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1
Richard, Holly Elizabeth Baker. "The principal's workday: A comparative analysis of performance standards and principal practice". W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154150.
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Rogers, Richard Alan. "Performance coaching as a support for new principals". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.
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The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemented so that school leaders are consistently successful at supporting all students to high levels of achievement. A phenomenological approach to this qualitative study on new elementary school principals of the same urban school district was utilized. Each of the new principals was a recipient of ongoing performance coaching. Semi-structured interviews of each of the learner principals individually were conducted as well as of their respective. Also interviews conducted with the associate superintendent supervising the study participants and with each the performance coaches involved with the learner principals. Additionally, focus group interviews of the learner principals and of the coaches, as well as interviews of new principals of an additional urban school district were conducted. Finally, questionnaires relating to new principals' experiences with coaching or similar support were sent to 150 principals throughout the state. The findings indicated that the new principals sought from their coaches technical support, strategies for time and process management, and concrete instruction and guidance on interpersonal communication. New principals worked with their coaches to gain access to and to cultivate their own networks of support in terms of relationships with practicing professionals. The new principals could rely upon the coaches for guidance in life management and balance of personal and professional obligations. Performance coaches supported new principals via frequent meetings, e-mails, and phone conversations, as well as on an as-needed basis. Coaches supported new principals with explicit instruction and also modeled professional behavior. Finally, coaches had supportive conversations in settings where new principals knew the conversations would be confidential.
3
Toler, Benita Burke. "A Comparative Study of Principal Performance Evaluation in the Commonwealth of Virginia". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29452.
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The No Child Left Behind Act (NCLB) makes unprecedented demands on states, school districts, and schools to raise academic achievement and to improve low-achieving schools. Many believe that schools are only as good as the principal leading the school. There is evidence that the format and processes used in principal evaluation often vary from one state to another, and even among school districts within a state. The purpose of this study is to examine the status of principal performance evaluation in the Commonwealth of Virginia. The study reviews and compares all school divisions' descriptions of principal evaluation systems, information collection strategies, and schedules for information collection and evaluation of principals.
The primary purpose of this study was to describe the evaluation process for principals in the Commonwealth of Virginia. An attempt was made to (1) find out what procedures school divisions used to evaluate principal performance, (2) determine how the evaluation process varied by divisions type (i.e., suburban, urban, and rural), size and location, (3) find out the structures in place for high-performing principals to share effective practices, (4) determine the strategies used to support principals who are evaluated as needing improvement, (5) analyze documents that cover policies and procedures governing principal evaluation, and (6) to present a summary and analysis of data with implications for further research.
This study was conducted first by analyzing a questionnaire regarding assessment practices currently being used by school divisions received from 91 school divisions; second, by examining the principal evaluation documents returned by 61 of the responding school divisions in Virginia; and third, by gathering data on how principals are recognized for outstanding performance, or supported if they need improvement. The demographics of school divisions represent 1,407 principals and 812,211 students. An extensive review of literature was conducted to explore principal evaluation and its effect on the quality of education in the Commonwealth of Virginia. The information accumulated through the literature review, the questionnaire data and the document analysis resulted in findings that profile a comprehensive view of the status of principal evaluation in the Commonwealth of Virginia.
The findings of the study indicated that there is agreement among researchers and policymakers that an evaluation process must be in place in order to have effective principals and thus effective schools. The data in this study showed that more than half of respondents (67%)had procedures in place for regularly reviewing and revising principal evaluation procedures. However, 33% of school divisions did not have procedures in place. This is a sizable number, and a matter of concern, since principal evaluation has been mandated by the Commonwealth of Virginia since 1972.Ed. D.
4
Casavant, Christopher, William Collins, Erica Ann Faginski-Stark, Jason McCandless i Marilyn Tencza. "Perceptions of the Principal Evaluation Process and Performance Criteria: A Qualitative Study of the Challenge of Principal Evaluation". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2592.
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Thesis advisor: Robert J. StarrattRecent federal and state mandates have tasked school systems to move beyond principal evaluation as a bureaucratic function and to re-imagine it as a critical component to improve principal performance and compel school renewal. This qualitative study investigated the district leaders' and principals' perceptions of the performance evaluation process and criteria by which the effectiveness of principals was judged in a small, urban, New England school district. In an effort to assist the New England School District to create a more authentic principal evaluation process, district document analysis, literature review, interview transcripts and survey data were used to make recommendations to district leaders regarding four major themes including fairness, feedback, process and critical aspects. The themes were discussed in the context of schools as complex systems, where trust and distributive leadership drive school renewal. Emerging from the study of principal and superintendent perceptions of the process and criteria for evaluation, recommendations include: make principal evaluation an ongoing process; schedule time in each building; clearly identify criteria and supportive evidence; standardize rubrics and evaluation instrument; use evaluation instrument and feedback mechanisms that recognizes complexity of the principalship; provide meaningful feedback; and base summative evaluation on goals for personal-professional improvement and growth
Thesis (EdD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
5
Bendikson, Linda. "The effects of principal instructional leadership on secondary school performance". Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/8924.
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The aims of this research were to develop a system to assess the relative performance of secondary schools in order to compare the nature and impact of principals’ instructional leadership in more and less effective schools. Study 1 developed a multi-indicator method for assessing the relative performance of 102 New Zealand secondary schools, using publicly available examination data. Five indicators were used to categorise schools of similar type as either higher-, mid-, or lower-performing and to identify schools that showed sustained improvement in performance. In Study 2, 651 teachers in 29 schools completed surveys about school culture and the principal’s leadership. Principals’ instructional leadership and school cultural indicators were then categorised as either direct or indirect, and their impact on performance levels investigated. Six major findings emerged. First, improving schools tended to be located in low or middle socio-economic (SES) communities and were more often those already mid- or higher-performing. Second, the best predictor of whether a school was categorised as improving was a principal’s previous leadership experience as a deputy principal or principal, whereas a principal’s length of tenure in a school was the best predictor of a school being categorised as higher-performing. Third, principal leadership factors explained up to 20% of the variance in school performance. Fourth, different types of instructional leadership predicted school improvement and performance. While school performance was predicted by indirect instructional leadership, only the direct leadership behaviours had significant effects in improving schools. Fifth, structural models indicated that while principal instructional leadership was mediated by the culture of the school, it had a stronger direct impact on school performance. Sixth, principals in improving schools had an indirect effect on school performance via a strong managerial infrastructure (indirect culture) while principals in higher-performing schools had an indirect effect via a strong teaching and curriculum infrastructure (direct culture). Further research into systems and management practices is suggested as the possible main mediator of principal instructional leadership in secondary schools.
6
Harper, Brenda Lee. "A Qualitative Study of Principal Perceptions of Performance Evaluation in Ohio". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459702128.
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Rajaram, Kumaran. "Principal design criteria influencing the performance of a portable, high performance parallel I/O implementation". Master's thesis, Mississippi State : Mississippi State University, 2002. http://library.msstate.edu/etd/show.asp?etd=etd-04052002-105711.
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Floyd, Andrea. "The Relationship Between Staff Perceptions of Principal Leadership and School Performance". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/500.
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The climate of a school can be defined as the set of internal characteristics that distinguishes one school from another and influences the behavior of its members (Hoy & Hannum, 1997). Schools with a positive climate have been shown to positively impact students (Hoy, 1972). A principal’s leadership style influences the climate that, in turn, impacts student performance.
In this work, the researcher investigated Miami-Dade County Public Schools in order to determine if there was a relationship between instructional staff members’ perceptions of their school’s principals, a derivative of the district’s school climate studies, and their schools’ grades.
Eight School Climate Survey items were inter-correlated. The smallest intercorrelation was .83, which is still a large intercorrelation, and the largest intercorrelation was .96. Pearson’s correlation analysis (Healey, 2004) was run to determine the relationship between schools’ earned points and averaged survey responses. Survey items 8, 9, 12 and 13 had weak (less than .30) positive correlations to schools’ earned points. Survey items 7, 10, 11 and 14 had moderate (above .30) positive correlations to schools’ earned points.
The researcher created a composite variable (Pallant, 2007) from all the School Climate Survey responses. This composite variable, titled Principal Leadership Score, allowed the researcher to determine that approximately 9% of the variance in the points earned by schools in 2009 can be accounted for by how teachers in this study perceived the leadership of their principals.
This study’s findings of a moderate positive correlation between teachers’ perceptions of principal leadership and school performance supports earlier research linking school climate and school performance. Due to the fact that the leadership of the principal affects, either positively or negatively, the learning and working environment of students and teachers, it is recommended that principals use the eight School Climate Survey items examined within this study as guides (Pepper & Thomas, 2002). Through focusing on these survey items, principals may be propelled to self-identify their leadership strengths as well as leadership weaknesses.
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Arnold, Stacey Rae. "Student performance and leadership practices of selected elementary school principals: a cohort study". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5765.
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School leadership provides a critical bridge between student success initiatives
and their impact on students in Texas schools. This study, which was one of four
cohort studies conducted concurrently in Region V Education Service Center (ESC),
Texas, examined the relationship between student performance, as measured by the
Texas Assessment of Knowledge and Skills (TAKS), and leadership practices of
elementary school principals in Region V ESC schools.
The investigation procedures for this study involved an analysis of the responses
from principals and site-based decision making (SBDM) committee members from
their respective campuses to the Leadership Practices Inventory (LPI) developed by
Kouzes and Posner (2003) which evaluates the use of five identified leadership
practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable
Others to Act, and Encourage the Heart. Student performance information for the
participating elementary campuses was obtained from the Texas Education Agency
Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of
elementary principals and the academic success of students as measured by the Texas
Assessment of Knowledge and Skills (TAKS). However, a relationship between these
variables is strongly supported by the literature. The data were an indication that
Region V elementary principals embrace the leadership practices identified by
Kouzes and Posner at least moderately (between the 30th and 69th percentile) or at a
higher level (70th percentile or above).
As a group, the principals in this study rated themselves higher overall in regard
to perceived leadership practices than did their observers, but only significantly
higher on three of the five individual practices. Principals and their observers agreed
that the practice Enable Others to Act was the most frequently noted followed by the
practices Model the Way and Encourage the Heart. The practices with the least
reported frequency were Challenge the Process and Inspire a Shared Vision. Further
analysis of the data showed that the demographic variables of gender, ethnicity, age,
and years of experience in the field of education did not have an effect on survey
responses of the study participants.
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Childers, Gary L. "Principals’ Perceptions of Successful Leadership". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1205.
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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.
11
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.
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xii, 149 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB2831.93.O7 M45 2008Principals 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
12
Young, David Earle. "Effective leadership characteristics for student performance as perceived by high-performing Texas high school principals: a Delphi study". Texas A&M University, 2003. http://hdl.handle.net/1969.1/5752.
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The purpose of this study was to identify leadership characteristics of highperforming
Texas high school principals that positively affect student performance. A
secondary purpose of the study was to determine the degree of agreement between
conceptualizations of leadership presented in existing research and those of successful
practitioners. A Delphi panel of sixteen high school principals participated in the study.
Over the course of three rounds, the members of the expert panel provided
feedback to both the researcher and other members of the panel as to which leadership
characteristics they felt were of critical importance to student success. The
characteristics presented in the questionnaire were based upon a sound theoretical
framework resulting from a thorough review of existing research. At the completion of
Round Three, it was decided that consensus had been reached among the members of the
panel and the data collection period was ended. Each of the questionnaires used in the
study, as well as the relevant statistical analysis and frequency distributions, can be
found in the appendices of this document. The major findings of the study affirm the importance of leadership and its
positive impact on student achievement. First, there seems to be agreement between the
body of research on leadership and the viewpoint of successful practitioners as to which
leadership characteristics are essential for student success. Second, vision for goal
achievement, response to diversity, and ethical practice head the list of critical leadership
attributes for high school principals. Third, leadership characteristics presented in the
literature base are, at least in the opinion of the high-performing high school principals
involved in this study, comprehensive and are not missing any major components for
student success.
The conclusions and recommendations of this study could affect the performance
of high school principalsâ leadership in school improvement. Its major significance can
be found in its potential effect on the daily practice of individuals currently serving as
school leaders, the professional growth plans of practicing administrators, and the
components and focus of principal preparation programs.
13
Günther, Thomas, i Michael Grüning. "On the Selection of Measures to Quantify Organisational Performance". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2003. http://nbn-resolving.de/urn:nbn:de:swb:14-1060061708937-95847.
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In the last decade measuring a company´s performance exclusively financially has been heavily criticised. Consequently, different performance measurement systems including the Balanced Scorecard, the Performance Pyramid, and the Quantum Performance were developed, discussed and implemented in industry. Besides the financial perspective, additional perspectives (e.g. customers, processes, employess, etc) have been considered. Organisational performance is assumed to be a multidimensional phenomenon today. Hence one important aspect of the discussion of several concepts of performance measurement has been the selection of the right measures. This paper focused the problemof measuring multidimensional organisational performance. Based on the multitask agency theory we enhanced the approaches of Holmstrom/milgrom and Austin by introducing extrinsic and intrinsic motivation, cost of measurement and uncertainty of measurement into the model.
14
Wang, Xiaoqi. "China's civil service reform and local government performance : a principal-agent perspective /". View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36432854.
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潘安妮 i On-ni Anny Poon. "Evaluating HKU's performance review and staff development system: a principal-agent perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41012902.
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王曉琦 i Xiaoqi Wang. "China's civil service reform and local government performance: a principal-agent perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37327264.
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Poon, On-ni Anny. "Evaluating HKU's performance review and staff development system a principal-agent perspective /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41012902.
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Doss, Ryan Garrett. "Principal-agent alignment and relational incentive contracts in high-performance service operations". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90776.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2014. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 126-127).
This thesis focuses on the creation of a high-performance service operations organization. As organizations increasingly compete on service quality, increased attention has been given to measuring, tracking, and improving customer satisfaction. This thesis 1) provides a novel framework for service quality improvement and 2) explores concepts in game theory, relational contracts, and incentive mechanism design that impact service quality in the modern organization. The framework introduced in this thesis is comprised of four distinct steps. In the first step, service quality is quantitatively measured and drivers of service quality are determined both through qualitative methods and through statistical analysis on a customer-by- customer basis. In the second step, key drivers of service quality are addressed through process redesign and operational improvement. In the third step, the alignment of service operations incentive mechanisms with employee behavior consistent with high service quality is analyzed and considered in the context of building a high-performance service organization. Finally, the role of organizational learning and the relational contracts that may help to sustain a culture of experimentation, learning, and improvement are considered. These concepts are applied to a host organization, Atlantic Energy, by way of case study throughout this thesis; this acts to provide a concrete example of the application of these concepts and shows an example of the effectiveness of the framework when compared to traditional methods in service operations improvement.
by Ryan Garrett Doss.
S.M.
M.B.A.
19
Asbury, Elizabeth Ann. "Determinants of Principal Pay in the State of Texas". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849764/.
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The purpose of the study was to examine district, campus, and community determinants of principal’s salaries using a spatial econometric framework. Among the district variables business tax (p = 0.001), property tax (p < .01), and the Herfindahl Index (measure of competition) were statistically significant indicators of principal salaries. The results suggest that more affluent districts tend to pay principals higher salaries, which was expected. Regarding campus characteristics, the percent of economically disadvantaged was not a statistically sound indicator (p = 0.468), but campus enrollment was significant (p = <.01). Interestingly as the percentage of economically disadvantaged students increased, the principal salary decreased. In contrast, as student enrollment increases the salary of principals increases, suggesting that principals of larger campuses earn higher salaries. Interestingly, student achievement was not a statistically significant predictor of principals’ salary given that pay for performance in Texas is at the forefront of political debate. Among the variables examined at the community level, only the percentage of homes owner occupied (p = 0.002) was found to be a statistically significant indicator of principal salary (p = .002). The lack of evidence on reforms, such as determinants of principal salary, points to data and research deficiencies to be addressed in order to learn more about their effects and make sound public policies. The paper utilized a spatial regression approach to examine the determinants of principal salary using data from the local, state, and national data sources. Principal salaries are viewed from several lenses in this study by considering effective outcomes of pay defined by actual salaries and market considerations for pay as defined by community, organizational, and human capital variables. Literature from the private sector as well as from the public school setting was used as a theoretical underpinning for the hypotheses set forth in this study. Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. The paper includes implications for educational policy development related to pay for contribution, rather than pay based on tenure, experience, or district wealth. The research also fulfils an identified policy need to study how principal salaries are determined.
20
Abeln, Robert E. "Superintendent and principal perceptions of the utilization and impact of performance-based evaluations /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115517.
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Ho, Chi-wing Daniel, i 何志榮. "An analysis of property-specific quality attributes for office buildings". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240276.
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Beer, Shirley Hill. "The effects of sex of teacher, sex of scenario principal and leadership style on the performance ratings of scenario principals by teachers". FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1463.
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This study was designed to address questions regarding the effects of sex and leadership style on teacher perceptions of principal effectiveness. On a researcher-designed instrument, middle school teachers rated the effectiveness of a scenario principal's response in several situations. The responses reflected varying levels of Task and Relationship Behavior.
The design incorporated two between subjects factors (Teacher Sex and Principal Sex) and one within subjects factor (Leadership Style) which was treated as a repeated measure. An analysis of variance revealed no significant effects except for Leadership Style. Overall, High Task/High Relationship behavior rated significantly higher and Low Task/Low Relationship rated significantly lower than the others. The null hypothesis concerning differences could not be rejected and the stated research hypotheses were not supported.
Additional analyses of variance were conducted substituting subject demographic variables for Teacher Sex in the research design. No significant interactions or main effects other than Leadership Style were noted when either Age or Ethnicity were substituted.
A significant two-way interaction was noted for Teacher Experience and Leadership Style (p = .0316). Less experienced teachers rated principal's performance lower when exhibiting High Task/Low Relationship style than did more experienced teachers. A significant three-way interaction was noted for Administrative Aspiration x Principal Sex x Leadership Style (p = .0294). Teachers who indicated an intent to enter administration differed more on their ratings between male and female principals exhibiting mixed styles of High Task/Low Relationship and Low Task/High Relationship than did teachers who indicated no or undecided.
Sex of the teacher appears less important than sex of the principal on performance ratings. Results suggest further study of the effects of teacher experience and teacher administrative aspiration on perceptions of principal effectiveness.
23
Zhu, Wei. "ON THE PERFORMANCE OF JPEG2000 AND PRINCIPAL COMPONENT ANALYSIS IN HYPERSPECTRAL IMAGE COMPRESSION". MSSTATE, 2007. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04052007-153154/.
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Because of the vast data volume of hyperspectral imagery, compression becomes a necessary process for hyperspectral data transmission, storage, and analysis. Three-dimensional discrete wavelet transform (DWT) based algorithms are particularly of interest due to their excellent rate-distortion performance. This thesis investigates several issues surrounding efficient compression using JPEG2000. Firstly, the rate-distortion performance is studied when Principal Component Analysis (PCA) replaces DWT for spectral decorrelation with the focus on the use of a subset of principal components (PCs) rather than all the PCs. Secondly, the algorithms are evaluated in terms of data analysis performance, such as anomaly detection and linear unmixing, which is directly related to the useful information preserved. Thirdly, the performance of compressing radiance and reflectance data with or without bad band removal is compared, and instructive suggestions are provided for practical applications. Finally, low-complexity PCA algorithms are presented to reduce the computational complexity and facilitate the future hardware design.
24
Silbaugh, Kristen Marie. "An Exploration of the Relationship Between Principal Self-efficacy, Mindset, & Performance Outcomes". Thesis, Gannon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249534.
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Building on Dr. Tschannen-Moran & Dr. Gareis’ research into principal self-efficacy, as well as Dr. Dweck’s work regarding growth mindset, this study explores the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and their corresponding self-reported degree of self-efficacy and growth mindset. Principals in one Pennsylvania County were included in the sample and asked to complete an electronic survey comprised of: (a) demographic questions, (b) performance evaluation data, (c) mindset scales, and (d) principal self-efficacy scales. The data analysis consisted of both a linear regression of principal performance on principals’ mindset, moral leadership self-efficacy, and instructional self-efficacy scores. Additionally, correlation matrices were employed to identify the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals.
Results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure, nor the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile (SPP) and growth mindset. This relationship held true in subsequent regression analyses.
25
Cheng, Hsin-Hui. "Formulating a principal performance management system for primary and junior high schools in Taiwan". Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54316/.
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In globally competitive circumstances promotion of education quality has become regarded as a crucial national activity with New Public Management ideas gaining prominence in school management policies. Head teachers or principals are now seen as critical leaders in schools and increasing their capabilities for professional leadership and management and performance through principal performance management (PPM) has received increasing attention. In Taiwan, following recent, massive political and social change, educational reforms have reshaped a new context in which principals have encountered a great deal of challenge and role change. Issues of PPM have rarely been explored in Taiwan. The purpose of the study is, hopefully, to formulate a PPM system from literature review and empirical research to provide reference points for its policy makers. The former was mainly focused on conceptual analysis of PPM, including the possible bearing of philosophical paradigms and psychological and administrative theories and the experience of PPM conducted in Britain and New Zealand, as well as its precursor in principal appraisal in Taiwan. From these a possible PPM model and its elements have been delineated. The latter was conducted by methodological triangulation which combined questionnaire survey of 392 educational administrators and principals of primary and junior high schools in 23 counties/cities in Taiwan, followed by in-depth interviews with 24 stakeholders chosen purposively from three counties/cities. It is suggested that Taiwanese administrators and principals would generally welcome a well planned, cyclical PPM system designed to help principals promote their professional capabilities and performance whose rationale was improvement-orientated accountability emphasising consensual objectives, cooperative partnership, shared commitment and sustainable development toward integrating individual and school objectives and the professional development and performance of principals. Suggestions are put forth to policy makers for setting up a practicable PPM policy aimed at integrating the HRM of principals and promotion of educational quality.
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Schwartz, Nicholas Edward. "P300-Based BCI Performance Prediction through Examination of Paradigm Manipulations and Principal Components Analysis". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1775.
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Severe neuromuscular disorders can produce locked-in syndrome (LIS), a loss of nearly all voluntary muscle control. A brain-computer interface (BCI) using the P300 event-related potential provides communication that does not depend on neuromuscular activity and can be useful for those with LIS. Currently, there is no way of determining the effectiveness of P300-based BCIs without testing a person's performance multiple times. Additionally, P300 responses in BCI tasks may not resemble the typical P300 response. I sought to clarify the relationship between the P300 response and BCI task parameters and examine the possibility of a predictive relationship between traditional oddball tasks and BCI performance. Both waveform and component analysis have revealed several task-dependent aspects of brain activity that show significant correlation with the user's performance. These components may provide a fast and reliable metric to indicate whether the BCI system will work for a given individual.
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Branson, Christopher Michael, i res cand@acu edu au. "An Exploration Of The Concept Of values-Led Principalship". Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp64.25092005.
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The purpose of this research study was to understand better and reconstruct the concept of values-led principalship. In recent times, in response to constant change and uncertainty, there has been a consistent call for a new form of principalship: values-led principalship. Principals are now being urged to allow values to shape their principalship behaviour. In short, values-led behaviour is said to afford the principal the means of providing appropriate school leadership in unpredictable, and even ambiguous, times. However, the assertion that values can play a positive role in a principal’s performance needs to be substantiated. Despite their innate appeal, the nature and function of values in human endeavours remains somewhat unclear. This research study seeks to redress this lack of understanding by investigating how knowing personal values might help the principal to be led by these values and, thereby, be able to act more effectively as an educational leader. To this end, this research study is situated within the research paradigm of pragmatic constructivism and informed by the theoretical perspective of symbolic interactionism. The orchestrating perspective was case study with the boundaries of the case defined in terms of the system of secondary schools operating under the auspices of the Catholic Archdiocese of Brisbane. This case study included an open-ended questionnaire, two closed questionnaires, and a series of three semi-structured interviews with five principals. This research study began with a comprehensive review of literature from psychology, ethics and values theory to establish the relationship between values and behaviour. This review highlighted five important insights in respect to personal values. First, personal values are formed during the general experiences of life. Second, these personal values influence behaviour. Third, personal values are subjective inner-world phenomena that are more likely to be tacit and subliminal influences upon one’s behaviour. Fourth, having knowledge of one’s own personal values is not a natural or a common occurrence and the gaining of this particular form of self-knowledge is difficult and requires effort and appropriate processes. Finally, the appropriate process for gaining self-knowledge of one’s personal values is through self-reflection and introspection. Based on these insights, the researcher identified four research questions: How knowledgeable are the principals of their own personal values? How have the personal values of the principals been formed? Can a principal gain increased self-knowledge of his or her personal values and the relationship of these personal values to his or her educational leadership behaviour? Does an increased level of self-knowledge of personal values bring about values-led principalship? In general, the findings of this research study suggest that values-led principalship is a simplistic conceptualisation that does not reflect the complex relationships between the inner Self and behaviour. The concept of values-led principalship assumes self-knowledge of personal values and the deliberate application of this knowledge to influence personal behaviour. By not considering the formation of personal values and the inner antecedents of personal values within the Self, any self-knowledge of one’s personal values remains notional. Notional self-knowledge maintains the tacit, subliminal influence of personal values on behaviour. Thus, personal values are directing or driving behaviour resulting in values driven rather than values-led principalship. From an instrumental perspective, this finding raises a number of issues in respect to the professional development of principals. As a consequence, the following propositions are advanced: The professional development of principals should prepare them to incorporate regular self-reflective and introspective practices; The professional development of principals should challenge them to develop a rich knowledge of their inner Self; The professional development of principals should assist them to appreciate how their whole life experience is woven into their leadership behaviour; and Contemporary principals require formal professional mentoring programmes to assist them to more truly clarify and understand the antecedents of their leadership behaviours.
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Rogan, Lisa. "How can the Principal-Agent Theoretical Framework be used to attain a better understanding of Performance Management in Primary Care?" Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/how-can-the-principalagent-theoretical-framework-be-used-to-attain-a-better-understanding-of-performance-management-in-primary-care(7ed405e5-f139-4940-baa0-2e27ef91a336).html.
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Principal-Agent Theory has been used by researchers to understand relationships among different professional groups and explain contractual arrangements and performance management between organisations. Use of principal-agent theory in research within primary care is limited. This study uses the principal-agent theoretical framework to attain a better understanding of performance management in primary care. The relationship between managers and primary care clinicians is explored. The study uses the main theoretical assumptions of information asymmetry and goal alignment to explain the findings. Case study methodology was used to explore the research question. Purposive sampling techniques using the following datasets were used to select participants: practice size; percentage South Asian population; levels of deprivation; and relative performance on selected national productivity performance indicators. Managers were selected based on their corporate responsibility for organisational performance or role in performance management within the organisation. Twenty six formal recorded interviews were carried out with various directors, managers and clinicians across NHS East Lancashire and NHS North West. Interviews were transcribed and organised using NVIVO 8 software and analysed using matrix analysis techniques. There is confusion between performance measurement and performance management. The terms are often used interchangeably. The NHS tends to focus on things that are easy to measure at the risk of omitting important aspects of care that are more difficult to capture. Soft performance intelligence such as: training, multidisciplinary teamwork, communication and shared vision are just as important as tangible metrics. Three primary care performance management systems emerged from the findings: The Quality and Outcomes Framework (QOF), the Practice Development Framework (PDF) and the Better Care Better Value (BCBV) Productivity Performance Framework. Performance indicators do not always reflect quality outcomes. This can lead to poorer outcomes for patients especially if dependent on incentives. The study addresses the research question through analysis of the following themes: Understanding performance management; Use of performance management systems; and Barriers to performance management in primary care. A common understanding of performance management is required across all stakeholders. Clear, strategic direction and consistent interpretation of organisational objectives at all levels is essential to achieve goal alignment. Soft intelligence and qualitative measures need to be considered as well as tangible metrics. Clinical engagement and ownership are key factors to achieving goal alignment. Trust between principal and agent affects the degree to which information asymmetry is overcome. Appropriate use of incentives, good communication and strategies to overcome the problem of information asymmetry and address ‘professional superiority’ improves goal alignment. Achieving the right balance between accountability and clinical autonomy is important to ensure governance and financial balance without stifling innovation. Goal alignment depends on quality and accuracy of information and robust targets to avoid misunderstanding and misinterpretation of information and inadvertent use of incentives. Principal-agent theory suggests goal alignment is achieved by applying the underlying assumptions of the theoretical framework. In complex systems like the English NHS, it is likely that only partial goal alignment will be achieved. The degree of achievement depends on the number and level of alignment of individual factors.
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Sebban, Alain. "Dosage plasmatique de la glafénine et de son principal métabolite par C. L. H. P : application pharmacocinétique". Paris 5, 1988. http://www.theses.fr/1988PA05P128.
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Piveral, Joyce A. Wake. "Quality and impact of a performance based teacher evaluation pilot program /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974670.
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Harris, Lisa Annette. "Middle School Principals' Time-on-Tasks and the Relationship to School Performance". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37329.
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The daily, weekly, and unscheduled tasks for school administrators have increased in number and scope over the years, however surprisingly little is known about what principals do on a day-to-day basis and how this varies across schools. Since the effect of principal leadership behaviors, specifically how principals manage their time to accomplish important tasks, is one key to the success of schools, it is important to understand what effective principals do to accomplish this. The purpose of this study was to find out what the differences are in how principals in high and low-performing middle schools spend their time and to determine what relationships exist between the principalâ s time-on-tasks and school performance. In the literature review, the researcher identified seven categories of time use to collect and classify time-on-tasks data. The categories include: (a) administration/operations, (b) organization management, (c) day-to-day instruction, (d) instructional program, (e) internal relations, (f) external relations and (g) other (Horng, Klasik, & Loeb, 2010). The researcher collected time-on-tasks data from principals of high and low-performing middle schools in Virginia and analyzed the data to determine what relationships exist between the principalâ s time-on-tasks and school performance. Data analyses revealed that there are significant differences in the amount of time principals at high-performing schools devote to each of the time-on-tasks categories, as compared to the amount of time allocated by their counterparts at low-performing schools. In this study, principals as a whole and principals in the high-performing subgroup spend the largest percentage of time on tasks related to administration and operations, while principals in the low-performing subgroup spend the largest percentage of time on day-to-day instruction. Data also suggest that time spent on tasks related to internal relations is positively correlated with student performance on mathematics and reading tests. When demographic factors are combined with the time-on-tasks categories, a regression analysis suggests that the strongest contributing factor to mathematics and reading test scores is the socioeconomic status of the school with a strong negative correlation between the percentage of students on free/reduced lunch and test scores for mathematics and reading.Ed. D.
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De, Losier Clayton Ray. "Effects of Manufacturing Deviations on Core Compressor Blade Performance". Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/31340.
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There has been recent incentive for understanding the possible deleterious effects that manufacturing deviations can have on compressor blade performance. This is of particular importance in todayâ s age, as compressor designs are pushing operating limits by employing fewer stages with higher loadings and are designed to operate at ever higher altitudes. Deviations in these advanced, as well as legacy designs, could negatively affect the performance and operation of a core compressor; thus, a numerical investigation to quantify manufacturing deviations and their effects is undertaken. Data from three radial sections of every compressor blade in a single row of a production compressor is used as the basis for this investigation. Deviations from the compressor blade design intent to the as-manufactured blades are quantified with a statistical method known as principle component analysis (PCA). MISES, an Euler solver coupled with integral boundary-layer calculations, is used to analyze the effects that the aforementioned deviations have on compressor blade performance when the inlet flow conditions produce a Mach number of approximately 0.7 and a Reynolds number of approximately 6.5e5. It was found that the majority of manufacturing deviations were within a range of plus or minus 4 percent of the design intent, and deviations at the leading edge had a critical effect on performance. Of particular interest is the fact that deviations at the leading edge not only degraded performance but significantly changed the boundary-layer behavior from that of the design case.Master of Science
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Jackson, Sonya Lasyon. "Perceptions of Principal Leadership Skills in High-Achieving Elementary Schools". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5350.
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The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of Kindergarten to Grade 5 from 3 high-achieving elementary schools volunteered to participate and provided data through 2 focus groups with 6 primary grade teachers and 6 intermediate grade teachers respectively. Principals at the same 3 high-achieving elementary schools provided data through semistructured interviews. Open coding and thematic analysis yielded 4 themes from the principals' responses, including instructional leadership, hands-on leadership, communication and collaboration, and management by visibility. The teachers' responses resulted in the themes of high expectations for student achievement, a supportive learning environment, consistent collection and review of student achievement data, and an overall positive school climate to promote exemplary instructional practices and student success. A positive social change that can stem from this study is implementing principal leadership practices related to the findings in low-achieving schools. This may result in gains in student achievement, leading to increased academic and economic opportunities.
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Vencel, Mobley Andrea Faith. "The relationship between principal leadership and student performance an analysis of the Leadership for Learning framework and student performance on Indiana's ISTEP+ /". [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3383861.
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Thesis (Ed.D.)--Indiana University, School of Education, 2009.Title from home page (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-11, Section: A, page: 4146. Adviser: Robert Toutkoushian.
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Cheng, Wei. "Factor Analysis for Stock Performance". Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-050405-180040/.
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Jacobsen, H. D. "SOME MEASURED PERFORMANCE BOUNDS AND IMPLEMENTATION CONSIDERATIONS FOR THE LEMPEL-ZIV-WELCH DATA COMPACTION ALGORITHM". International Foundation for Telemetering, 1992. http://hdl.handle.net/10150/608924.
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International Telemetering Conference Proceedings / October 26-29, 1992 / Town and Country Hotel and Convention Center, San Diego, CaliforniaLempel-Ziv-Welch (LZW) algorithm is a popular data compaction technique that has been adopted by CCITT in its V.42bis recommendation and is often implemented in association with the V.32 standard for 9600 bps modems. It has also been implemented as Microcom Networking Protocol (MNP) Level 7, where it goes by the name of Enhanced Data Compression. LZW compacts data by encoding frequently occurring input strings with a single output symbol. The algorithm automatically generates a string dictionary for each symbol at each end of the transmission path. The amount of compaction that can be derived with the LZW algorithm varies with the type of data being transmitted and the efficiency by which table entries can be indexed. Table indexing is usually implemented by use of a hashing table. Although some manufacturers advertise a 4-to-1 gain in throughput, this seems to be an extreme case. This paper documents a implementation of the exact ZLW algorithm. The results presented in this paper are significantly less, typically on the order of 1-to-2 for ASCII text, with substantially less compaction for pre-compacted files or files containing random bit patterns. The efficiency of the LZW algorith on ASCII text is shown to be a function of dictionary size and block size. Although fewer transmitted symbols are required for larger dictionary tables, the additional bits required for the symbol index is marginally greater than the efficiency that is gained. The net effect is that dictionary sizes beyond 2K in size are increasingly less efficient for input data block sizes of 10K or more. The author concludes that the algorithm could be implemented as a direct table look-up rather than through a hashing algorithm. This would allow the LZW to be implemented with very simple firmware and with a maximum of hardware efficiency.
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Deckard, Allan Paul. "Potential motivational effects of altered compensation rates in comparison to other type incentives on building principal performance". PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/588.
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The effective schools research has repeatedly concluded that effective schools are characterized by effective administrators. The desire, then, of local school boards to improve administrator performance has emerged, based upon the assumption that as building principal performance improves, so does teacher performance, and ultimately, student performance. Merit pay has received a great deal of attention in education recently as a means to motivate administrators towards improved performance. Merit pay is supported by the "physical-economic" school of thought which believes that individuals are "economically motivated". In contrast, the "work itself" or "job satisfaction" school of thought believes that individuals are best motivated by factors which affect job meaningfulness. Merit pay is viewed as a "hygiene" factor which may decrease job "dissatisfaction" but does not necessarily result in increased motivation. This dissertation compared the "physical-economic" concept of altered compensation rates or merit pay, to the "job satisfaction" or "work itself" concept of increased job meaningfulness as a means to motivate principals towards improved performance. When given a list of incentives, principals were asked to choose between merit pay and other type incentives. Of the 312 principals surveyed, 244 responded for a 78% return rate with the following results: 28% preference for merit pay at the 5% level; 47% preference for merit pay at the 10% level; 63% preference for merit pay at the 15% level; and, 68% preference at the 20% level. Frequencies tallied and percents derived indicated a consistent preference for merit pay at the 15% and 20% levels irrespective of demographics. These results would seem to indicate that "work meaningfulness" incentives are desirable to principals, but when paired against ever increasing levels of "potential monetary compensation", they lose their attractiveness. Even though merit pay received a popular response from the principals surveyed at the higher levels offered, merit pay's track record is so poor as to suggest that better measurement methods need to be devised before such a program is initiated. According to the literature reviewed, it is doubtful that such an objective and equitable means of measurement is feasible without interfering in a principal's daily routine, thus reducing the principal's effectiveness.
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Moore, Douglas D. "A study of principal perceptions regarding the effects of intradistrict school choice on student and staff performance". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027095.
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The purpose of this study was to examine an intradistrict school choice program in an urban setting through the use of three independent variables regarding school principals' perceptions. The independent variables were gender, years of experience, and the building or grade level assignment of school principals. Another purpose was to examine whether school principals saw positive or negative outcomes in student and teacher performance since the school choice program began. Areas explored included student achievement and behavioral performance, teacher attitude and morale, principal and teacher interaction(to facilitate change), and special education.The study's population consisted of the principals of the Indianapolis Public School Corporation, Indianapolis, Indiana. There were 80 eligible principals. A return rate of 72.58 was gained (58 respondents). The study's population was sent a survey instrument consisting of seven demographic items and 25 Likert-type items with five possible responses (strongly agree, agree, undecided, disagree, and strongly disagree). The items were designed to evaluate principal responses according to the three independent variables mentioned earlier in addition to the other purposes of the study. The instrument was designed by the researcher with the assistance of a jury of veteran principals familiar with intradistrict school choice from Bartholomew Consolidated School District (Columbus, Indiana).A multivariate analysis of variance (MANOVA) was used to determine any significant relationships between the independent variables and principal perceptions about intradistrict school choice. Further, mean data was examined and compared.The following conclusions were drawn from the study's findings:1. A statistically significant relationship was found with principal perceptions by the independent variable of building or grade level on the special education items of student attendance, less parent complaints, and teacher professional development activities as determined by a MANOVA.2. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of building/grade level.3. A statistically significant relationship was found with male principal perceptions about principal/teacher interactions within a change environment by the independent variable of experience level.4. Mean analysis would suggest that there were no changes in student academic or behavioral performance two years of program implementation.5. Mean analysis would suggest some positive change in teacher attitude after two years of program implementation.6. Mean analysis would suggest some positive change in informal principal and teacher interaction to facilitate program change after two years of program implementation.Department of Educational Leadership
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Schmid, Christian, i Yigal Gerchak. "How should a principal reward and support agents when firm performance is characterized by success or failure?" John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/mde.3006.
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Principal-agent models with multiple agents typically assume that the principal wishes to
maximize the sum of the agents' achievements (net of the rewards paid to them). But in many
settings, like R&D, all that the principal "Needs" is that at least one agent will be "successful." We
identify settings where the principal actually wants agents to refrain from exerting high effort
in order to save expected compensation. We show that the number of agents can decrease in
the project's value for the principal. We also consider sequential efforts and investigate settings
where the principal can provide support to agents.
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Hartley, Richard William. "The task-performance behavior of the high school principal in a large suburban school system: a multiple-case study". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82637.
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This study was undertaken to investigate the task-performance behavior of suburban high school principals in their natural setting to answer the following questions:
1. How do suburban high school principals spend their time?
2. What accounts for the variation between principals in how they spend their time?
This study combined normative statements and descriptions about principals' work with observed time allocation results to give both a qualitative and quantitative picture of the suburban high school principal's life in public school organizations. A multiple-case design was used.
Five high school principals in a large suburban school district in Virginia were selected and agreed to participate in the study. Each principal was observed for one continuous week. To answer question one, data was recorded using a modified structural observation technique popularized by Mintzberg and analyzed using descriptive statistics. Multiple sources of data to include various unobtrusive measures and interviewing were evaluated along with the quantitative data to respond to research question two.
Conclusions: Suburban principals averaged 45.6 hours a week on the job and an additional 8.3 hours after work. Over half their time was spent in scheduled (26.0%) and unscheduled (25.4%) meetings. Observed time devoted to other activities was as follows: desk work, 17.7%; tours, 7.1%; exchanges, 6.0%; phone, 5.5%; trips, 4.3%; personal, 3.0%; monitoring, 2.6%; observation, 2.2%; and announcements, .1%. The purpose of each activity was determined and classified under one of ten categories. The following percentage of principals' time was devoted to each category: maintenance/direction, 33.5%; instruction, 18.1%; visibility/social, 11.1%; student control, 10.1%; student activities, 8.3%; personnel, 7.4%; other/personal, 4.8%; school community, 2.9%; pupil personnel, 2.1%; and finance, 1.7%. Activity type and purpose of activity were subject to statistical analysis to determine if a principal's behavior deviated sufficiently from the norm to warrant an explanation. When outlier behavior occurred, three reasons were identified as causes: the cyclic nature of the school calendar triggered the event; principal's preference for involvement, idiosyncratic to his/her administrative style; and the student body make-up which mirrored the socioeconomic conditions in the school community.Ed. D.
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Jonéus, Paulina. "The more the merrier? On the performance of factor-augmented models". Thesis, Uppsala universitet, Statistiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256760.
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Vector autoregression (VAR) models are widely used in an attempt to identify and measure the effect of monetary policy shocks on an economy and to forecast economic times series. However, the sparse information sets used in the VAR approach have been subject to criticism and in recent decades, the use of factor models as a means of dimension reduction has been a subject of greater focus. The method of summarizing information contained in a large set of macroeconomic time series by principal components, and use these as regressors in VAR models, has been pointed out as a potential solution to the problems of limited information and estimation of too many parameters. This paper combines the standard VAR methodology with dynamic factor analysis on Swedish data for two purposes, to assess the effects of monetary policy shocks and to examine the forecasting properties. Latent factors estimated by the principal components method are in this study found to contribute to a more coherent picture in line with economic theory, when examining monetary policy shocks to the Swedish economy. The factor-augmented models can on the other hand not be shown to increase the forecasting accuracy to a great extent compared to standard models.
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Elmore, Olivia Carol. "Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools". Texas A&M University, 2005. http://hdl.handle.net/1969.1/2323.
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Knowledge of the implementation practices of successful elementary schools will
be beneficial to other elementary principals who seek to improve student success in
reading. This study examined perceptions of principals from elementary schools in
Texas whose schools received the Gold Performance Acknowledgement (GPA) from
the Texas Education Agency (TEA) for Continuous Improvement in Reading (CIR)
on the Texas Assessment of Academic Skills (TAAS) in 2002. The study had two
purposes: (1) to identify the principal??s perception of the levels of implementation
and impact of selected reading strategies used by selected elementary schools in
Texas to improve student success in reading and (2) to determine the principal??s
perception of the extent to which Accelerated Reader (AR) and AR-like recommend
practices were used in selected elementary schools in Texas.
The research design for this study was descriptive. Parameters, which are
descriptive measures of a population, were used since all 721 members of the
population were mailed questionnaires. Research was conducted during the winter of2004. Two hundred fifty-two principals responded. A questionnaire using a Likerttype
scale for the principals?? responses was used to collect the data. Principals??
perceptions were measured to determine the degree of implementation and impact of
AR and other selected reading strategies. Data were analyzed for all 252 respondents
for selected reading strategies and by the categories of AR and non-AR schools for
AR recommended reading strategies and AR-like recommended reading strategies,
respectively.
This study identified the characteristics of a successful reading program in Texas
elementary schools. To maximize their budgets while improving student success in
reading, principals should provide their teachers with professional development,
implement student/teacher conferences to direct reading practice, allow students to
self-select books on their independent reading level for independent reading practice,
consider use of literature circles, classroom libraries and reading textbooks, review
the use of rewards and posting of goals to determine if these practices increase
students?? success in reading, assess computer reading programs to determine if there
are less costly options available, and in schools using the AR program, review
implementation practices for greater impact.
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Thabane, Matela. "Assessing the Principal Agent Problem in Mobile Money Services: Lessons from M – PESA in Lesotho". Thesis, University Of Cape Town, 2018. http://hdl.handle.net/11427/29934.
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The expansion and diffusion of mobile phones globally has resulted in the provision of financial transactional services over the existing mobile phone platforms, generally referred to as mobile money. The supply end of mobile money services is an important factor in the success of the financial transactions offering. This research assessed vulnerabilities in the mobile money supply network that are inherently related to the existence of the principal – agent problem and their implications on availability and access to the services. The research study was conducted using a qualitative approach. Qualitative information was collected through interviews guided by open – ended questionnaires. Thematic analysis approach was followed to systematically analyse the data and generate findings of the study. Agent transactional data was analysed to complement the findings from qualitative analysis The findings suggest that the principal agent problem permeates the mobile money delivery network mainly after businesses joining as agents and manifests as moral hazard. Moral hazard is the dominant feature of the principal – agent problem, with adverse selection very low. Drivers of moral hazard are demonstrated by the influences and demands of agents’ core businesses and challenges in agent monitoring and training. The existence of the principal – agent problem has limited or no implications on access and availability of services. However, overtime the combined vulnerabilities identified related to the principal agent problem are likely to manifest into risks that are likely to affect access and availability of mobile money services. Regulators, Mobile Network Operators and agent enterprises must collectively review monitoring approaches for mobile money service providers to address challenges identified and increase the effectiveness of monitoring. Service provision standards should be reviewed to suit the various business environments the services are provided within. Mobile Network Operators and agent enterprises need to institute stronger partnership arrangements that enhance ownership and obligations for all parties, in particular agent enterprises. Agreements must enable application of different mobile money delivery models suitable to meet the demands and requirements of the agents’ core businesses. Innovations such as Near Field Communication (NFC) can be integrated with Point of sale (POS) applications and mobile money platforms to reduce the administration burden on agents and human error. Such applications must consider the cost implications of adoption from the agents’ business perspective.
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Muller, Jean-Philippe. "Stratégie d'innovation et performance des nouveaux produits : test d' une causalité indirecte via la réaction du principal concurrent". Paris 10, 1999. http://www.theses.fr/1999PA100149.
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L'evolution du contexte concurrentiel a consacre le role determinant des produits nouveaux dans la competitivite, la croissance et la survie des entreprises. La mise en Ŭvre d'une strategie d'innovation la plus a meme de favoriser le succes des nouveaux produits commercialises apparait comme un enjeu majeur dans la competition a laquelle se livrent les firmes. La proposition centrale de cette these est que l'influence des elements qui composent la strategie d'innovation sur la performance d'un nouveau produit se fait, au moins partiellement, par l'intermediaire d'un effet sur le comportement de reaction des concurrents. L'objectif de la recherche est d'identifier l'influence des variables de la strategie d'innovation sur les caracteristiques de la reaction concurrentielle ainsi que l'impact des caracteristiques de cette reaction sur la performance du nouveau produit. Pour ce faire, a partir de la litterature, des hypotheses ont ete formulees sur la nature des relations de causalite entre les trois categories de variables en jeu : les variables representant la strategie d'innovation, les caracteristiques de la reaction du principal concurrent et la performance d'un nouveau produit. Le modele causal ainsi etabli et les hypotheses qui le composent ont ete testes sur un echantillon de 161 nouveaux produits lances recemment dans dix secteurs d'activites. Les donnees, recueillies par voie de questionnaires adresses aux entreprises, ont ete analysees au moyen de l'approche pls (partial least square). Les resultats obtenus confirment la proposition initiale : la strategie d'innovation menee explique la performance d'un nouveau produit via, en partie, son influence sur la reaction du principal concurrent. Ils montrent que les innovateurs ont la possibilite d'orienter la reaction de leur principal concurrent et d'accroitre ainsi la performance d'un lancement en jouant sur differentes caracteristiques du nouveau produit, de son developpement et de son lancement.
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Barcelos, Bartholomeo Oliveira. "EMPREENDEDORISMO E CRESCIMENTO ECONÔMICO: UMA AVALIAÇÃO DA PERFORMANCE ECONÔMICA DOS PAÍSES PARTICIPANTES DO GLOBAL ENTREPRENEURSHIP MONITOR (GEM)". Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/8286.
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Programa de Apoio aos Planos de Reestruturação e Expansão das Universidades FederaisThis study aims to analyze the performance of entrepreneurial activity in countries participating in the Global Entrepreneurship Monitor (GEM), by the use of multivariate quantitative methods, in order to generate new thinking about the role of entrepreneurship in the economic growth and development of countries. Therefore, the research is divided into two papers whose approaches are exploratory, due to the potential of the database for the realization of new research, and the achievement of international comparisons of economies. To achieve this goal, the techniques used were the Principal Component Analysis (PCA) and the Cluster Analysis (CA) to study the relationship between the variables and the countries of the data set, thus obtaining an overview of the studied phenomenon. In the study of the variables, eight have been identified as the most representative of GEM s database, making the study of the entrepreneur process more effective. Among the most representative variables, the strong influence of the entrepreneurs´ attitude about the opening rates of new enterprises can be identified. To analyze the countries included in this study a classification of the economic performance of these nations was proposed, by creating a ranking of Entrepreneurial Activity Performance (EAP). The order of the countries was aligned to the methodologies used by both the World Economic Forum (WEF) and the World Bank, for the ranking of economic performance and economic development. Therefore, the study explored the main points of the GEM database, variables and countries, making use of multivariate techniques that provided information for the analysis of global entrepreneurship from a different perspective
Este estudo tem como objetivo analisar o desempenho da atividade empreendedora dos países participantes do Global Entrepreneurship Monitor (GEM), por meio de métodos quantitativos multivariados, visando gerar novas reflexões sobre o papel do empreendedorismo no crescimento e desenvolvimento econômico dos países. Diante disso, a pesquisa é divida em dois artigos científicos, cujas abordagens são exploratórias, devido ao potencial da base de dados para a efetivação de novas pesquisas, e para a realização de comparações internacionais entre economias. Para tanto, fez-se uso das técnicas de Análise de Componentes Principais (ACP) e de Análise de Clusters (AC) para o estudo das interrelações das variáveis e dos países do conjunto de dados, obtendo assim uma visão global do fenômeno pesquisado. No estudo das variáveis, oito foram identificadas como as mais representativas da base de dados do GEM, tornando mais efetivo o estudo do processo empreendedor. Entre as variáveis mais representativas identificou-se a forte influência das atitudes dos empreendedores sobre as taxas de abertura de novos empreendimentos. Para a análise dos países que contemplam esse estudo, foi proposta uma classificação do desempenho econômico dessas nações, mediante a criação do ranking de Performance da Atividade Empreendedora (PAE). A ordenação dos países alinhou-se as metodologias utilizadas, pelo World Economic Forum (WEF) e pelo World Bank, na classificação dos países por rankings de performance econômica, e por estágios de desenvolvimento econômico. Assim, o estudo explorou os principais pontos da base de dados do GEM, variáveis e países, fazendo uso de técnicas multivariadas que forneceram subsídios para a análise do empreendedorismo global de uma perspectiva diferenciada
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Ricker, Kevin Jon. "Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon". PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4508.
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This qualitative study examined how school leaders work within the structure of individual district collective bargaining agreements to improve student achievement. The study examines real or perceived barriers to improving student achievement within educational organizations from the perspective of the principals and teacher-leaders.
This study included two qualitative instruments, one for building principals and one for the building teachers, administered in five Oregon high schools recognized as successful by the Oregon Department of Education in 2014-2015. This dissertation determined the impact collective bargaining agreements had on the ability of high school principals to reduce educational disparities and close the achievement gap from both the perspective of themselves and teacher-leaders. The dissertation concluded with a brief summary of the collective findings from the study, as well as the implications for practice specific to building principals and teacher-leaders in the context of their school, and agreement about strategies that work to overcome barriers to school performance.
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Ewing, Robert. "An Experimental Investigation of the Effects of Contract Frame and Discretion in Performance Evaluation on Effort". UKnowledge, 2016. http://uknowledge.uky.edu/accountancy_etds/6.
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The design of incentive compensation plans is critical to a company’s success. This study develops and validates a theoretical model to examine how incentive contract framing affects effort. This study uses an experiment to observe the effect of the manipulation of incentive contract frame and the presence or absence of principal discretion in performance evaluation on effort. The results of the experiment show that when principal discretion in performance evaluation is absent, penalty contracts induce greater effort than bonus contracts. The results of the experiment also demonstrate that the interaction of principal discretion in performance evaluation and contract frame influences how agents view the perceived fairness of their incentive contract. Specifically, principal discretion in performance evaluation increases perceived fairness under a penalty contract but not under a bonus contract. This study also extends prior research by documenting that perceived fairness explains how incentive contract frame affects trust and effort.
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Murakami, Karline Tikae Tani. "Óleo de linhaça como principal fonte lipídica na dieta de frangos de corte /". Araçatuba : [s.n.], 2009. http://hdl.handle.net/11449/94734.
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Resumo: Avaliou-se o efeito da utilização de óleo de linhaça na ração de frangos de corte, substituindo o óleo de soja em diferentes períodos, sobre o desempenho, composição de carcaça e características físico-químicas da carne. Foram utilizadas 320 aves, recebendo ração suplementada com óleo de soja ou linhaça, num arranjo fatorial 4x2 (4 períodos crescentes recebendo dieta com óleo de linhaça e dois sexos). O desempenho foi avaliado por pesagens da ração e das aves nos dias 1, 21, 42 e 49, quando as aves foram abatidas. Após o abate, foi avaliado o rendimento de carcaça e a proporção dos principais cortes, vísceras e gordura abdominal. Foram avaliados os teores de lipídeos totais, umidade e colesterol na carne do peito e das coxas com sobrecoxas. A estabilidade da fração lipídica da carne mantida sob congelamento foi avaliada pelo método do ácido 2-tiobarbitúrico (TBA). A textura da carne foi avaliada pela determinação da força de cisalhamento em texturômetro. O óleo de linhaça na ração, de forma geral, prejudicou os parâmetros de desempenho avaliados (P<0,05). As fêmeas apresentaram maior proporção de peito e maior quantidade de gordura abdominal que os machos (p<0,05). As aves alimentadas com ração contendo óleo de linhaça apresentaram menor proporção de gordura abdominal e teores mais baixos de lipídeos totais e colesterol na carne do que aquelas alimentadas exclusivamente com ração contendo óleo de soja (p<0,05). Os resultados observados não permitiram uma avaliação conclusiva quanto à influência do sexo e das fontes de óleo da ração sobre a textura da carne e sua estabilidade à oxidação lipídica.Abstract: This work studied the effects of the utilization of linseed oil in broilers feeds as a substituent to soybean oil at different periods on performance and carcass composition of Cobb broilers, well as on the physicalchemical traits of their meat. Three hundred twenty birds were raised with linseed or soybean oil in the feed in a 4x2 factorial arrangement of treatments (4 growing periods receiving the experimental diets and 2 sexes). Performance was evaluated by the weighs of feeds and birds at days 1, 21, 42 and 49 of the experiment. After slaughtering, as the birds were 49 days old, carcass yield and percentages of main cuts, viscera and abdominal fat were quantified. Total lipids, moisture and cholesterol contents in breast and thighs were determined. The stability of the lipidic fraction in frozen meat was determined by the tiobabituric acid (TBA) methodology. Meat shear force was analyzed in a texturometer. In a general sense, linseed oil was harmful to broilers performance (P<0.05). Female broilers had higher breast percentage and more abdominal fat than male broilers (P<0.05). Birds fed linseed oil had less abdominal fat and lower total lipids and cholesterol contents in the meat than those fed soybean oil (P<0.05). Results did not lead to a conclusion about the influence of sex and oil source on meat texture and stability to lipid oxidation.
Orientador: Marcos Franke Pinto
Coorientador: Elisa Helena Giglio Ponsano
Banca: Manoel Garcia Neto
Banca: Jacira dos Santos Isepon
Mestre
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Ndlangisa, Mboneli. "DRUBIS : a distributed face-identification experimentation framework - design, implementation and performance issues". Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/93/1/MNdlangisa-MSc.pdf.
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We report on the design, implementation and performance issues of the DRUBIS (Distributed Rhodes University Biometric Identification System) experimentation framework. The Principal Component Analysis (PCA) face-recognition approach is used as a case study. DRUBIS is a flexible experimentation framework, distributed over a number of modules that are easily pluggable and swappable, allowing for the easy construction of prototype systems. Web services are the logical means of distributing DRUBIS components and a number of prototype applications have been implemented from this framework. Different popular PCA face-recognition related experiments were used to evaluate our experimentation framework. We extract recognition performance measures from these experiments. In particular, we use the framework for a more indepth study of the suitability of the DFFS (Difference From Face Space) metric as a means for image classification in the area of race and gender determination.
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Murakami, Karline Tikae Tani [UNESP]. "Óleo de linhaça como principal fonte lipídica na dieta de frangos de corte". Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/94734.
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murakami_ktt_me_araca.pdf: 523881 bytes, checksum: d6fe2b9af367149ccbd1b4521b51f81f (MD5)Avaliou-se o efeito da utilização de óleo de linhaça na ração de frangos de corte, substituindo o óleo de soja em diferentes períodos, sobre o desempenho, composição de carcaça e características físico-químicas da carne. Foram utilizadas 320 aves, recebendo ração suplementada com óleo de soja ou linhaça, num arranjo fatorial 4x2 (4 períodos crescentes recebendo dieta com óleo de linhaça e dois sexos). O desempenho foi avaliado por pesagens da ração e das aves nos dias 1, 21, 42 e 49, quando as aves foram abatidas. Após o abate, foi avaliado o rendimento de carcaça e a proporção dos principais cortes, vísceras e gordura abdominal. Foram avaliados os teores de lipídeos totais, umidade e colesterol na carne do peito e das coxas com sobrecoxas. A estabilidade da fração lipídica da carne mantida sob congelamento foi avaliada pelo método do ácido 2-tiobarbitúrico (TBA). A textura da carne foi avaliada pela determinação da força de cisalhamento em texturômetro. O óleo de linhaça na ração, de forma geral, prejudicou os parâmetros de desempenho avaliados (P<0,05). As fêmeas apresentaram maior proporção de peito e maior quantidade de gordura abdominal que os machos (p<0,05). As aves alimentadas com ração contendo óleo de linhaça apresentaram menor proporção de gordura abdominal e teores mais baixos de lipídeos totais e colesterol na carne do que aquelas alimentadas exclusivamente com ração contendo óleo de soja (p<0,05). Os resultados observados não permitiram uma avaliação conclusiva quanto à influência do sexo e das fontes de óleo da ração sobre a textura da carne e sua estabilidade à oxidação lipídica.
This work studied the effects of the utilization of linseed oil in broilers feeds as a substituent to soybean oil at different periods on performance and carcass composition of Cobb broilers, well as on the physicalchemical traits of their meat. Three hundred twenty birds were raised with linseed or soybean oil in the feed in a 4x2 factorial arrangement of treatments (4 growing periods receiving the experimental diets and 2 sexes). Performance was evaluated by the weighs of feeds and birds at days 1, 21, 42 and 49 of the experiment. After slaughtering, as the birds were 49 days old, carcass yield and percentages of main cuts, viscera and abdominal fat were quantified. Total lipids, moisture and cholesterol contents in breast and thighs were determined. The stability of the lipidic fraction in frozen meat was determined by the tiobabituric acid (TBA) methodology. Meat shear force was analyzed in a texturometer. In a general sense, linseed oil was harmful to broilers performance (P<0.05). Female broilers had higher breast percentage and more abdominal fat than male broilers (P<0.05). Birds fed linseed oil had less abdominal fat and lower total lipids and cholesterol contents in the meat than those fed soybean oil (P<0.05). Results did not lead to a conclusion about the influence of sex and oil source on meat texture and stability to lipid oxidation.