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1
MENNI, CRISTINA. « Population stratification in genome-wide association studies : a comparison among different multivariate analysis methods for dimensionality reduction ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/19317.
Texte intégralRésumé :
INTRODUCTION:
Genome-wide association studies (GWAS) are large-scale association mapping using SNPs, making no assumptions on the genomic location of the causal variant. They hold substantial promise for unraveling the genetic basis of common human diseases. A well known problem with such studies is population stratification (PS), a form of confounding which arises when there are two or more strata in the study population, and both the risk of disease and the frequency of marker alleles differ between strata. It therefore may appear that the risk of disease is related to the marker alleles when in fact it is not.
Many statistical methods were developed to account for PS so that association studies could proceed even in the presence of structure and for GWAS, linear principal components analysis (PCA) represents a sort of gold-standard. PCA uses genotype data to extract continuous (principal) axis of variation, which can be used to adjust for association attributable to ancestry along each axis. The assumption underlying PCA, however, is that the variable under studies are continuous and so SNPs are quantified by fixing for each marker a reference and a variant allele and by counting the number of mutations. This implies that the distance between homozygous wild type and heterozygous is the same as the distance between heterozygous and homozygous mutant and it thus implies an additive model of inheritance. This model is very conservative, is very static and most importantly it is not necessarily the correct one.
AIM: The aim of this thesis is to treat SNPs as ordinal qualitative variables. This means that there is a distance between homozygous wild type, heterozygous and homozygous mutant, but that the distance between each pair is not necessarily the same. So, we no longer assume any model of inheritance and can potentially better capture some information that linear PCA misses out.
METHODS: We apply a multivariate technique to reduce dimensionality in the presence of non-metric data known as non linear principal components analysis (NLPCA, also known as PRINCALS: Principal components analysis by means of alternating least squares). PRINCALS belongs to “Gifi’ s system”, a unified theoretical framework under which many well known descriptive multivariate techniques are organised.
We apply both PCA and PRINCALS to a sample dataset of 90 individuals belonging to three very distinct subpopulations and 1,000 randomly chosen uncorrelated SNPs and compare the results graphically, using Procrustean superimposition approach and the test Protest and finally with a scenarios analysis.
RESULTS: When we compare the performances of PCA and PRINCALS, we find that the two methods yield similar scores for markers with a low/null genotypic variability across the study sample, while scores differ as the level of genotypic variability increases. This suggests that the two methods capture intra-subject variability differently. Procrustes analysis and scenarios analysis confirm this. Indeed, the matrix of principal components obtained with PCA and the matrix of dimensions obtained with PRINCALS are shown to be statistically different by the test PROTEST and, in the scenarios analysis, we find that, as the level of PS increases, PRINCALS appears to outperform PCA.
CONCLUSION: PCA and PRINCALS behave differently. Validation analyses are needed to confirm these results.
2
Burress, Karen Conner. « Why Principals Leave ? Why Principals Stay ? » Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264129.
Texte intégralRésumé :
The purpose of this study was to investigate principal turnover to determine the perceived reasons why principals leave their positions, or why they stay. My study addressed the experiences of those individuals, telling their stories of why they leave their assigned schools, including their needs and stressors, or describing their external supports they perceive causing them to stay. The qualitative study borrowed elements of a narrative study through the interview process. Nine current or former administrators, in two Piedmont North Carolina school districts, were selected for interviews, lasting approximately 90 minutes to two hours in length. All interviews were conducted at the convenience of the school employee in relation to time and location. The participants represented a cross section of experience, levels of schooling, gender and ethnicity.
The significance of their experiences as it relates to principal retention and turnover were examined. The major stressors identified were raising achievement scores and lack of support from supervisors. The supports of having effective mentors and instructional coaches, being able to distribute leadership and having valuable college coursework were common among participants. Other major themes included the importance of finding balance in the principalship, the impact of health issues, the rewards of being a school leader and advice they would give to new administrators. Current and future principals, policy makers and school districts can benefit from the data gathered as it relates to the needed skill sets, supports and stressors to promote less turnover in the principalship.
3
Tipton, Tony Edward. « Perceived Leadership Practices of Principals-Coaches and Principals-Noncoaches ». Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2105.
Texte intégralRésumé :
The purpose of this study was to compare the perceptions of self-reported leadership practices using the Kouzes and Posner Leadership Practices Inventory between high school principals in North Carolina who were coaches with those principals who were not coaches. This quantitative study was conducted using a survey-design method in which all 368 public high school principals in North Carolina were given the opportunity to participate. A Principal Demographic sheet along with the 2003 edition of Kouzes and Posner's Leadership Practices Inventory (LPI) Self- Form was used to gather information regarding the principals' perceptions of their leadership practices. The response rate was 64.9%.
This study determined that for the research question: Do the Kouzes and Posner mean scores (for the five dimensions) differ between principals who have been coaches and those who have not, no significant difference, as measured by η2 (< .01) was reported in any of the five dimensions.
This study established that North Carolina high school principals reported significantly higher levels on each of the 5 leadership practices than did those individuals in the Kouzes and Posner study. In addition, a positive relationship was found between the number of previous years of coaching experience and 3 of the 5 leadership practices. The study determined that there was little difference in the mean scores between male and female North Carolina principals.
4
Unruh, Anne Louise. « The Readiness of Middle School Assistant Principals to Become Principals ». Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28058.
Texte intégralRésumé :
The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development.Ed. D.
5
Gerald, Shameka Nicole. « Measuring Principals' Technology Leadership and Principals' Behaviors : A Quantitative Study ». Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97602.
Texte intégralRésumé :
The purpose of this research study was to identify the current self-reported technology leadership behaviors of principals in one public-school division in Virginia. Additionally, this study identified the difference, if any, in the self-reported technology leadership behaviors of principals across principal and school demographics. For this study Technology leadership was defined as "leadership practices and behaviors that support effective teaching and learning with technology as characterized by the ISTE-EL standards" (Schoenbart, 2019, p. 9). This quantitative descriptive study examined the essential role of principals as leaders responsible for successfully implementing technology integration plans. The researcher collected data via the Education Leaders Technology Survey (ELTS), developed by Dr. Adam Schoenbart, which assessed the 2018 International Society for Technology Education ¬Standards for Education Leaders (Schoenbart, 2019). Overall, the researcher used technology leadership scores and demographic data to describe principal technology leadership behaviors related to the following research questions: (1) To what extent do principals report exhibiting technology leadership behaviors? (2) What are the differences in reported principal technology leadership behaviors, if any, across the following demographic factors? (2a) principal demographic groups of gender identity, age, years of experience. (2b) school demographic groups of school type, size, community technology access, and socioeconomic status. The findings of the study suggested that principals (n = 23) are somewhat exhibiting technology leadership behavior and there is no difference in technology leadership behavior across principal or school demographic groups. Based on the finding of this study several implications for practice and recommendations for future research developed.Doctor of Education
The 2020 COVID-19 pandemic has forced businesses, government organizations, churches and schools across the United States of America. In a matter of days, COVID-19 has dismantled traditional educational structures and school leaders at all levels have been forced into becoming technology leaders. Though schools are closed, the expectation of teaching and learning are still present and have transitioned to completely online environments. It is up to school leaders to guide school communities into virtual learning, but are principals prepared? This study examined the current technology leadership of principals in one public-school division in Virginia. Additionally, this study examined if a difference existed in principal reported technology leadership across principal and school demographic groups. Technology leadership can be summarized as practices that support effective teaching and learning with technology. Principal technology leadership scores were calculated based on responses to the online Education Leaders Technology Survey developed by Dr. Adam Schoenbart in 2019. The Education Leaders Technology Survey measured self-reported principal technology leadership based on the 2018 International Society for Technology in Education Standards for Education Leaders (Schoenbart, 2019). The results of this study indicated that principals report somewhat demonstrating technology leadership and report having a slightly higher opportunity to demonstrate technology leadership in their schools. Study findings also indicate that there are no differences in principal reported technology leadership across principal or school demographic groups. Based on the findings, several recommendations for principals, division leaders and principal preparation programs were made along with recommendations for future research on this topic.
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Barnett, Steven Nicholas. « Mentor Principals’ Perceptions About a Mentoring Program for Aspiring Principals ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1518.
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The purpose of this study was to assess the perceptions of principals who serve as mentors for an internship program for aspiring principals at East Tennessee State University. Each mentor was interviewed to gather information about the internship program, the benefits of mentoring in the program, and what the mentors may have learned about their tacit knowledge as a result of the experience. Mentors and the professors in the Educational Leadership Policy Analysis department at ETSU may benefit from the findings as the design of the school leadership program continues to advance.
Mentoring is an important component of training for aspiring and beginning principals because interns learn on the job in a supportive environment where they can take chances. Mentors also learn from the experience of being a mentor. The literature reviewed for this case study supported the need for standard-based mentoring programs. The ISLLC standards are an excellent example of standards that are used to provide structure and coherence for mentoring programs.
Positive and negative outcomes for the mentor were reviewed to support the research. Leadership and the change process were also reviewed to support the importance of the mentor's role in the process we call mentoring. Several themes emerged from the analysis of data provided by mentor principals about mentoring aspiring principals. Mentoring resulted in reflection about the decisions the mentor makes during the day while explaining procedures to the intern. It was also found to be an experience that works best when a positive relationship is developed between the mentor and the intern; often leading to a relationship that lasts long after the internship is over. Principals examined their understanding of tacit knowledge and the possible ways tacit knowledge could be taught to their intern.
7
Ros, Henrik. « Enegiutredning Hotell Princess ». Thesis, Högskolan i Gävle, Avdelningen för bygg- energi- och miljöteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13510.
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This report will show the energy usage of Hotel Princess in Sandviken, Sweden. When the hotel changed owner an examination of the hotels heating, ventilation and sanitary systems were done. The report showed flaws in the ventilation system, and is why the new owner wanted a closer look at the energy use of the hotel. The original building was built in the 1930s and two major extensions have been built, one in the 1950s and the most recent in the 1980s. An assumption made is that the building parts were built to the restrictions during the time. Activities on the hotel include sleep over, conference, night club, massage and swimming in the hotels pool section. District heating is the primary source of heat and is produced at the CHP-plant in Sandviken. When investigating the energy use of a building, an energy balance is constructed. In an energy balance the energy added is equal to the total energy losses. The added energy consists of bought energy (district heat) and “free” energy (heat from humans, electric apparatus, solar energy and lights). The losses include unwanted ventilation, transmission, ventilation, and tap water losses. Calculations have been done with help of collected statistics, measurements and conversations with the hotel staff. The result shows that the total energy use is more than 1 400 MWh every year. About half of the energy losses come from transmission through the building construction. Almost one fourth of the energy losses come from the ventilation system, just above 10 % from tap water and about 13 % from unwanted ventilation. To heat the building and hot water, about 4/5 district heat and 1/5 “free” energy is used. Investigating the ventilation system revealed problems, the largest being that several ventilation units were out of function and some showed large differences between supply and exhaust air. Installing a ventilation system with variable air volume (VAV) could lower the energy demand to heat ventilation air by roughly 73 %, equal to about 140 000 kr every year. A new ventilation system is a large investment, however, and it is not likely be a profitable investment within a 15-year period. Further work could be: Investigate the ventilation units that are out of function, especially the pool ventilation unit. If necessary, check what the price of a new ventilation system would be. Update the drawings of the current ventilation system, if it is going to be used in the future.
8
Nye, Gary D. Adkison Judith Ann. « Principals' leadership beliefs ». [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.
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Kronberg, Kari. « Dairy Princess handbook / ». Click here to view, 2009. http://digitalcommons.calpoly.edu/dscisp/1/.
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Butler, Angela Suzanne. « Principals' Content Knowledge : Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions ». Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3023.
Texte intégralRésumé :
Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results
from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's reading knowledge and teachers' perceptions of their principal's actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers' perceptions of their principal's reading knowledge and type of school; teachers'
perceptions of their principal's actions and type of school; and teachers' perceptions of their principal's actions and teachers' years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed
discrepancies between principals' and teachers' perceptions of the degree of principals' reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study's results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership.
11
Jones, Rachel Lynn. « The Effects of Principals' Humor Orientation and Principals' Communication Competence on Principals' Leadership Effectiveness as Perceived by Teachers ». University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163017583.
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Chang, Mary. « TRANSPARENT TEMPLATES OF PRINCIPALS ». Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3912.
Texte intégralRésumé :
This exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the conceptual framework for this study. The research questions were addressed through qualitative inquiry. Data were collected in a process that began with full context elicitation, laddering, and triadic analysis, and proceeded to full grid quantitative analysis. Findings from this study may increase the awareness level in the professional community of the meaning that principals ascribe to their leadership behavior. It was recommended that results from this study lead to the development of a process that can be implemented in principal leadership preparation and professional development programs to develop more self-aware, productive, and effective principals (Petri, Lindauer, & Tountasakis, 2000).Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
13
McAdam, Deidre. « Elementary principals' facilitative leadership ». Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289781.
Texte intégralRésumé :
This study utilized a correlational research design to investigate the relationships between facilitative, transformational and transactional leadership behaviors in elementary school principals. Quantitative data was collected on elementary teachers' perceptions of their building principal's leadership behaviors and leadership outcomes using two reliable and valid survey instruments, The Multifactor Leadership Questionnaire (Bass & Avolio, 1995) and The Leadership Practices Inventory (Kouzes & Posner, 1995). One hundred forty-six elementary teachers completed the complete Multifactor Leadership Questionnaire and a portion of The Leadership Practices Inventory that included only those questions that were designated by Kouzes and Posner (1995) to measure the construct enabling others to act. For the purposes of this research, facilitative leadership was operationally defined as enabling others to act, defined by Kouzes and Posner (1995) as fostering collaboration by promoting cooperative goals, strengthening others by giving power away, providing choice, developing competence, and offering visible support. Pearson's Product-Moment Coefficients were used to examine the relationships among principals' leadership outcomes and each of the three leadership constructs. Three multiple regression analyses were completed, one for each dependent variable of leadership outcomes, to determine which, if any, were significant predictors of a dependent variable. Facilitative leadership was the strongest predictor of each of the leadership outcomes of the principals' effectiveness (65% of the variance), the teachers' satisfaction with the principal (70% of the variance), and the teachers' willingness to put forth extra effort (63% of the variance).
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Muench, Patricia M. « Principal induction : principals' perceptions ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3692.
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This study served a dual purpose: (1) to assess thedegree to which principals received the practices that current literature describes as being advantageous in an induction program for newly appointed principals; and (2) to recommend a literature-based, principal influenced principal induction program for the DeKalb County School System. Current literature in the field provides sparse information on needs of newly hired principals during their infant years and strategies used in school districts to induct principals. Through this study's description of induction experiences stated as advantageous to an induction program, educators and school systems can gain insight into induction practices that could assist principals during their first three years of school leadership. The subjects of the study were 155 principals active during the 1996-97 school year in the metropolitan Atlanta RESA. In this quantitative investigation, data for the study were obtained through a 142-item questionnaire that focused on induction practices research indicated were important for newly hired principals. These induction practices were clustered into seven construct areas: Personal Aspects of Induction, Time Periods of Induction, Job-Specific Content, Profession-Specific Content, Induction Focus, Mentoring, and Sequencing Induction Activities. Mean scores indicated that principals rated all seven constructs at an inadequate to less than adequate level of received induction. The respondents stated each induction construct was important to include in an induction program for newly hired principals. The ANOVA test revealed significant differences in the principals' perception of the induction they received with respect to Personal Aspects of Induction, Job-Specific Content, Profession-Specific Content, and Induction Focus practices. A difference was also found in the category pertinent to years of current principalship experience. The findings indicated that the induction practices considered important by current literature and principals were not being received during the first three years of principalship. Recommendations for implementing or improving a formal school district induction program should follow the seven construct areas, with a special focus on formalization of an induction plan, planning thorough school and community orientation, and mentoring.
15
Harris, Kelly Dion. « A utilization-focused evaluation of the job-embedded component of the collaborataive principal preparation program ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4342.
Texte intégralRésumé :
Thesis (Ed.D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (April 25, 2007) Vita. Includes bibliographical references.
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Larry, Karen Bitonti. « Principal perceptions of the relationship between professional development designs and the qualities, proficiencies, and leadership skills required of West Virginia principals ». Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=664.
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Rowles, Frank. « Job satisfaction and stress among Missouri public school superintendents ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5935.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 7, 2008) Includes bibliographical references.
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Smith, Michael Paul Lyman Linda L. Gardner Dianne C. « Principals as role makers a study of Illinois principals' perceptions of instructional leadership / ». Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417805781&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1206022281&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Dissertation Committee: Linda Lyman, Dianne Gardner (co-chairs), W. Paul Vogt, Joseph Pacha. Title from title page screen, viewed on March 20, 2008. Includes bibliographical references (leaves 185-194) and abstract. Also available in print.
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Blair, Karyn Laurell 1951. « Educational administration : Superintendents and principals' perceptions of critical skills needed by novice principals ». Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282321.
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This study sought to examine the degree of congruence between the perceptions of principals and superintendents regarding critical skills needed by beginning principals. It was designed to replicate a study performed by Schmieder, McGrevin, and Townley in California in 1994. Schmieder et al. used Daresh and Playko's taxonomy of critical skills for novice principals and rank ordered them. This study differed from Schmieder et al.'s in that the critical skills were organized into three categories, which were used to determine whether principals and superintendents agreed on the skills that were important. Factors such as gender, ethnicity, and school district size were also examined, and two ancillary questions were investigated. These ancillary questions addressed critical skills that would match more precisely with the actual needs of the position which might be incorporated into pre-service preparation for principals and determined whether there was agreement among superintendents regarding the greatest challenges for beginning principals. This study utilized two theoretical frameworks to view the issue of principal effectiveness. The first was a taxonomy of skills necessary for effective management of people. Three categories of skills that superintendents believed to be critical for new principals were identified: technical skills, self-awareness, and socialization skills. The second theoretical framework was socialization. Six operational null hypotheses were tested by analysis of variance and correlation statistical techniques. Four hypotheses were accepted. Two ancillary questions were also investigated through the use of open-ended questions. The findings for the ancillary questions indicated that both principals and superintendents felt that courses should be taught by instructors familiar with the day-to-day operations of public schools. Further, they believed instructors should connect the theoretical base with a practical perspective and that internships as well as mentoring programs should be addressed in the training of pre-service administrators.
20
Siddiqi, Javaid. « RELATIONSHIP BETWEEN PRINCIPALS’ SENSE OF ACHIEVEMENT AND TEACHERS’ PERCEPTIONS OF THEIR PRINCIPALS’ LEADERSHIP BEHAVIORS ». VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2904.
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RELATIONSHIP BETWEEN PRINCIPALS’ SENSE OF ACHIEVEMENT AND TEACHERS’ PERCEPTIONS OF THEIR PRINCIPALS’ LEADERSHIP BEHAVIORS By Javaid Siddiqi, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Major Director: Cheryl Magill, Ph.D. Assistant Professor, Department of Educational Leadership School of Education The purpose of the study was to examine the relationship between principals’ sense of achievement and teachers’ perceptions of their principals’ leadership behaviors. This was determined by examining job satisfaction of principals and leadership style using the Minnesota Satisfaction Questionnaire (MSQ) and the School District’s Climate Survey. The population for this study was teachers and principals in a large suburban school district in the Richmond, VA area. Participating schools were selected using a convenience sample based upon those in the school district’s annual school climate survey rotation. Of the district schools scheduled for the climate survey, only those that had their principal in place for a minimum of 1 year were chosen to participate. There were nine schools on the cycle for the 2011-2012 school year that met this criteria, yielding 9 principals and approximately 500 teachers. Data were collected from 5 elementary schools, 2 middle schools, and 2 high schools. The principals were asked to complete the Minnesota Satisfaction Questionnaire Sense of Achievement subscale survey. Teachers in the selected schools had recently participated in the School District’s Climate Survey. Data for this study came from the Leadership subscale of the survey. Descriptive statistical analysis revealed that principals generally are satisfied with the sense of achievement they have in their jobs. Data suggest they are most satisfied with having the opportunity to do something worthwhile and less satisfied with seeing the results of their work. Descriptive statistical analysis revealed that teachers generally are satisfied with their principals’ leadership behaviors. A Pearson correlation was run to determine the relationship between the mean scores of the principals’ sense of achievement and the teachers’ perceptions of their principals’ leadership behaviors. The data revealed that there was no statistically significant relationship between teachers’ perceptions of their principals’ leadership behaviors and principals’ sense of achievement. While no significant relationship between the two data sets was found, analysis supports the need for principals to be satisfied with their jobs in order to create the open climate necessary for teachers to cultivate a collaborative approach to their craft. Teachers in an open climate are more likely to cooperate and are more committed to their job and each other.
21
Moore, D. Chanele. « Navigating complex terrain black women school principals and assistant principals negotiating race at work / ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file, 204 p, 2009. http://proquest.umi.com/pqdweb?did=1833625931&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Clarke, Jennifer Ann. « Principals' processes of professional learning ». University of Southern Queensland, Faculty of Education, 2004. http://eprints.usq.edu.au/archive/00001416/.
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When a school community decides to implement innovative curricula, the responsibility for leadership of the associated professional learning processes lies with the principal. The onus is on principals to be leader learners. They adapt their leadership style to the context of the school. They encourage learning as a future-oriented, organisation-wide process. They encourage deep learning, and double-loop learning, and they nurture a culture of collaborative learning. They provide practical support for teacher leadership and teacher learning, and they understand that teachers have differing needs for support during a period of significant curriculum change. The research methodology used for this study involved a multiple case study design. Principals and staff from three Queensland state schools who participated in the trial of innovative curricula provided the data for the three case studies. The data collection at three schools related to the processes of professional learning at each site. Interviews conducted with the participants at each school, and observation of meetings and school documentation, provided the researcher with the data to develop a framework for principals who are interested in creating a professional learning community. Data collected from the schools generally supported the findings of the theorists. However, analysis of the data provided more detailed information than is currently available in the literature to inform the establishment of professional learning processes. Analysis of the data indicated that professional learning can be classified according to four themes: personal learning, leadership-related learning, learning related to innovation, and learning related to processes that support a collaborative culture. The findings from the literature review and the findings from the case studies were used to construct a framework for professional learning for principals who wish to create a learning organisation. The framework provides a foundation for professional learning programs for principals, and could be used by a range of people or groups, including district office personnel, professional associations, and networks of principals and aspiring leaders.
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Murphy, Constance E. « Novice principals' perceptions of preparedness ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34459.pdf.
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Fischer, Rhonda. « Principals' perceptions of change processes ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60392.pdf.
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Landers, Marion Rose. « Lost Lesotho princess/landlord ears ». Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4130.
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This thesis is titled Lost Lesotho Princess/Landlord Ears. It consists of an original play
of the same name based upon the life-story of the author’s paternal grandmother and an
accompanying essay titled “Lost Lesotho Princess/Landlord Ears: Visibility, Invisibility,
Roots and Liminality in the African Diaspora.” The play falls under the following
theatrical categories: African Diaspora drama, black theatre, western Canadian black
theatre, realism, the memory play and to some extent, contemporary existentialism. The
essay is a discussion by the author regarding the dramatic, social and political context of
the play. The following themes are highlighted: history — pertaining to a collective black
history and individual histories and (her)stories, regarding and respecting ones’ elders as
a link to history and Africa, and notions of commonality and difference within the
African Diaspora with attention paid to myths and narratives about what it means to be
‘dark-skinned’ or ‘light-skinned’ in various black communities around the world. The
methods of investigation were: a study of the drama and literature of the African
Diaspora, the dramatic literature of other post-colonial societies and marginalized groups,
one-on-one interviews with Rose Landers, whose experiences are represented by Carrie,
the main character in Lost Lesotho Princess/Landlord Ears and field research at JazzArt -
a dance-theatre company in Cape Town, South Africa. The view-point the play lends
itself to and the conclusions drawn by the essay are: that black people and black
communities need agency and healing, that being of mixed race does not have to equal
psychological confusion and that mixed communities, families and cultures have been
and will continue to be relevant to the universal black experience and the artistic
representation of the African Diaspora. The importance of writing as a form of healing,
resolution and revolution for members of the African Diaspora and the importance of
authorship of ones’ own history is highlighted.
26
Lim, Kenjoe. « The Princess and Some Roses ». Thesis, KTH, Matematik (Inst.), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147647.
Texte intégralRésumé :
Impartial combinatorial game theory will be explained briefly and used to analyze two impartial take-away heap games, ”The Princess and the Roses” (P&R) and ”The Princess and Two Roses” (P2R). P2R is a variant of P&R that only allows taking one chip from two different heaps. Sprague-Grundy values are calculated by computer for positions up to six heaps and thirty chips in each heap for both games. From patterns out of the data achieved, P-positions are described for any amount of chips in five heaps or less for P&R and P2R. In P2R the pattern of P-positions, for five heaps where the smallest heap is odd, is not proven and is therefore stated as a conjecture.Grundläggande opartisk kombinatorisk spelteori förklaras och används för att analysera två opartiska kombinatoriska högspel, ”The Princess and the Roses” (P&R) och ”The Princess and Two Roses” (P2R). P2R är en variant av P&R där spelarna enbart får ta två stickor från separata högar. Sprague-Grundy- värden beräknas med hjälp av ett datorprogram för positioner upp till och med sex högar med trettio stickor i varje hög. Från datorkörningar hittades mönster för P-positioner för fem högar eller färre för båda spelen. För P2R med fem högar, där den minsta högen är udda, är mönstret inte bevisat utan baserat på mönster från datorkörningar.
27
Eyre, Emma. « Principals' perceptions of quality teaching ». Master's thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/113afa8b1344fbd025b8c7e1522674f2bed125423304975f1bcf543e643da7ad/1155011/Eyre_2021_Principals_perceptions_of_quality_teaching.pdf.
Texte intégralRésumé :
A plethora of research exists in the field of education with regards to what constitutes quality teaching. Tensions exist, however, within this body of research between notions of quality teaching as opposed to notions of quality teachers. This research project seeks to unpack this heavily nuanced notion of “quality”, specifically within the context of Queensland state high schools. The concept of quality is of serious concern for both practising teachers and those in leadership positions, particularly given student results are increasingly used to make determinations about the quality of teachers and of teaching.
Hence, while the research points to the need to interpret “quality” with caution, the research has inevitably been drawn into overlapping concerns that touch upon teacher evaluation methods, the role of professional standards for teachers, as well as the impact of socioeconomic factors on school and student success. Through the methodological approach of narrative analysis, the research aimed to elucidate from secondary school principals their perceptions of quality teaching, while also examining the impact of contextual factors within the individual principals’ schools. Data were collected from three Brisbane secondary school principals through face-to-face interviews and various school documents from each site.
This study’s findings show that determinations of quality teaching cannot be shaped without consideration of schools’ site-specific contextual factors. Disparity exists between what principals believe quality teaching to be. However, of greater significance is the revelation that principals rely on evidence of student engagement and teacher/student relationships as evidence of quality teaching.
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Gurvich, Judith. « Principals' experiences of regional networks ». Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/ce7cfffba6ffd6e1055e114cbf1459898e163929dd1f32775432069bbb4020b3/2277687/Gurvich_2017_Principals_experience_of_regional_networks.pdf.
Texte intégralRésumé :
In the Australian state of Victoria, the years of the Blueprint policies (Department of Education &Training, 2003; Department of Education and Early Childhood, 2007a) represented a distinctive time of educational reform in which the quantum of strategies and resources that were fed into the education system were unprecedented. Regional Networks were one component of that reform agenda. Seventy such networks were formed in October 2008. They were system-organised groups of around 25 schools led by a Regional Network Leader. The intent of the structure was to build the capacity of principals and schools within a district by fostering collective responsibility for students through collaborative practices. However, the Regional Network structure ended prematurely after three years following a change of government in November 2010. Principals were energised by the scope of the reforms which were supported by a range of resources that included extensive opportunities for professional learning. There was a flamboyance of implementation, which engaged principals and enlisted them in the vision of system alignment and high expectations. However, that flamboyance and directedness towards alignment, was also met with apprehension by some principals. System leaders intended the reform agenda to lift student outcomes across all schools, leading to the recognition of Victorian state education as a leader in the international educational landscape. The Regional Network structure ended without the opportunity for the initiative to run its course and without an evaluation of its achievements. How principals felt about the Regional Network experience, is the focus of this research. This study was based on a hermeneutic phenomenological research design, inspired by van Manen’s thematic analysis (van Manen, 1990, 2014). It explored 10 principals’ experiences of Regional Networks, on three levels. First, the study reconstructed participants’ stories as an essential understanding of the lived experience. Second, extended extracts were examined in relation to the contradictory range of emotions that were experienced. Third, a thematic analysis of the principals’ experiences of the Regional Network experience was presented under the categories of what helped and what hindered principals in their work. In addition, the thematic analysis was anchored in theory through the lens of three frames: Systems Thinking (Senge, 2006); Professional Capital (Hargreaves & Fullan, 2012); and Governance (Moore & Khagram, 2004). An additional insider perspective to the study was presented through the researcher’s voice. As a former Regional Network Leader, the researcher included her own story to provide a unique counterpoint to principals’ stories and placed her voice firmly within the research. Principals included in this study were drawn from five different networks and represented the range of school types within a district. The research questions asked were: How did members of the Regional Network perceive the experience? In what ways did membership of Regional Networks help or hinder their work? The findings of this research indicate that although principals had some mixed feelings they valued the Regional Network structure, which provided a designated leader to coordinate the activities and act as a conduit for policy implementation. The findings show that principals enjoyed the collegiality and professional learning and they regarded the governance structure as representative of their needs. However aspects of the Regional Network experience were problematic and did not satisfy all principals’ professional needs. For example, mandated membership and restructures of some Regional Networks fuelled disillusionment. Activities that principals regarded as compliance exercises for the system such as the development of detailed strategic plans were tolerated but not valued. The quality of the Regional Network Leaders also varied, as did their understanding of the different types of schools, which impacted on the support that could be offered by these leaders. The findings show that the needs of all schools were not met, particularly specialist and secondary schools. Principals looked to self-chosen networks to satisfy their professional needs and self-chosen networks co-existed with principals’ participation in their Regional Network. For some principals, allegiance to self-chosen networks took precedence. While the features displayed by Regional Networks matched several of the features of networks outlined in the broader literature, they fell short in several areas and did not comply with the definition of networks that emerged from the literature. Because of their system-owned nature, Regional Networks would be more accurately described as pseudo-networks. However, principals were able to clearly articulate which aspects of their Regional Network membership helped or hindered their work. These insights contribute new knowledge to organisational structures for system-wide school reform. A new model of collaboration (TriCol) is introduced. TriCol addresses some of the problems raised by principals about the Regional Network structure. The TriCol model provides greater flexibility for collaboration and increased levels of expertise at the leadership level.
29
Brabrand, Scott Sorensen. « Virginia Principals and School Law ». Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27548.
Texte intégralRésumé :
This study sought to determine Virginia Public School principals' knowledge of school law as it related to the type, length/quantity, and recency of law preparation they received. Other variables measured included how their level of knowledge was associated with their length of administrative experience and with their description of the school community in which they worked.An on-line survey instrument was designed to collect demographic and professional information and to test knowledge of court cases and federal and state statutes. Three hundred and twelve principals completed the survey, representing all grade levels and all regions in the State of Virginia. The principals' knowledge of school law was measured by a forty item true-false test that addressed four key areas of school law selected by a panel of experts: student issues, teacher/administrator issues, tort liability, and church/state relations.The data were analyzed using analysis of variance and post hoc tests. The findings of this study indicated a significant difference of the means, ά =.05, between the principals' knowledge of school law in the category of tort liability and the recency of legal preparation. Principals who received their legal preparation over 10 years ago scored significantly lower on the tort section of the test than those who received their legal preparation only 5-10 years ago. Findings also indicated that principals across all categories of school law displayed only a fair knowledge of school law, earning a mean score of 29.359 out of 40 or 73.3%. The principals' weakest area of school law was in the category of church/state relations. These findings would provide valuable information for the design of principal preparation programs. They would also encourage state educational policymakers and local school divisions to strengthen the professional development of principals on legal matters.Ed. D.
30
Mlakar, Melissa K. « Principals' Mindset : Growth or Fixed ? » Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu15596566661678.
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Garrett, Kenneth Shand. « Support for new assistant principals ». Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619410981&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Prince, Leland Fred. « Leland F. Prince's Earth Divers ». BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2085.
Texte intégralRésumé :
My stoneware sculptures in my MFA final project were named Earth Divers because clay as a material is earth and clay is also symbolic of the Earth. The way that I physically dive into clay up to my elbows is a poetic performance. The sculptures were built in sections horizontally and then stacked vertically. I began the process by first making life size plaster molds of the human figure taken from live people. Earth Divers take their architectural structure specifically from the organic curves of the negative voids that are characteristic of the plaster figure molds. I built into these plaster molds a block or brick like section. I then removed the large block sections from the molds and stacked the sections one on top of the other combining the figurative and architectural structures with gothic influence. The sculptor, Stephen De Staebler, who works in a similar fashion, describes his work as, "... first laying the figure down and later standing it in a vertical position." The way of life that was lost with the manufacturing past of my family at Castone Brick is found in the use of industrial nostalgia by modeling I-beam shapes as part of the structure of the stacked sections. I also fired nuts, bolts, and washers of various sizes in the clay that build the surface of the human forms. The square nut seen in my work is no longer being manufactured and is symbolic of the passing of the industrial age in America. Finally, to build the surfaces of my sculptures I used slips, glazes, and a variety of clays on top of clay, and laid glass fragments on the horizontal surfaces to create a look of pooled water when my work was fired similar to what I have seen in the Lehman Caves in Baker, Nevada. "I believe there is a force in this world that lives beneath the surface, something primitive and wild that awakens when you need an extra push just to survive, like wild flowers that bloom after a fire turns the forest black. Most people are afraid of it and keep it buried deep inside themselves. But, there will always be a few people who have the courage to love what is untamed inside us." (Tim McGraw)
33
Richardson, Ashley Sarah. « Producing The Latina Disney Princess ». W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192827.
Texte intégralRésumé :
In our contemporary moment, which some are suggesting is a “Golden Age” of American television, programs featuring Latinx characters, especially Latinas, remain scarce. The history of Latinx representation in American television is filled with stereotypical portrayals of violent drug dealers and forlorn domestic workers. This thesis examines how the animated fantasy television program Elena of Avalor (2016-) offers alternative, and potentially empowering, narratives for Latinas. Elena challenges gender norms, explores the ramifications of colonialism, and imagines a world in which whiteness is not the default. However, the show often fails to acknowledge the colorist and anti-Black discourses prevalent within the US and Latin America. as a product of the Disney empire – a corporation that for years has faced criticism for its portrayals of Latinxs in their live action and animated films and shows – Elena embodies the struggle for representation and the fight against commodification. Though a “Latina Disney Princess” can be a source of inspiration to Latinas around the world, there remains the question of how the Latina body is commodified by and for white, non-Latinx consumers. By analyzing the episodes and tie-in merchandise of Elena alongside other Latina-centric programs like Once Upon a Time (2011-2018) and Disney films like Saludos Amigos (1942), I argue that Hollywood’s fixation with cultural and ethnic authenticity is reifying hegemonic notions of Latinidad. While shows like Elena have the potential to dispel stereotypical understandings of Latin America, the US film and television industry continues to disregard the cultural complexity of its Latinx viewers, normalizing whiteness and exoticizing Latinidad.
34
Childers, Gary L. « Principals’ Perceptions of Successful Leadership ». Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1205.
Texte intégralRésumé :
The purposes of this qualitative multiple case study were to determine the catalysts and pathways that caused principals to move from managers to effective leaders. Data were collected through a series of interviews with 4 principals who were selected through a purposeful sampling procedure. The interviews were audio recorded, transcribed, and analyzed using inductive coding to determine themes. Findings were presented for each theme within the context of reviewed literature.
National polls indicate that 6 out of every 10 of the nation’s schools need major changes or an overhaul. Can improving the skills of their leaders make a difference in the performance of these schools? Research repeatedly supports the importance of a principal’s leadership to the overall success of a school. It also tells us that effective leadership is in short supply and that there is a need to initiate leadership development. The underlying task in this study was to determine how to help those who want or need to become better principals or how they can help themselves.
Several themes emerged from data analysis, and each is important to consider when working on improving principals’ leadership abilities: the impact of mentors; university administrative certification programs; on the job experience; personal motivation; tacit knowledge; state, local, and private leadership development programs; and pathways to improvement. Specific recommendations for practices to improve principals’ overall effectiveness included incorporating more and lengthier mentoring in the early part of principals’ careers or as part of performance improvement plans; increasing study of cultural and instructional leadership in administrative certification programs; providing more field experiences in administrative certification programs; and developing individualized leadership improvement plans based on needs, interests, and learning styles of principals. The need for additional quantitative and qualitative research was also suggested.
35
Perkins, Arland Early. « School Principals’ Sources of Knowledge ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.
Texte intégralRésumé :
The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program.
The study first consisted of a preliminary data collection procedure. Ten of the school district’s principals completed a demographic questionnaire and list of survey questions developed from the 4 research questions and elements of the literature review. These data were reviewed by the researcher in order to categorize the respondents’ responses into meaningful demographic data. The final data collection procedure involved 6 principals chosen to complete face-to-face interviews consisting of open-ended questions developed from an initial interview protocol. Results indicated the principals’ examples of seeking knowledge and information from data sources, collegial professionalism, readings of research and literature, and professional development. The principals presented evidence that they embrace teaching and learning within their roles as school principals. The 2 areas on which the principals focused their concerns were time and the current state department educational reforms. The principals provided recommendations for a future district-wide principal mentoring program.
36
Gonzalez, Daisy. « Problems faced by beginning principals ». FIU Digital Commons, 1997. https://digitalcommons.fiu.edu/etd/3981.
Texte intégralRésumé :
The job of a principal is becoming more demanding and more critical each year. Principals are asked to undertake huge challenges and to succeed regardless of what obstacles lie ahead. The purpose of this study was to identify which Administrative Task Areas and Specific Task Areas caused the most difficulties for first- and second-year principals.
A survey was taken of first- and second-year principals in Dade County, Florida. These beginning principals rated their level of proficiency for each administrative task area and each specific task within those areas. Participants rated their perceptions on a scale from one to four. The data were analyzed based on frequency distributions, percentages, means, and standard deviations.
Beginning principals perceived themselves as least proficient in the administrative task areas of management and personnel duties. They believed their strongest areas were curriculum and instruction and school-community relations. Within these areas, the specific administrative task areas identified as most problematic were identifying proper procedures for construction in the schools, visiting classrooms to help teachers improve instruction, awareness of issues related to school law, establishing accounting procedures for the school’s internal funds, and procedures for dismissing incompetent staff members.
Many beginning principals surveyed volunteered to make recommendations for future beginning principals. Of these recommendations, the most popular responses addressed obtaining more experience with the budget and internal funds prior to becoming a principal. In addition, there was a strong need for more training dealing with school personnel and the importance of networking with a veteran principal.
The principal training programs for five of the largest school districts in Florida were reviewed. These programs were found to incorporate a vast amount of the recommendations included in the literature. Florida is moving in the right direction toward excellence in the public schools.
37
Lau, Nim-yan Rita, et 劉念恩. « Factors supporting principals and vice-principals in managing under-performing teachers in local secondary schools ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961034.
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Lau, Nim-yan Rita. « Factors supporting principals and vice-principals in managing under-performing teachers in local secondary schools ». Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190835.
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Wood, Nicole R. Lyman Linda L. « Principals under age 30 factors affecting the first year experience / ». Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.
Texte intégralRésumé :
Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
40
Chan, Lai-yin Dora. « Could the current professional training programme meet the needs of the professional development of newly appointed secondary school principals ? » Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963328.
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Versland, Tena Marie. « Self-efficacy development of aspiring principals in education leadership preparation programs ». Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/versland/VerslandT0509.pdf.
Texte intégralRésumé :
Much attention has been given to the importance of principal preparation programs in equipping principals with the knowledge and skills necessary to effectively lead schools. However despite this attention, many critics from inside and outside the higher education community do not believe preparation programs have gone far enough or have made the necessary changes to insure that principal candidates gain the skills and knowledge necessary for the demands of leadership in contemporary schools. Bandura (1997) found that people's self-efficacy, the judgments of their personal capabilities, rather than their actual skills and knowledge, is what drives them to achieve goals they set for themselves. Since little research exists that examines principal self-efficacy, or how preparation programs contribute to self-efficacy, preparation program faculty have limited understanding about how program elements positively influence self-efficacy development. The purpose of this mixed methods study was to: examine principals' perceptions of the effectiveness of their preparation programs, determine the underlying factors that contributed to principal self-efficacy, understand how program elements contributed to self-efficacy, and suggest ways that preparation programs might more purposefully design experiences that promote self-efficacy development in aspiring principals. Quantitative questionnaires were sent to 538 practicing principals in Montana to rate the effectiveness of their preparation programs and their principal self-efficacy. Principals who rated their programs as effective and who also rated themselves as self-efficacious were chosen for qualitative interviews to determine how preparation program elements contributed to their self-efficacy development. The findings suggest that: (a) four factors - leadership experiences, motivation, authentic learning experiences, and self regulation contributed to self-efficacy development of aspiring principals; (b) self-efficacy was developed through experiences that caused relationship building and learning from others, authentic experiences working with others and persistence and perseverance; (c) preparation programs can more purposefully create efficacy building experiences through: designing experiences that cause students to master the art of working with other people, developing internship and field experiences of breadth and depth, encouraging principal candidates to obtain prior leadership experiences, and to monitor students in "grow your own" programs to insure that loss of self-efficacy does not occur as a result of broken relationships.
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Dillon, Noreen M. Lyman Linda L. « Reflective practice a pathway for continuous learning and growth for principals / ». Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103391&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176384102&clientId=43838.
Texte intégralRésumé :
Thesis (Ed. D.)--Illinois State University, 2005.Title from title page screen, viewed April 12, 2007. Dissertation Committee: Linda Lyman (chair), Wendy Troxel, Joe Pacha, Sally Weber. Includes bibliographical references (leaves 122-131) and abstract. Also available in print.
43
Dung, Kwong-ping. « In-service training programme for primary school principals in Dongshan region of Guangzhou ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.
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Vance, Florestee Newby Marilyn Provart. « Attitude toward and knowledge about art a survey of public elementary school principals / ». Normal, Ill. : Illinois State University, 1989. http://www.mlb.ilstu.edu/articles/dissertations/8918629.PDF.
Texte intégralRésumé :
Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Marilyn P. Newby (chair), Mary Ann Lynn, Max R. Rennels, E. Robert Stefl. Includes bibliographical references (leaves 78-80) and abstract. Also available in print.
45
Buckingham, Donald A. « Associations among Stress, Work Overload, Role Conflict, and Self-Efficacy in Maine Principals ». Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/BuckinghamD2004.pdf.
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Too, Derek Rodney. « Accountability in Hong Kong secondary education the attitudes of principals and vice-principals in anglican schools / ». Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625957.
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Sandidge, Constance O. « The role of the instructional assistant principal as perceived by principals, teachers, and instructional assistant principals ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2205.
Texte intégralRésumé :
The purpose of this study was to examine the role of the instructional assistant principal in a large metropolitan Atlanta school system, with an ultimate purpose of devising a uniform job description for the system. The sample consisted of twenty-three principals, twenty-two instructional assistant principals, and fifty-eight teachers. They were given a questionnaire consisting of twenty-six job tasks and asked to specify the degree of responsibility which the instructional assistant principal in their school exercised and the degree of responsibility he should exercise in the performance of the task.
The findings indicated that principals, teachers, and instructional assistant principals have similar perceptions of what the instructional assistant principal does and should do. Of the twenty-six items on the questionnaire, twenty-five were included in the resultant job description, and these included tasks in budgeting, evaluation, supervision of students, orienting faculty and staff to the school, working with the master schedule, producing the school handbook, coordinating testing, disseminating information about test results, disseminating information about current trends in education, preparing documentations for inspections and reviews, and planning for parent meetings.
48
Too, Derek Rodney, et 朱業桐. « Accountability in Hong Kong secondary education : the attitudes of principals and vice-principals in anglican schools ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625957.
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Jones, Stanley Bernard. « An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities ». Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77329.
Texte intégralRésumé :
The purpose of this study was to investigate assistant principals', teachers', and principals' perceptions of their schools as professional learning communities. The researcher examined how assistant principals, teachers, and principals viewed their schools as characterized by each of the five dimensions of professional learning communities: (a) shared leadership, (b) a shared vision, (c) collective learning and its application, (d) shared personal practice, and (e) supportive conditions. Each of the schools selected for this study was in the 5th year of implementation of an intensive school improvement process aimed at enhancing, sustaining, and improving student learning.
A comparative case study design was employed to investigate differences in the perceptions of assistant principals, teachers, and principals in the schools. The units of analysis for this study included one high school and its feeder middle school in the Commonwealth of Virginia that served as demonstration sites for a federally funded grant addressing literacy improvement for all students.
The School Professional Staff as Learning Community Questionnaire (SPSLCQ) (Hord, 1996) was used to collect quantitative data; subsamples of administrators and teachers at each school were interviewed to add qualitative data to the study. A composite model gleaned from the literature on professional learning communities served as the conceptual framework for this study and consisted of five interrelated dimensions of professional learning communities: (a) shared and supportive leadership, (b) shared values and vision, (c) collective learning and its application, (d) shared personal practice, and (e) supportive conditions. Assistant principals, teachers, and principals were asked to describe their world, their work, and their experiences in their schools to create a picture of the schools as professional learning communities.
Findings from the two sites are reported for each of the five dimensions of the professional learning community model. Findings for each of the five dimensions of the professional learning community model were analyzed and interpreted for each school as well as findings that compared the schools across each dimension. Conclusions are provided for each of the five dimensions of the professional learning community model. Recommendations for practice and future research are presented for each of the conclusions.Ed. D.
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Bertl, Mary F. « A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.
Texte intégralRésumé :
This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.