of self-knowledge of personal values bring about values-led principalship? In general, the findings of this research study suggest that values-led principalship is a simplistic conceptualisation that does not reflect the complex relationships between the inner Self and behaviour. The concept of values-led principalship assumes self-knowledge of personal values and the deliberate application of this knowledge to influence personal behaviour. By not considering the formation of personal values and the inner antecedents of personal values within the Self, any self-knowledge of one’s personal values remains notional. Notional self-knowledge maintains the tacit, subliminal influence of personal values on behaviour. Thus, personal values are directing or driving behaviour resulting in values driven rather than values-led principalship. From an instrumental perspective, this finding raises a number of issues in respect to the professional development of principals. As a consequence, the following propositions are advanced: The professional development of principals should prepare them to incorporate regular self-reflective and introspective practices; The professional development of principals should challenge them to develop a rich knowledge of their inner Self; The professional development of principals should assist them to appreciate how their whole life experience is woven into their leadership behaviour; and Contemporary principals require formal professional mentoring programmes to assist them to more truly clarify and understand the antecedents of their leadership behaviours.
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Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
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This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.
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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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Branson, Christopher Michael. "An exploration of the concept of values-led principalship." Thesis, Australian Catholic University, 2004. https://acuresearchbank.acu.edu.au/download/b70832db1f97943d115198cf48aebdb56a47f17d0b901b5c20fe6d0fa0696e1a/2764580/64803_downloaded_stream_28.pdf.
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The purpose of this research study was to understand better and reconstruct the concept of values-led principalship. In recent times, in response to constant change and uncertainty, there has been a consistent call for a new form of principalship: values-led principalship. Principals are now being urged to allow values to shape their principalship behaviour. In short, values-led behaviour is said to afford the principal the means of providing appropriate school leadership in unpredictable, and even ambiguous, times. However, the assertion that values can play a positive role in a principal's performance needs to be substantiated. Despite their innate appeal, the nature and function of values in human endeavours remains somewhat unclear. This research study seeks to redress this lack of understanding by investigating how knowing personal values might help the principal to be led by these values and, thereby, be able to act more effectively as an educational leader. To this end, this research study is situated within the research paradigm of pragmatic constructivism and informed by the theoretical perspective of symbolic interactionism. The orchestrating perspective was case study with the boundaries of the case defined in terms of the system of secondary schools operating under the auspices of the Catholic Archdiocese of Brisbane. This case study included an open-ended questionnaire, two closed questionnaires, and a series of three semi-structured interviews with five principals. This research study began with a comprehensive review of literature from psychology, ethics and values theory to establish the relationship between values and behaviour. This review highlighted five important insights in respect to personal values. First, personal values are formed during the general experiences of life. Second, these personal values influence behaviour.;Third, personal values are subjective inner-world phenomena that are more likely to be tacit and subliminal influences upon one's behaviour. Fourth, having knowledge of one's own personal values is not a natural or a common occurrence and the gaining of this particular form of self-knowledge is difficult and requires effort and appropriate processes. Finally, the appropriate process for gaining self-knowledge of one's personal values is through self-reflection and introspection. Based on these insights, the researcher identified four research questions: How knowledgeable are the principals of their own personal values? How have the personal values of the principals been formed? Can a principal gain increased self-knowledge of his or her personal values and the relationship of these personal values to his or her educational leadership behaviour? Does an increased level of self-knowledge of personal values bring about values-led principalship? In general, the findings of this research study suggest that values-led principalship is a simplistic conceptualisation that does not reflect the complex relationships between the inner Self and behaviour. The concept of values-led principalship assumes self-knowledge of personal values and the deliberate application of this knowledge to influence personal behaviour. By not considering the formation of personal values and the inner antecedents of personal values within the Self, any self-knowledge of one's personal values remains notional. Notional self-knowledge maintains the tacit, subliminal influence of personal values on behaviour. Thus, personal values are directing or driving behaviour resulting in values driven rather than values-led principalship. From an instrumental perspective, this finding raises a number of issues in respect to the professional development of principals.;As a consequence, the following propositions are advanced: The professional development of principals should prepare them to incorporate regular self-reflective and introspective practices; The professional development of principals should challenge them to develop a rich knowledge of their inner Self; The professional development of principals should assist them to appreciate how their whole life experience is woven into their leadership behaviour; and Contemporary principals require formal professional mentoring programmes to assist them to more truly clarify and understand the antecedents of their leadership behaviours.
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Goss, John Edmund. "Stress as a factor in the high school principalship." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/14571.
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Bibliography: leaves 162-170.An important facet of a person's self-concept is his expectations of his performance. If his expectations are excessively high and there is a significant gap between his aspirations and his accomplishments, the resulting sense of failure has a negative effect on his self-concept. It is likely that school principals, because of the idealism and sense of calling that is associated with human service professions, are particularly vulnerable to excessive self-expectations. Cherniss believed this to be a potential stressor because the threat of failure has more serious personal consequences for people who regard their work as a calling rather than a job. For those who view their work as a calling, their identity and self-esteem are related to a considerable extent to the successful accomplishment of their work. Dobson pointed to the dangers of achievement anxiety, manifested as a pervasive fear of failure, for 'perfectionists' who set unreasonably high standards which are beyond their capabilities. Levinson regarded intense self-criticism and internal dissatisfaction as part of the make-up of dynamic, motivated business executives, making them exceptionally vulnerable to feelings of failure.
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Wilkinson, Claudia McLaughlin. "Perceived Barriers of Women Who Aspire to the Principalship." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1389362922.
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Ruffin, Santee C. "A national study of the urban high school principalship." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54408.
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This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals.
Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation.
The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average.
The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs.Ed. D.
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Fisher, Thomas. "A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2315.
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The purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the administration of a modified version of the Audit of Principal Effectiveness (APE), a survey instrument developed by Dr. Jerry Valentine through the Middle Level Leadership Center at the University of Missouri-Columbia (Valentine & Bowman, 1984). The survey instrument used for this study contained 52 statements regarding principal leadership characteristics divided into two domains (organizational environment and educational program). The organizational environment domain (questions 1-37) establishes the ability of the principal to nurture the on-going climate of the school through development of positive interpersonal relations among the staff members and effective daily operational procedures for the school. The second domain, educational program, ascertains the principal's ability to serve as the educational leader of the school through active involvement in instructional leadership and curriculum development. Teachers were asked to rate their principal on a 9-point Likert-type scale (1 = not effective, 5 = moderately effective, 9 = very effective) on the extent they perceived the principal to be effective in that leadership skill. A sufficient number of surveys (minimum of 7) were returned from teachers at 60 schools (35 middle schools and 25 high schools) out of a possible 104 for a response rate of 57.7%. The investigation found the following: 1) There was no statistically significant difference between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the (APE) between middle schools and high schools; 2) There was no statistically significant correlation, when middle school and high school principals were treated as one group, between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the APE and student achievement; 3) There was a statistically significant negative (inverse) correlation between FCAT reading percentage and low-SES percentage for all schools; 4) As teacher rating mean scores on the APE organizational environment domain increased, the negative (inverse) correlation between FCAT reading percentage and low-SES percentage decreased but not at statistically significant levels; and 5) A positive correlation between teacher rating mean scores and FCAT reading percentage was indicated for high school principals on both the organizational environment and educational program domains of the APE. These correlations were not statistically significant at the higher alpha required for multiple correlation tests, but they were positive and the correlation for the organizational environment domain approached significance.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Creasap, Sally A. "The effects of mentoring and sustained reflection on educational leadership practice a case study of a novice principal and mentor participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060886269.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 242 p.; also includes graphics Includes bibliographical references (p. 229-242). Available online via OhioLINK's ETD Center
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Doherty, Theresa M. "The Role of Mentors in the Development of School Principals." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26382.
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The purpose of this study was to describe the role that mentors played in the development of school principals. This study focused on the role of mentors as described by retired school principals on the informal mentoring process. It also identified and discussed differences the retired principals found in mentoring relationships among males and females.
Qualatative methodology was used in this study. Principals who retired between 1960 and 1997 were interviewed and described the role that mentors played in their professional development and what role, if any, they played in a formal mentoring process.
The mentors of the retired principals contributed significantly to their career development. During the time that they were serving as principal the nature of the mentor network was primarily informal. Most of the retired principals made no application for the principalship but were invited to serve in that position. Most participants believed that women were more likely to climb the career ladder with the help of a mentor. As their careers were nearing an end, some of the participants were involved in the development of formal mentoring programs. Whether engaged in formal or informal mentoring processes, all of the participants made contributions. Those participants who had mentors all chose to mentor others. Ultimately, the retired principals described mentoring as having made an important contribution to their development as school principals. They encouraged continued use of mentoring in both formal and informal venues.Ed. D.
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Nkuna, Mzamani Eliah. "Experiences of principals in Limpopo province regarding their career pathways." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45881.
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The purpose of this qualitative descriptive study was to explore the pathways followed by school principals in the Limpopo Province of South Africa. The aim was to explore the pathways principals followed in order to determine knowledge, procedures and processes that lead to the appointment of quality principals in schools. Formal and informal pathways that teachers aspiring to be principals take were identified in addition to exploring what motivated the principals to apply for their posts. Little research has been done on the topic of career paths of school principals in the South African context and therefore,this study makes acontribution to the knowledge-base of career pathways of South African school principals. A qualitative study approach, using semi-structured interviews, was employed. A total of ten participants were selected using purposeful and convenience sampling. The researcher obtained consent from the participants and assured them of anonymity, confidentiality and their right to withdraw from the study at any time they felt uncomfortable in continuing to participate in the study. The main questions participants were asked wereconcerned with their experiences as principals in terms of their career pathways; the routes that they followed to principalship; and what motivated them to apply for the post. The collected data wastranscribed categorized and presented as themes with direct quotations from the participants to support the themes. The findings of this study were compared with the available literature on similar studies to determine similarities and differences. Conclusions were reached, recommendations were made and suggestions for future research on the topic were made from the findings of the study.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
Unrestricted
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Strube, Michelle Marie. "Causes of burnout, an examination of the Saskatchewan high school principalship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ35856.pdf.
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Williams, Tonya Mahone. "The assistant principalship and instructional leadership in Clayton County public schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/103.
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The purpose of this study was to investigate the instructional leadership tasks that are performed by assistant principals in Clayton County Public Schools. This study tested ten null hypotheses to determine if statistically significant relationships existed between the assistant principalship and Krug’s instructional leadership tasks. A modified questionnaire was used to obtain responses to address the research questions posed in this study. Questionnaires were mailed to every elementary, middle and high school assistant principal in the Clayton County Public School System. The questionnaire asked respondents to identify what instructional leadership tasks they performed. Results of the questionnaires were compiled and coded for the purpose of statistical analyses. Descriptive statistics were used to facilitate a more basic and comprehensive analysis and presentation of data. To explore the relationship between variables, the Pearson r was used. The findings indicated that there were no significant relationships between defining the mission, managing curriculum, supervising teaching, monitoring student progress, and promoting the instructional climate and the assistant principalship. Also, the findings indicated that there were no significant relationships between defining the mission, managing curriculum, supervising teaching, monitoring student progress and promoting the instructional climate and the assistant principalship as they relate to age, educational level, race, gender and school type. Assistant principals’ roles should not be one of chief disciplinarian. As the instructional role of the assistant principal continues to unfold under the current reform efforts, it is essential that principals assign tasks to assistant principals that are directly related to instruction.
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Grant, Derrick. "Becoming a primary school principal in Ireland : deputy-principalship as preparation." Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/12703/.
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This thesis investigated influences on primary school deputy-principals’ motivations to apply for principalship in the early twenty-first century in the Irish Republic. This required the exploration of both principals’ and deputy-principals’ roles in management and leadership to discover how better to prepare deputies to continue to the principalship. The research approach sat firmly within the qualitative paradigm, using semi-structured interviews with twelve primary deputy-principals exploring their construction of deputyship and principalship from their professional socialisation experiences. Findings revealed the complex relationship which exists between both roles and the extent to which the pervading school culture determines how much meaningful leadership opportunity is distributed beyond the principal. A major outcome of the study is a constructed knowledge of the nature and culture of Irish primary deputyship. Three new typologies of deputy-principalship provide a new perspective on the deputyship role, concluding that the gap in experiences and knowledge between deputyship and principalship is so great that energy should flow into the formation of formal, planned and structured preparation for a deputyship transition into principalship.
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Hall, Lorraine Weisser. "A study of mentoring and the acquisition of the elementary principalship." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1475.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains ix, 142 p. Includes abstract. Includes bibliographical references (p. 104-131).
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Raines, Donna J. "Epiphanies of the Principalship: A Study of Passages in Educational Administration." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0330104-223557/unrestricted/RainesD041204f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0330104-223557. Includes bibliographical references. Also available via Internet at the UMI web site.
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Lambert, Stephen. "The challenges and resolutions of moving middle curriculum managers on to principalship." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:14003.
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Frearson (2003), Clancy (2005) and Colinson and Colinson (2006) all argue that there is a chronic shortage of suitably experienced candidates pursuing principalship, a situation which is being made worse by an ageing workforce amongst currently serving principals. Hargreaves and Fink (2005) suggest that this is a result of the principals’ role becoming increasingly complex and demanding which has deterred potential candidates from pursuing principalship. At the same time Hargreaves and Fink (2005) and Davies (2009) argue that sustainable leadership offers a viable mechanism for developing individuals and organisational capacity resulting in a greater pool of suitably experienced and skilled candidates. This research reviews current literature on sustainable leadership and argues for an alternative framework for further education colleges. It also considers the current challenges faced by principals and middle curriculum managers and the resolutions which need to be put into place in order to develop individuals capable of becoming the next generation of principals. The research was achieved through a three phase design: phase one was a questionnaire to principals of all general further education colleges in the south east of England, including London; phase two was a series of interviews with principals and phase three were focus groups with middle curriculum managers. The research demonstrates that the role of the modern principal encompassed three main elements: public; internal private and internal public, all of which need to be balanced by incumbents in order to fulfil their duties effectively to both stakeholders and spectators. The research also suggests that the development of future principals should take place prior to commencing the post and rather than focusing on knowledge as per existing approaches, there is overwhelming support from participants for an evidence based approach.
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Holland, Brady William. "A study of the Edmonton Public Schools Principalship Training and Development Course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34454.pdf.
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Inglis, Bruce. "Leading on the verge of peril : a creative journey of vice-principalship." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7893.
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This work comprises both artistic expression and self-inquiry to tell the story of a Vice-Principal’s apprenticeship and his travels in the narrative landscape of public school. Using creative non-fiction methods, the lived experiences of a Vice-Principal are told through a collection of vignettes, adventures and mishaps that occur to the characters in and across the community arena of a typical Vancouver school called Kitsilano Elementary. Much of what is presented describes the struggle for meaning and professional development which the main character must experience to learn leadership. Angus Bruce, the apprenticing Vice-Principal undergoes training for leadership, taking guidance from a mentor, and attempts to avoid the perils and pitfalls that dot his landscape and challenge his authority and identity. In this narrative Angus shares his experiences, creative expression and practices of school administration, his personal angst and educational joy in caring for young people and the transformations that are experienced in gaining a professional knowledge required to be promoted to a Principalship. The narrative is written using creative non-fiction to portray a work of truthful representations in a fictionalized work of art. This arts-informed inquiry uses narrative structures, poetry, and a/r/tography to situate the self-study of administrative service and servant leader in a fictionalized work of art, while creatively portraying the researcher’s inner voices of unease, humility and gratitude.
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Kyriacou-Savva, Elena. "Women in primary education principalship in Cyprus : experiences from past to present." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27829.
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The aim of this thesis is to cast light on the neglected ‘walking phenomenon’ (Morton, 2002) of women’s uneven participation in Cyprus primary school management and to investigate the reasons causing it. More specifically, the research offers insights into women’s experiences of progressing to and experiencing primary school principalship in Cyprus from 1961 to 2010; examines whether and to what extent these experiences have changed over the last five decades; and maps the reasons women leaders provide for their disproportionate representation in principalship over this period. Underpinned by the principle of ‘fitness for purpose’ (Cohen et al., 2007), the interpretive paradigm, a qualitative approach (narrative inquiry), snowball sampling, semi-structured in-depth narrative interviewing of 23 retired and in-service women principals as well as thematic analysis are adopted. With regard to women’s experiences of progressing to principalship, the findings suggest that women educators in primary education between 1961 and 2010 had generally been non-leadership oriented; had followed fairly unplanned occupational trajectories; and thus had needed external encouragement to enhance their confidence and set themselves on the pathway to principalship. Participants had been fairly unaware of discriminatory dynamics during the interview for promotion. In terms of women’s experiences of principalship, the outcomes indicate that, despite a growing positive ethos, stereotypical preconceptions identified in the school, community and family contexts regarding women in leadership posts – particularly of younger age – persist. The comparison of women’s experiences of progressing to and experiencing primary school principalship in Cyprus between 1961 and 2010 reveals comparable conducive and/or impeding impacts on women’s advancement as well as on their leadership role as such, throughout the period under consideration. A range of reasons for women’s disproportionate representation in primary school principalship are proposed by narrators that fall in three intersected levels coined in this thesis: a) the Macro level: Socio-cultural barriers, b) the Meso level: Institutional barriers and c) the Micro level: Personal/Psychological barriers. Some implications for theory, policy and practice are provided and recommendations for future research are proposed.
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Cockley, Kimberly R. "The Transition Experience: The First 100 Days of the Middle School Principalship." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304904322.
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Phakathi, Charity Sharon. "Policy and practice : enabling or disabling women's aspirations for secondary school principalship." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60973.
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This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders.
Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Lyons, John Joseph. "The principal's microcosm: an exploration of the interplay between the leader's meaning system and school self-renewing processes." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001464/.
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Despite research on the school principalship having evolved over past decades, the prevailing standpoint has largely remained an outsider's perspective upon external behavioural manifestations of principalship. Whilst valuable in their own right, such models of research accord little importance to the effect of thought and intention on behaviour. The purpose of this research was to articulate the notion of a principal's "microcosm" as a means of capturing the dynamics of meaning making in the principalship, when the cognitive world of the principal and the actual work of school leadership interact. The functional context was the expectations of catholic school authorities that schools will engage in processes of continuous self-renewal. Following comprehensive analysis of recent theoretical and research literature, a preliminary framework for the principal's microcosm was generated. A single-investigator, multiple-site case study methodology was utilised to conduct the field research, which was carried out in a provincial city of an Australian state. Three principals were selected as the subjects for in-depth exploration and analysis over a period of 16 months. A range of qualitative research strategies was employed, encompassing formal and informal interactions with the three principals and selected members of their professional communities. On the basis of the field study, a refined framework for the principal's microcosm was developed. Four major conclusions were identified. First, the notion of microcosm offers promise as an explanatory and analytical tool for focussing upon the complexities of change in school settings. Second, metaphor was observed to be integral to microcosm and its usefulness for comprehending leader behaviours was identified. The third conclusion concerned the potential of the construct microcosm for facilitating leader development through assisting individual leaders to reflect upon and to critically examine personal meanings embedded within their own professional practice. Finally, this research makes a contribution to clarifying the nature of catholic education itself.
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Phillips, Donald L. "Middle school principal's perceptions of the role and function of the assistant principalship." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2351.
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This study investigates and compares the skills, knowledge, and activities engaged in as a principal and an assistant principal and their relationship to the preparation of an aspiring middle school principal. Since little information exists, it is possible that no similar investigations have been previously completed. This study also compares the perceptions of principals with the expectations of school districts as to the required skills, knowledge, and activities of principals and assistant principals as delineated in their job descriptions. This study includes a survey of 104 middle school principals who were systematically selected from 1,228 active, public, non-charter, junior high/intermediate/middle schools in California. Surveys were mailed during the last week in October, 2006 and were postmarked for return between October 31 and December 20, 2006. A field test among ten selected principals was completed to establish the validity of the instrument, improve questions, format, and/or rating scales. Positivistic Educational Administration Theory provides the conceptual framework that informs this quantitative study. The study is cross-sectional, utilizing a self-administered questionnaire. Responses were gathered and averaged by category. Since the survey includes Likert scales, factor analysis was used as the statistical procedure to validate the questionnaire. The data provided by this study should be of interest to aspiring administrators, middle school principals and assistant principals, school district administrators, higher education professors of educational administration and other administrator preparation programs.
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Gray, Kimberly Anne. "Relationships| How Gender Impacts Relationships and Opens Opportunities to the High School Principalship." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10094615.
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The purpose of this study was to hear both female and male voices of high school principals specifically related to how they fostered and built relationships with five distinct affiliations (colleagues, family, superintendent, confidant or significant other, and self). Multiple studies have focused on examining the lack of female superintendents and the career paths to the superintendency (Coleman, 2001; Katz, 2005), whereas few have addressed the lack of high school female principals. The high school principalship is a stepping stone to the superintendency (Coleman, 2001; Katz, 2005). This notion was of interest to the researcher, a standing female principal, as she wanted to focus on the stepping stone of the high school principal to the superintendency.
“The absence of women at senior levels of administration, particularly the superintendency, in K-12 institutions means that women’s influence on policy changes, decisions, and practice in the field is limited” (Mahitivanichcha & Rorrer, 2006, p. 486).
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Thomas, Michael. "The secondary principalship: administrators' perceptions of pre- and post-service barriers to effectiveness." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996756860.
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Kawana, Irene. "Inspectors of education's perceptions of female principalship in the Rundu region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015746.
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While women constitute more than 51% of the population and far outnumber men in teaching positions in Namibia, very few occupy positions of leadership. Male candidates are still favoured for top positions, thereby denying women the chance to gain entrance to these positions. One of the reasons for this imbalance seems to be that, in spite of conscious political effort and legislation, women may still be perceived as less effective leaders than men. This research focused on leadership in education, in particular school principals, and explored the perceptions of female principalship held by school inspectors. Three school inspectors from the Rundu Education Region were purposefully selected and interviewed. Inspectors were selected on the grounds of their considerable influence in the selection and appointment of school principals. The study found that these inspectors favour school principals who show commitment to their work, have good interpersonal working relationships, are caring, good listeners, visionary and produce good results. The inspectors attribute female principals’ success to their traditionally perceived characteristics, such as caring leadership and ability to develop good human relations. Instead of perceiving these qualities as professionally negative (as is sometimes argued in the literature) the inspectors see them as indisputable assets to leadership. The respondents acknowledge the cultural stereotyping that may have influenced male attitudes to women in the past, but argue that good leadership is not specific to gender, but part of the qualities a person possesses, regardless of sex. This study concludes that, contrary to what has been reported in many studies, these inspectors perceive women principals as effective – equal to their male counterparts or sometimes even more effective - because they are caring, well organized and good at communicating and establishing relations with others. Though these qualities are different from the traditional masculine qualities which include independence and emotional strength, the respondents recognize and legitimize them as preferred qualities in current effective leadership practice.
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Seybert, John William. "Measuring content knowledge of principalship candidates on the ISLLC standards : a preliminary analysis /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273564.
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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.Title from PDF t.p. (viewed Nov. 21, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2754. Adviser: Gerardo R. Lopez.
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Baxter, Kimberly J. "Women in the high school principalship a study of leadership at three schools /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Steyn, G. M. "Interpreting the leadership practice of a South African school using the leaderful practice model." Journal for New Generation Sciences, Vol 11, Issue 1: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/631.
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Published ArticleLiterature reveals the crucial influence of school leadership on the creation and maintenance of successful schools. In searching for new foundations to understand leadership, Raelin's leaderful practice model serves as an authentic model to describe a successful South African leadership practice. A qualitative study was used to interpret school leadership in primary schools through the lens of the leaderful practice model. The following observations emerged from the study: "It is passion that makes people succeed in life"; "It isn't my school, it's our school"; and "Development has to be an integral part of education". By sharing the leadership experiences of the principal, this study could serve as a valuable resource and promote the creation of other leaderful practices in South African schools.
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Gregg, Mary Jane. "The Female Assistant Principal: Stepping Stone or Stumbling Block to the Secondary School Principalship." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1193805125.
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Gee, Ralph L. "A National Board Certified Teacher in the Principalship| A Qualitative Analysis of Leadership Behaviors." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735133.
Full textAbstract:
The placement of National Board Certified Teachers (NBCTs) in school leadership roles emerged as a feature of comprehensive reform models and school improvement initiatives. Educational practitioners must verify the saliency of the National Board for Professional Teaching Standards (NBPTS) process in preparing NBCTs for school leadership, particularly how NBCTs demonstrate leadership behavior in the principalship role. These prompts inspired the central research questions of this study. How did an NBCT demonstrate leadership behavior in the principalship? What perceived role (if any) did the NBPTS process play in developing those leadership behaviors? I designed this single-case study to examine the leadership behaviors of one NBCT who ascended to the principalship.
Therefore, I investigated the influence of the NBPTS process to determine its role in developing the participant’s leadership behaviors. In my initial analysis, I applied Pitner’s (1988) conceptual path models to describe, categorize, and analyze, the leadership behaviors of the NBCT participant. These models depicted leadership behaviors as direct, mediated, reciprocal, and antecedent (DMRA). In my second analysis of the data, I pursued a thematic approach. I analyzed the data for code words and phrases that ultimately signaled the emergence of four major themes: setting the vision and mission, school and community relationships, religion, spirituality, and faith, and the 5 core propositions approach to school leadership. The four themes were instrumental in answering the central research questions of the study.
I used multiple interviews, observations, a survey, and documents to collect data. The resulting wide range of data captured a detailed picture of the participant, the school’s operations, and provided an indication of the extent to which survey respondents corroborated the participants’ perceptions. Findings indicated that the NBCT participant used each DMRA leadership approach; however those behaviors were subordinate to the five core propositions of the NBPTS. I concluded that the NBPTS process was vital to development of the participant’s knowledge relative to curricula, instruction, assessment, and reflection; all were important components of the participant’s school leadership behaviors. The findings represent a step toward confirming the unintended effect of the NBPTS process in preparing the participant for the principalship.