Dissertations / Theses on the topic 'School principal'
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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textLloyd, Elizabeth W. "Factors influencing promotion from assistant principal to principal and assistant principal experiences helpful to new principals." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40056.
Full textEd. D.
Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.
Full textTitle from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.
Full textShaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.
Full textTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
Meigs, Patrick 1967. "A novice principal in a high performing elementary school : reflections on practice." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/10733.
Full textPrincipals of schools have a unique set of responsibilities that range from the transactional to the transformational. Principals are expected to set a clear vision for the school community, support teachers in their work, while at the same time being responsible for all the details that allow a school to function smoothly. Thus, the first year of a novice principalship is a complex challenge. The first year in a high performing school carries with it an added set of challenges that a novice principal must come to understand and navigate. First-year principals work to not only gain understanding of their role in the school community, but also to develop a personal leadership style that supports teachers, children, parents and the larger community. It is through their experiences and reflections that novice principals begin to develop their unique voice as a leader. These experiences lay the foundation for their coming years in the principal's office.
Committee in Charge: Dr. Diane Dunlap, Chair; Dr. Gerald Tindal; Dr. Philip McCullu;m Dr. Jean Stockard, Outside Member
Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.
Full textPart of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
Carlton, Alan Mark. "A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/460.
Full textRoach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.
Full textDepartment of Educational Leadership
Hardie, Lorraine. "Successful primary school principal leadership /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.
Full textAmo, Laura Casey. "School accountability and principal behaviors." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683120.
Full textSchool accountability policies were created in response to concerns that the United States was under-performing and losing its position as an international leader in education. These policies are currently an integral part of the American educational system. The effectiveness of school accountability policies, however, remains unclear and research on how performance-based accountability is related to principal behavior is largely undeveloped. This dissertation examined the relationships between performance-based school accountability and the behaviors of school principals. Using a nationally-representative database of public elementary schools (the Schools and Staffing Survey 2003-04), this dissertation explored the associations between different aspects of performance-based educational policy on principal work engagement, supportive leadership, and shared instructional leadership. Findings suggest that most associations between performance-based rewards and interventions and principal behaviors are negligible or negative. State policy for rewards had a negative association with supportive leadership, and state policy for intervention had a negative association with principal engagement. Among schools meeting all performance goals in the previous academic year, nearly all of the associations were statistically negligible; the only significant association was that between exposure to school-wide monetary rewards and principal engagement. Specifically, exposure to school-wide monetary reward had a significant negative association with principal engagement. Among schools failing to meet all performance goals in the previous academic year, exposure to intervention was negatively related to all three principal behaviors and three associations were statistically significant. Specifically, exposure to evaluation cycle was associated with significantly less supportive leadership, exposure to reduced resources was associated with significantly less shared instructional leadership, as was exposure to school choice. The interactions with school size and school poverty varied by type of incentive and by principal behavior, and generally suggest that the relationships between policy and principal behavior are stable across different contexts. Findings from this dissertation resound previous concerns with present performance-driven school accountability policy and introduce a new point of concern into the argument against the practice. While negative associations between accountability policy and principal behaviors may not be deemed directly pertinent to the bottom line (i.e. student achievement), that the only significant relationships are negative is an important consideration and refutes the theory of action in accountability. Reconsideration of performance-based accountability is recommended, as neither reward nor intervention consistently related positively to principal behavior; state policy for reward and intervention, exposure to monetary rewards, and exposure to nearly all interventions were negatively related to at least one principal behavior.
Domel, Ruth Escobar. "The assistant principal role and socialization /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026196.
Full textLawler, Nancy L. "The examination of the Missouri Leadership Academy and principal leadership effectiveness /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091942.
Full textBarnett, Alan M., University of Western Sydney, College of Arts, and School of Education. "The Impact of transformational leadership style of the school principal on school learning environments and selected teacher outcomes." THESIS_CA_EDU_Barnett_A.xml, 2005. http://handle.uws.edu.au:8081/1959.7/476.
Full textDoctor of Philosophy (PhD)
Hannah, Herschel A. Lugg Elizabeth T. "Principal leadership and its impact on academic outcomes as perceived by teachers and principals in urban schools." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128276.
Full textTitle from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Elizabeth T. Lugg (chair), Amelia D. Adkins, Barbara S. Heyl, George Padavil. Includes bibliographical references (leaves 185-192) and abstract. Also available in print.
Maziejka, Stanley W. "Future system leadership." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009maziejka_s.pdf.
Full text"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).
De, Jesus Cristina Gililland. "Principal induction and training within conversion charter schools." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906681&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textGonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.
Full textLangston, Wanda Elaine. "An investigation of effective principal behaviors in relationship to principal evaluation practices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textJackson, Ian. "Schools providing for students with disabilities: The impact of principal behaviours, principal engagement and school conditions." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/338d38a9252af211721a8933813a99327cd4232dddf2b49ace48af5ef334cf75/6352745/64930_Jackson_2008_Schools_providing_1_.pdf.
Full textKiley, Wendi J. "The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268470.
Full textThis research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals’ abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals’ decision making. I used the Defining Issues Test-2 (Bebeau & Thoma, 2003; Rest & Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg’s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.
Hibbs, James D. "Leadership, change and the school principal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36133.pdf.
Full textBeaudoin, Colleen, Ruben Carmona, Michael Delahanty, William Gartside, Abidemi Oyedele, Lynne Mooney Teta, and Ross Charles Wilson. "Bennett Public School Principal Induction Program." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2621.
Full textEnsuring equity in education and academic success for all students requires a highly skilled principal engages others in continually improving the instructional program in order to meet the needs of students. Over the past few years, a number of reports have indicated that the role of principal is becoming more challenging. School districts are having trouble attracting and retaining highly qualified principals, and principal candidates and current principals are not prepared or supported enough for managing the various demands of the job. In 2010, according to the district, 49 of the 129 active principals had been in their role for three years or fewer. The Bennett Public Schools are designing a leadership development program for aspiring and new principals. This study is designed to support the Bennett Public Schools in its efforts to develop effective school leaders and is focused on answering two research questions: What does the literature say about skills that are required to be an effective urban principal? Based on the literature review and interviews with principals in Bennett Public Schools, what should be the components of an induction program to support principals in their first three years in the district? Twelve novice Bennett Public Schools principals were interviewed using a semi-structured interview protocol. The pool of interviewees reflects the diversity of the population in characteristics including gender, racial diversity, elementary and secondary schools, as well as the various structures of schools in the district: traditional, pilot, innovation and in-district charter. A synthesis of literature and interviews reinforces the importance of the Bennett Public Schools establishing an induction program with a clear set of competencies, or a competency framework, aligned with the 2011 standards for effective school leadership from the Massachusetts Department of Elementary and Secondary Education. This program should include five components: recruitment and selection strategy, year-long site-based internship, mentoring and coaching, relevant professional development and evaluation of the program and participants
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Effiom, Claudius Bassey. "Principal Experiences In A School Consolidation." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5214.
Full textDillon, William D. "Public school principal selection by Indiana public school superintendents." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955089.
Full textDepartment of Educational Administration and Supervision
Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.
Full textDepartment of Educational Leadership
Fiori, Bobbie Kay. "School Principal as Instructional Leader: Connections Between Principal Evaluation and Student Achievement." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531927929633818.
Full textTrimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.
Full textEd.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
Chau, Suet-fong. "A study on contemporary principal competencies : what principals need to know : as perceived by secondary school teachers /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751967.
Full textLintner, Jackie Daniel Reed Cynthia J. "The relationship between perceived teacher empowerment and principal use of power." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Lintner_Jackie_55.pdf.
Full textFouche, Todd P. "Effects of the Texas Principal Excellence Program on Texas Principal Leadership Behavior and School Outcomes." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67983/.
Full textHart, Pamula. "Conceptualizations and leadership behaviors of elementary school principal towards student achivement /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7548.
Full textHurley, Cynthia Tallis. "Middle School Principals' Responses to Bullying: Comparing School Bullying Incidents and Their Perceived Seriousness." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242400.
Full textUnger, Matthew C. "Principal Perceptions of Parental Aggression." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464.
Full textDeece, Alan T., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Secondary school organisation : a view through the lens of a principal." THESIS_CAESS_EDU_Deece_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/583.
Full textDoctor of Education (D. Ed.)
Quinn, David M. "The impact of principal leadership behaviors on instructional practice /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946322.
Full textRuffa, James Lawrence. "Principal evaluation policies and procedures in the Commonwealth of Virginia: the principals' perspective." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54407.
Full textEd. D.
Lo, Ying-choi. "Effective leadership of a secondary school principal." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963468.
Full textLo, Ying-choi, and 羅英{213f7b}. "Effective leadership of a secondary school principal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963468.
Full textAchoka, Judith Serah K. "The role of the secondary school principal in Quebec English schools /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59817.
Full textRole ambiguity appeared to be non-existent in the principalship. Expectations and conflicts were identified with regard to students, teachers, parents, community members, and principal's superiors. The principalship was clearly more a managerial than leadership role. Principals were responders to a series of problems and issues. They orchestrated responses. Instructional leadership was not a part of their role.
Chau, Suet-fong, and 周雪芳. "A study on contemporary principal competencies: what principals need to know : as perceived by secondaryschool teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962828.
Full textSheppard, Rebecca Replogle. "Determining Factors that Influence High School Principal Turnover Over a Five Year Period." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28476/.
Full textManders, Debra Ann. "Characteristics that make principals effective leaders a study of teacher perceptions of principal leadership /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/d_manders_072908.pdf.
Full textDubula, Nomvuyo Mildred. "The principal factor : examining the role of principals in the success of their schools." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1010881.
Full textPynn, Donald B. "The assistant principal, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ42431.pdf.
Full textConca, Jacob A. "Principal evaluation : a qualitative study of public school superintendents' perceptions." Thesis, Boston College, 2009. http://hdl.handle.net/2345/969.
Full textWithin the education field evaluation exists on many levels. In a school district it is routine to find superintendents evaluating principals, principals evaluating teachers, teachers evaluating student work and parents evaluating all aspects of the school community. The purpose of this study was to investigate the manner in which public school superintendents perceived that they evaluated principal performance. The eight participants in the study were Massachusetts public school superintendents. The superintendents originated from districts located in eastern Massachusetts. Participants were interviewed about their principal evaluation activities and asked to provide documents relevant to the ways in which they evaluated principals. This study was specifically focused on three research questions. The first question dealt with the types of criteria and evidence a superintendent considered when evaluating a principal. The second question dealt with the processes and practices a superintendent employed to determine the degree to which a principal met the aforementioned criteria. The final question dealt with the level of consistency between principal evaluation practices advocated in the literature and the actual practice of evaluating principals as conducted by this study’s participants. The findings of this study indicated that principal evaluation is an incredibly complex endeavor. The study also identified several areas in which the principal evaluation can be strengthened in order to enhance principal leadership. The identified areas included the articulation of principal evaluation activities that are more cognizant of the local school environment, the need to better assist beginner superintendents as the evaluate principals and the need to provide superintendents with more time to thoroughly evaluate principal performance
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Baker, Brenda. "Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4439/.
Full textLarry, Karen Bitonti. "Principal perceptions of the relationship between professional development designs and the qualities, proficiencies, and leadership skills required of West Virginia principals." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=664.
Full textTsui, Wai-kei. "The transformation of leadership from a vice-principal to a principal-to-be a case study /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37316072.
Full textWright, Timothy E. "Examining teachers' perceptions of teacher and principal leadership as they relate to school improvement in a suburban high school /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144470.
Full text