Artykuły w czasopismach: „Principal performance”

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Grissom, Jason A., Richard S. L. Blissett i Hajime Mitani. "Evaluating School Principals: Supervisor Ratings of Principal Practice and Principal Job Performance". Educational Evaluation and Policy Analysis 40, nr 3 (29.06.2018): 446–72. http://dx.doi.org/10.3102/0162373718783883.

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Numerous studies investigate high-stakes personnel evaluation systems in education, but nearly all focus on evaluation of teachers. We instead examine the evaluation of school principals at scale using data from the first 4 years of implementation of Tennessee’s multiple-measure administrator evaluation system. We focus specifically on the rubric-based practice ratings given by principals’ supervisors that constitute one half of principals’ overall evaluation scores. We find that supervisors’ ratings are internally consistent, relatively stable over time, and predictive of other performance measures, such as student achievement growth and teachers’ ratings of school leadership quality. However, raters fail to differentiate dimensions of principal practice, and ratings may be biased by factors, such as school poverty, outside the principal’s control.

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Supriatna, Ucup. "Teacher Performance and Principal Leadership Patterns". International Journal of English and Applied Linguistics (IJEAL) 1, nr 1 (9.08.2021): 38–44. http://dx.doi.org/10.47709/ijeal.v1i1.1050.

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The value of effective management in educational organizations is increasingly recognized by various stakeholders. The purpose of this study is to find out if the Head of Islamic Religious Education in Ketapang City uses an effective leadership pattern in managing his leadership. The findings of this study show that madrasah Aliyah level principals are effective leaders who understand how to be professional leaders. Professionally, this means that the head of Aliyah madrasa has established himself as an education leader and is committed to maintaining high standards at all times. In some cases, the head of Madrasah Aliyah falls into the category of master school leaders who are able to show quality in areas where others can place the principal. as a school leadership authority. The principal is not only good-looking, but also able to show an understanding of the concept of quality. However, no correlation was observed between the principal's leadership and student achievement levels. This indicates that the principal is an education leader with a professional or even a master's degree, but there is no relationship between leadership level and student learning achievement.

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Grissom, Jason A., i Brendan Bartanen. "Principal Effectiveness and Principal Turnover". Education Finance and Policy 14, nr 3 (lipiec 2019): 355–82. http://dx.doi.org/10.1162/edfp_a_00256.

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Research demonstrates the importance of principal effectiveness for school performance and the potentially negative effects of principal turnover. However, we have limited understanding of the factors that lead principals to leave their schools or about the relative effectiveness of those who stay and those who turn over. We investigate the association between principal effectiveness and principal turnover using longitudinal data from Tennessee, a state that has invested in multiple measures of principal performance through its educator evaluation system. Using three measures of principal performance, we show that less-effective principals are more likely to turn over, on average, though we find some evidence that the most effective principals have elevated turnover rates as well. Moreover, we demonstrate the importance of differentiating pathways out of the principalship, which vary substantially by effectiveness. Low performers are more likely to exit the education system and to be demoted to other school-level positions, whereas high performers are more likely to exit and to be promoted to central office positions. The link between performance and turnover suggests that prioritizing hiring or placing effective principals in schools with large numbers of low-income or low-achieving students can serve to lower principal turnover rates in high-needs environments.

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Cray, Martha, i Spencer C. Weiler. "Principal Preparedness: Superintendent Perceptions of New Principals". Journal of School Leadership 21, nr 6 (listopad 2011): 927–45. http://dx.doi.org/10.1177/105268461102100608.

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National advocacy groups have undertaken significant efforts to define the performance capacities needed by principals to lead schools in this era of continuous improvement and accountability. There has been little articulation between the core skills essential to new principals and the leadership capacities of experienced peers. This study focused on the needs of new principals as noted by superintendents. This study posed an open-ended question to superintendents asking for a list of challenges observed in newly hired school principals. Superintendents identified three discrete areas of deficit: experience with and understanding of the range of demands faced by principals, understanding differentiated instructional practices and best practices, and functional use of personnel management strategies.

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Kurniady, Dedy Achmad, Sururi i Suryadi. "MODEL PENILAIAN KINERJA (PERFORMANCE APPRAISAL) KEPALA SEKOLAH MENENGAH PERTAMA NEGERI". PEDAGOGIA 14, nr 3 (30.03.2017): 387. http://dx.doi.org/10.17509/pedagogia.v14i3.5896.

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The role of the principal is important for directing school life to achieve school goals. The principal appointment is attained through formal and rational consideration, determined by procedures, requirements, and regulations. This study is concerned with the development of performance appraisal model of junior high school principals and is aimed to achieve the following aims: 1) to detect rules and system regarding principals performance appraisal; 2) to verify and describe components, process and measures results of principals appraisal, and 3) to analyse Performance Based required by principals; and 4) to generate hypothetical models of principal performance appraisals in junior high school level. In order to have principals with all standard criteria, efforts to improve principal professional capacities are needed to conduct in a well-planned manner through continuous quality improvement. These improvements are mapped out intermittently so that principals profiles based on measures results of Principals Performance Appraisal can be put into actual. Performance appraisal is designed to identify data on principals performance.

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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah i Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence". Journal of Social, Humanity, and Education 1, nr 1 (13.11.2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.

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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility

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Ballou, Dale, i Michael Podgursky. "What makes a good principal? How teachers assess the performance of principals". Economics of Education Review 14, nr 3 (wrzesień 1995): 243–52. http://dx.doi.org/10.1016/0272-7757(95)00005-5.

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Rukmana, Adang. "Pengaruh Gaya Kepemimpinan Kepala Sekolah dan Motivasi Kerja Guru Terhadap Kinerja Guru". Coopetition : Jurnal Ilmiah Manajemen 9, nr 1 (14.11.2019): 81–98. http://dx.doi.org/10.32670/coopetition.v9i1.54.

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The results of the analysis show the principal leadership style, teacher work motivation simultaneously significant and significant to teacher performance, thus hypothesis. Based on the results of data processing and research results there was an influence between the leadership style of principals and work motivation on the performance of madrasah teachers by 26.9%. So it can be said the better the quality of leadership style of principal and work motivation, the better the performance of teachers. Based on these findings, it can be concluded: (1) There is a positive and significant influence between principal leadership style and four sub-variables on Executive Style and Developer Style (2) There is a positive and significant influence between principal leadership style on teacher performance Madrasah Tsanawiyah / MTsS (3) There is a positive and significant influence between work motivation on teacher performance, achievement of financial motivation. (4) There is a positive and significant influence between the principal's leadership style and the motivation of cooperation on teacher performance. (5) Managerial efforts to improve the principal's leadership style and work motivation and teacher performance by increasing the dimensions that determine these variables.

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Herdiana, Herdiana, Yusrizal Yusrizal i Khairuddin Khairuddin. "Principal Communication Management to Improve Teacher Performance". AL-ISHLAH: Jurnal Pendidikan 13, nr 1 (28.06.2021): 782–87. http://dx.doi.org/10.35445/alishlah.v13i1.525.

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The purpose of this study is about the communication management of school principals to improve teacher performance at an elementary school Banda Aceh. The research method used is qualitative analysis (non-statistical) according to the aims and objectives of education research. This research is intended to develop the effectiveness of the products used in schools regarding decision making by school principals and to improve teacher performance which is expected to improve the quality of education. The results showed that Principal communication improves teacher professionalism, conveys messages to teachers, and can carry out this information. The principal as a teacher must guide all school members and carry out their duties and functions as school managers in improving the learning process through classroom supervision, fostering, and providing positive suggestions to teachers.

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Van Berkum, Dennis W. "Performance Skill Development of the Aspiring Principal Integrated into Principal Preparation". Journal of School Leadership 4, nr 1 (styczeń 1994): 52–68. http://dx.doi.org/10.1177/105268469400400105.

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The preparation of school administrators, particularly school principals, has become a topic of discussion by many groups. Common to all discussions is the question “What knowledge and skills should aspiring administrators have and how should they be prepared?” Bennis (1989) indicated “how we translate this knowledge into action—is both complex and deep, as well as chronically elusive” (p. 30). The purpose of this article is to describe how an educational administration program model blends a knowledge base of educational administration and the performance skills needed for effective practice. The discussion focuses on the performance skill development of the aspiring administrator using the conceptual framework of the program model. It also offers performance-based illustrations and initial program evaluation.

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Vaughan, Sheila. "Performance: self as the principal evaluator". Human Resource Development International 6, nr 3 (wrzesień 2003): 371–85. http://dx.doi.org/10.1080/13678860210121347.

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Calabrese, Raymond L., i Sally J. Zepeda. "Decision‐making assessment: improving principal performance". International Journal of Educational Management 13, nr 1 (luty 1999): 6–13. http://dx.doi.org/10.1108/09513549910253428.

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Iriansyah, Herinto Sidik, i Iswadi Iswadi. "Leadership Behavior in Implementing the Mental Revolution for Improving Teacher Performance". AL-ISHLAH: Jurnal Pendidikan 13, nr 1 (24.05.2021): 387–95. http://dx.doi.org/10.35445/alishlah.v13i1.424.

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This study aimed to determine the principal's leadership behavior in implementing mental revolution to improve teacher performance at SMK Islam PB Soedirman 2 Jakarta. Research using a qualitative approach with data collection techniques documentation, observation, and interviews. The research subjects were the principal and the teacher. This research shows that the formulation of principal policies in implementing mental revolutions to improve teacher performance at SMK Islam PB Soedirman 2 Jakarta has made written and oral rules according to the vision and mission of the school. It involves teachers, school targets, and school principals in formulating activities to improve teacher skills. These results make teachers better understand the lessons more easily and feel comfortable during school and achieve better quality education. As a leader in implementing a mental revolution to improve teacher performance at SMK Islam PB Soedirman 2 Jakarta, the principal's program is done by good communication. It is not rude, direct supervision, not arrogant and authoritarian, compiling a KKG program, seminars, and the workshop with this program shows encouraging results. Teachers are more disciplined to complete their assignments well. The principal's strategy is to involve all teachers and provide direct examples. The factors that influence the principal's leadership in implementing a mental revolution to improve teacher performance are his desire to improve school performance. This is the main factor that influences it along with other general factors, such as the personal condition of the principal, school organization, the external environment.

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Catano, Nancy, i James H. Stronge. "What Are Principals Expected to Do? Congruence Between Principal Evaluation and Performance Standards". NASSP Bulletin 90, nr 3 (wrzesień 2006): 221–37. http://dx.doi.org/10.1177/0192636506292211.

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Lala Zeqiri, Albulena. "THE PRINCIPAL’S INFLUENCE ON SCHOOL’S PERFORMANCE". Knowledge International Journal 28, nr 3 (10.12.2018): 1153–57. http://dx.doi.org/10.35120/kij28031153a.

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The role of principal is very important. It is him/her to be accountable for working process. Obviously, each school aims to achieve the highest performance results, therefore education policies should be focused on strengthening the role of the school principal in order to have a higher performance. The principal must know how to manage the school s/he runs by relying on school bodies and adapting the appropriate strategies.The research was conducted in several schools in the municipality of Viti. Both quantitative and qualitative paradigms were used. It is questionnaires and interviews that served as research instruments. The questionnaires were conducted with 100 teachers, whereas the interviews were conducted with one education official of the Municipal Education Directorate and four school principals.This paper’s hypothesis is, ‘Principal’s good managerial skills and dedication provide a higher school performance’.This paper’s research questions are as follows: How does management influence school’s performance? Are principals responsible for an effective school performance management? What strategies do principals use for better school outcomes?

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Rizal, Anis Syamsu, i Nurjaya Nurjaya. "Effects of Principal Skills, Work Culture, Learning Facilities on Primary School Teacher Performance". Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 6, nr 01 (30.05.2020): 21. http://dx.doi.org/10.32678/tarbawi.v6i01.2093.

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The purpose of this study was to analyze the principal's skills on teacher performance; cultural influences on teacher performance; the effect of learning facilities on teacher performance; and the motivation to learn from the principal, work culture and learning facilities together on teacher performance. The study was conducted on 86 elementary school teachers at the Tadika Puri Foundation in South Jakarta, data were collected through a questionnaire distributed to respondents, while open interviews were conducted with Foundation administrators. Data analysis use SPSS application assistance. The research findings show that there are principals 'skills on teacher performance, there is a development of work culture towards teacher performance, there is development of learning facilities on teacher performance, and there is development of principals' skills, work culture, and joint learning development on teacher performance.

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Hidayat, Nandang, i Farida Wulandari. "THE IMPACT OF LEADERSHIP BEHAVIOR ON SCHOOL PERFORMANCE". Jurnal Cakrawala Pendidikan 39, nr 3 (14.10.2020): 493–506. http://dx.doi.org/10.21831/cp.v39i3.31005.

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Abstract: Principal leadership is an important component that determines the direction and achievement of school performance. The purpose of this study was to identify the behavior and formulate a theoretical model of the Structural Equation Model (SEM) dimension of the principal leadership on school performance. This study used a qualitative approach using the phenomenological method. Participants in this study were 8 principals and 16 teachers from 8 private junior high schools in the Bogor City and Regency. Data collection employed in-depth interview techniques, observation of work behavior, and document review. Data validity was based on credibility, transferability, dependability and confirmability criteria during the data collection. Data analysis was carried out through the stages of organizing data, sorting them into manageable units, searching and finding patterns, synthesizing, and drawing conclusions. This research finds the following: 1) the leadership behavior of private secondary school principals to achieve optimal school performance tends to be situational and conditional; 2) interrelation in the form of direct or indirect causal relationships between the principal leadership behavior and the school performance can be formulated in the form of the theoretical SEM consisting of a four-level dimension of the principal leadership.

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Lee, Linda C. "School performance trajectories and the challenges for principal succession". Journal of Educational Administration 53, nr 2 (13.04.2015): 262–86. http://dx.doi.org/10.1108/jea-12-2012-0139.

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Purpose – The purpose of this paper is to use empirical data on new principals to clarify the connection between different succession situations and the challenges their successor principals face. Design/methodology/approach – The study draws on two waves of interview data from a random sample of 16 new elementary school principals in a major urban school district in the USA. Findings – New principals face distinct practice challenges depending on the nature of their successions. The less planned the succession, the less information and knowledge the new principal tends to possess. The more discontinuous the new administration’s trajectory is with the previous administration, the greater the staff resistance that the successor principal tends to face. Research limitations/implications – Few studies systematically examine how succession situations differ in schools that are in need of transformation vs those in need of stability. This study addresses this gap by illuminating the varied processes of succession and highlighting specific mechanisms that link these processes to different organizational trajectories. Practical implications – For district officials, this study suggests that principals in unplanned successions need greater support in quickly gathering information about their new schools while principals in discontinuous successions need greater expertise in how to balance trust-building and accountability in their attempts to promote transformational change. Originality/value – This study’s primary value is its detailed articulation of how certain characteristics of succession situations are associated with specific types of challenges. Only studies at this level of specificity can be effective guides to practitioners and policymakers who are charged with preparing, selecting, and supporting new principals and their schools.

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Grissom, Jason A., Hajime Mitani i David S. Woo. "Principal Preparation Programs and Principal Outcomes". Educational Administration Quarterly 55, nr 1 (18.07.2018): 73–115. http://dx.doi.org/10.1177/0013161x18785865.

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Purpose: Concerns about variation in the quality of preservice preparation provided by many university-based principal preparation programs (PPPs) has led to calls to use outcomes of program graduates to hold PPPs accountable. Little research, however, has assessed the degree to which different outcomes for PPP graduates in fact vary systematically by program. Research Methods: Using administrative data from Tennessee, we link approximately a decade’s worth of PPP graduates to their schools, licensure examination scores, and multiple measures of job performance in their first 3 years as principals, including supervisors’ practice ratings on the state evaluation system, teacher and assistant principal ratings of school leadership on a statewide survey, and measures of student achievement growth. We use which PPP a principal completed to predict these outcomes using a regression approach with different sets of covariates. Findings: Although we are able to associate PPPs with high and low principal performance, we find that programs’ rankings vary by outcome measure, and we are unable to identify PPPs that perform consistently well or poorly across outcomes. Moreover, we find that Tennessee PPPs vary substantially in the characteristics of the schools into which their principals are hired and that taking these characteristics into account is important in ordering PPPs based on outcomes. In addition, even over a fairly long time frame, some programs produce too few graduates who later become school leaders to allow for reliable estimates. Implications: Although the use of graduates’ outcomes to differentiate PPPs holds promise, the methodological challenges to drawing valid and reliable conclusions about PPPs from graduates’ job outcomes are substantial. Policymakers and researchers may arrive at very different assessments of which PPPs are successful depending on which outcomes are chosen and what modeling approaches are employed.

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Heck, Ronald H. "Principals’ Instructional Leadership and School Performance: Implications for Policy Development". Educational Evaluation and Policy Analysis 14, nr 1 (marzec 1992): 21–34. http://dx.doi.org/10.3102/01623737014001021.

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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.

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Sudirman, Acai, Sherly Sherly, Vivi Candra, Edy Dharma i Darwin Lie. "Determinants of Teacher Performance: Exploring the Role of Satisfaction and Motivation as Mediation". Jurnal Pendidikan dan Pengajaran 54, nr 1 (10.04.2021): 68. http://dx.doi.org/10.23887/jpp.v54i1.32417.

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This research aims to determine job satisfaction and motivation as mediating the relationship between teacher certification and principal supervision of teacher performance. The research design used a quantitative approach to causality. To obtain research data using documentation instruments and distributing questionnaires online. The sample used in the study was 215 respondents. The basis for determining the sample is oriented towards a non-probability sampling approach using a purposive sampling formula. To test the mediating effect of satisfaction and the relationship between principal supervision and compensation on teacher performance, the structural equation modeling (SEM) approach with partial least squares analysis is used. Following the research results, Teacher certification has a significant effect on satisfaction and motivation, and teacher certification has no significant effect on teacher performance. The results of subsequent research and the principal's supervision have a significant effect on job satisfaction, motivation, and teacher performance. Furthermore, the results showed that job satisfaction could not mediate the relationship between teacher certification and principal school supervision of teacher performance for the first and second mediation tests. Then, for the third and fourth mediation tests, results were obtained, which stated that motivation could not mediate the relationship between teacher certification and supervision of school principals on teacher performance. Therefore, principal supervision has a significant effect on job satisfaction, motivation, and teacher performance.

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Catano, Nancy, i James H. Stronge. "What do we expect of school principals? Congruence between principal evaluation and performance standards". International Journal of Leadership in Education 10, nr 4 (17.09.2007): 379–99. http://dx.doi.org/10.1080/13603120701381782.

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Bendikson, Linda, Viviane Robinson i John Hattie. "Principal instructional leadership and secondary school performance". Set: Research Information for Teachers, nr 1 (1.05.2012): 2–8. http://dx.doi.org/10.18296/set.0387.

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Noda, Y., R. Nozaki, S. Kokudo, T. Nishijima i K. Tanaka. "PRINCIPAL MOTOR MOVEMENTS CONTROLLING LONG JUMPING PERFORMANCE". Medicine & Science in Sports & Exercise 26, Supplement (maj 1994): S125. http://dx.doi.org/10.1249/00005768-199405001-00700.

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Usman, Hamza. "Principals’ Effective Task Performance: A Tool for Proper Education Delivery in Nigerian Secondary Schools". Journal of Islamic Economics and Social Science (JIESS) 1, nr 2 (1.12.2020): 74. http://dx.doi.org/10.22441/jiess.2020.v1i2.003.

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Secondary schools have nowadays become more complex than ever before. This is because of the ever growing number of students and population of the staff. The school principal should possess certain qualities that would enable him to face the administrative tasks efficiently and effectively in order to achieve the school goals and objectives. This paper therefore, reviewed the Principals’ Effective Task Performance as tool for proper Education Delivery in Nigerian Secondary Schools. The tasks of the principal in meeting these challenges were examined as the chief executive, relating to system and human relation theories. Qualities of an ideal school principal were highlighted, emphasizing on transformational leadership qualities. Tasks of the principal were also highlighted; instructional supervision, and motivation of staff. The paper concluded that, leadership qualities are strong determinants of principals’ tasks performance effectiveness in proper delivery of secondary schools education in Nigeria. Principals’ leadership qualities influence effective school administration. Finally recommended that, the principals should be well prepared; knowledgeable, professionally and administratively competent for the challenges involved in the mantle of leadership. Government should from time to time be organising conferences and workshops for the principals. Sponsorship is a mark of encouragement.

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Grissom, Jason A., Susanna Loeb i Hajime Mitani. "Principal time management skills". Journal of Educational Administration 53, nr 6 (7.09.2015): 773–93. http://dx.doi.org/10.1108/jea-09-2014-0117.

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Purpose – Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. The purpose of this paper is to investigate these hypotheses. Design/methodology/approach – The authors administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the USA. The authors analyzed scores on the inventory descriptively and used them to predict time-use data collected via in-person observations, a survey-based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school. Findings – Principals with better time management skills allocate more time in classrooms and to managing instruction in their schools but spend less time on interpersonal relationship-building. Perhaps as a result of this tradeoff, the authors find that associations between principal time management skills and subjective assessments of principal performance are mixed. The authors find strong evidence, however, that time management skills are associated with lower principal job stress. Practical implications – Findings suggest that building principals’ time management capacities may be a worthwhile strategy for increasing time on high-priority tasks and reducing stress. Originality/value – This study is the first to empirically examine time management among school principals and link time management to key principal outcomes using large-scale data.

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Donmoyer, Robert, June Yennie-Donmoyer i Fred Galloway. "The Search for Connections Across Principal Preparation, Principal Performance, and Student Achievement in an Exemplary Principal Preparation Program". Journal of Research on Leadership Education 7, nr 1 (kwiecień 2012): 5–43. http://dx.doi.org/10.1177/1942775112440631.

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Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools". Educational Administration Quarterly 56, nr 1 (4.04.2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.

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Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how principal working conditions are associated with principal turnover, while controlling for principal characteristics and school context. Findings: This study finds that principals with beneficial job contracts, tenure system, and higher salary were less likely to transition. Additionally, positive disciplinary environment lowered the odds of principals moving to another school, especially in schools with high concentrations of students of color. Moreover, more influences on determining teacher professional development and budgeting were associated with lower odds of principals leaving education, but more influence on setting performance standards showed the opposite direction. Implications: This study could assist policy makers in providing positive working conditions to support and retain principals for long-term school improvement. Moreover, school districts could facilitate building positive school disciplinary environment to lower principal turnover in underserved schools.

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Abousamak, Ahmed. "Principal-principal internal governance mechanisms and the firms' performance: evidence from an emerging market". International Journal of Economics and Business Research 11, nr 2 (2016): 145. http://dx.doi.org/10.1504/ijebr.2016.075312.

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Grissom, Jason A., Hajime Mitani i Richard S. L. Blissett. "Principal Licensure Exams and Future Job Performance: Evidence From the School Leaders Licensure Assessment". Educational Evaluation and Policy Analysis 39, nr 2 (16.01.2017): 248–80. http://dx.doi.org/10.3102/0162373716680293.

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Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment (SLLA), using 10 years of data on Tennessee test takers. We uncover substantial differences in passage rates by test-taker characteristics. In particular, non-Whites are 12 percentage points less likely than otherwise similar White test takers to attain the required licensure score. Although candidates with higher scores are more likely to be hired as principals, we find little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey. Our results raise questions about whether conditioning administrative licensure on SLLA passage is consistent with principal workforce diversity goals.

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Hakim, Lukman. "The Role of Madrasah Principal in Teacher Performance Supervision". AL-ISHLAH: Jurnal Pendidikan 13, nr 1 (1.07.2021): 794–98. http://dx.doi.org/10.35445/alishlah.v13i1.711.

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This study aims to obtain in-depth information related to the role of school principals in supervising teacher performance. Supervised performance is related to teaching and learning activities. The principal carries out supervision to improve the quality of teacher performance. This study used a qualitative approach with a survey method. Data were collected using observation, interviews, and documentation. Data analysis consists of the data reduction process, data presentation, conclusion drawing, and triangulation. The findings show that supervision activities by school principals have provided valuable input for teachers to improve the quality of education. The teacher has carried out teaching and learning activities that are adapted to current conditions. However, the identified shortcomings are in the mastery of digital technology devices as a tool that can support educational activities.

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Bol, Jasmijn C., i Jeremy B. Lill. "Performance Target Revisions in Incentive Contracts: Do Information and Trust Reduce Ratcheting and the Ratchet Effect?" Accounting Review 90, nr 5 (1.02.2015): 1755–78. http://dx.doi.org/10.2308/accr-51050.

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ABSTRACT In this study, we examine a setting where principals use past performance to annually revise performance targets, but do not fully incorporate the past performance information in their target revisions. We argue that this situation is driven by some principals and agents having an implicit agreement where the principal “allows” the agent to receive economic rents from positive performance-target deviations that are the result of superior effort or transitory gains by not revising targets upward, while the agent “accepts” target revisions by not restricting output when these revisions are the result of structural changes in the operation's true economic capacity. Although both the principal and the agent can benefit from an implicit agreement, we argue that for the implicit agreement to be maintainable, the principal either needs information on the cause of the performance-target deviation or there needs to be trust between the principal and the agent. Using archival data across multiple years and independent bank units, we find a pattern of ratchet attenuation and output restriction that is consistent with the existence of implicit agreements for those principal-agent dyads where information asymmetry is sufficiently reduced or mutual trust exists. Data Availability: Data used in this study cannot be made public due to a confidentiality agreement with the participating firm.

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Helmi, Jon. "THE PRINCIPAL’S LEADERSHIP STYLE IN IMPROVING TEACHER PERFORMANCE". AL-ISHLAH: Jurnal Pendidikan 11, nr 2 (31.12.2019): 170. http://dx.doi.org/10.35445/alishlah.v11i2.121.

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This study aims to determine the effect of the principal's leadership style on teacher performance. This research is a qualitative descriptive study. The location of the study was conducted in MTs Asy-syafi’iyah Pinggir, Bengkalis Regency, Riau. The subjects of this research are leadership directing and teacher performance. The objects of research are the teacher and the principal. In this case the researcher took a sample of 1 principal and 17 teachers. The researcher uses a total sampling technique or takes all subjects as a sample. To capture the data in this study, the researcher use several techniques, namely observation, interviews, questionnaires, and literature review. The results showed that the implementation of leadership style influenced the quality of education in MTs Asy-Syafi'iyah Pinggir. The leadership style is often used by principals in MTs Asy-Syafi’iyah Pinggir is democratic leadership. Democratic leadership style is the style of leader who gives broad authority to subordinates. Whenever there is a problem always include subordinates as a whole team. In a democratic leadership style the leader provides a lot of information about the tasks and responsibilities of his subordinates. Teacher performance in MTs Asy-Syafi'iyah Pinggir that the performance of a teacher can be improved if there is a match between work and his expertise, as well as the placement of teachers in their assignments.

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Wakini, Wakini, i Jamilus Jamilus. "The Effect of Supervision of the Principal in Increasing Teacher Performance in SMA 1 Koto Besar Dharmasraya West Sumatra". Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, nr 2 (14.06.2021): 957–63. http://dx.doi.org/10.33258/birle.v4i2.2038.

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Supervision carried out by principals to improve teacher performance is an important thing to continue to improve. Because it will affect the performance of teachers in carrying out their duties. Supervision can be interpreted as a service business and assistance in the form of guidance from superiors, namely the principal, to school personnel such as teachers and other officers to become proficient in accordance with the development of science. The purpose of this study was to determine the role of the principal's supervisor in improving the performance of SMA 1 Koto Besar teachers. The research method used is correlational quantitative. The subject of the study was a teacher of SMA 1 Koto Besar, which amounted to 17 people. From the results of the study it was found that the average value of the principal's supervision was 82 in the good category, and the average teacher performance score was 87.5 in the very good category. From the results of hypothesis testing, the value of Sig. of 0.016 <0.05 with a magnitude of 43.7. So it can be concluded that there is a significant relationship between principal supervision and teacher performance at SMA Negeri 1 Koto Besar.

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Epa, Epa. "Kinerja Guru Dipengaruhi oleh Kompetensi Guru dan Kepemimpinan Kepala Sekolah". Journal Of Administration and Educational Management (ALIGNMENT) 3, nr 2 (21.12.2020): 137–44. http://dx.doi.org/10.31539/alignment.v3i2.1691.

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This study examines the optimization of teacher performance by measuring the effect of teacher competence and principal leadership on economic teacher performance. The method used is survey method and total sampling. The research subjects consisted of 55 high school economics teachers in the city of Tasikmalaya. Conclusion, teacher competence and principal leadership have a positive influence on teacher performance where the higher the teacher competence and the more effective the principal's leadership, it will improve the quality of teacher performance. Keywords: Teacher Competence, Teacher Performance, Principal Leadership

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Indra, Ristapawa, i Martin Kustati. "Effective School Performance Stages at Public Senior High Schools in Indonesia". Al-Ta lim Journal 23, nr 2 (19.07.2016): 100–113. http://dx.doi.org/10.15548/jt.v23i2.230.

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The purpose of this study is to evaluate the stages of effective school performance based on 11 characteristics of effective schools as well as to evaluate the level of correlation between individual characteristics of effective schools and the contribution of the school principal leadership to an effective school. 60 school principals and 105 teachers in 16 schools became sample of the research. The number of teachers took as many as 7 to 10 people for each school. The quantitative data were obtained through a set of instruments on 11 characteristics of effective schools. The data were then analyzed descriptively using frequency, min score, percentage, standard deviation, and inferential statistics (Pearson’s correlation, simple linear regression). Findings showed the stages of effective school performance of Public Senior High Schools in Padang as perceived by the principals and teachers were very high. There was a significant correlation between the professional principal leadership with the realization of 11 characteristics of effective schools. The professional principal leadership contributed as much as 58.5% to the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang while the other percentage was contributed by other variabels not included in this study. The principal leadership was an important factor for the realization of 11 characteristics of effective schools in Public Senior High Schools in Padang.

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Sumarni, Sumarni. "PRINCIPAL SUPERVISION IN INCREASING ELEMENTARY SCHOOL TEACHER’S PERFORMANCE". Primary: Jurnal Pendidikan Guru Sekolah Dasar 9, nr 3 (27.06.2020): 359. http://dx.doi.org/10.33578/jpfkip.v9i3.7857.

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Manullang, Martua. "Some Factors Affecting the Performance of the Principal". Education Journal 3, nr 6 (2014): 377. http://dx.doi.org/10.11648/j.edu.20140306.19.

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Hutton, Disraeli M. "Leadership Performance Model for the Effective School Principal". Journal of School Leadership 27, nr 4 (lipiec 2017): 553–80. http://dx.doi.org/10.1177/105268461702700404.

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The article presents a conceptual model of effective school leadership which is based on the experience and knowledge gained from research work done with high-performing principals in the Jamaican school system. The basic and underlying premise is that to understand how leadership works, it is essential to explore the dimensions, components, and elements which shape and inform the behavior of the leaders. The article also presents the conceptual framework for the model and elaborates on the six dimensions which are the basis for analyzing and synthesizing leadership practice. The model would be useful as a diagnostic tool, and a guide for recruiting and developing training programs for principals.

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Grissom, Jason A., Demetra Kalogrides i Susanna Loeb. "Using Student Test Scores to Measure Principal Performance". Educational Evaluation and Policy Analysis 37, nr 1 (marzec 2015): 3–28. http://dx.doi.org/10.3102/0162373714523831.

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Berlin, Barney M., Jack A. Kavanagh i Kathleen Jensen. "The Principal as Curriculum Leader: Expectations Vs. Performance". NASSP Bulletin 72, nr 509 (wrzesień 1988): 43–49. http://dx.doi.org/10.1177/019263658807250907.

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Lee, Kiong-Hock, i Shyamala Nagaraj. "Earnings and the principal components of job performance". Economics Letters 26, nr 1 (styczeń 1988): 95–97. http://dx.doi.org/10.1016/0165-1765(88)90059-6.

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Barkah, Januar, Fahmi Hidayat i Nurbaity Nurbaity. "Principal Supervision Effect on Primary School Teacher Performance". INTELEKTIUM 2, nr 1 (24.08.2021): 67–71. http://dx.doi.org/10.37010/int.v2i1.359.

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The aims of this study were to determine the effect of principal's supervision on teacher performance. This type of research is a quantitative descriptive research. The population in this study were 43 people from the Integrated Islamic Elementary School, South Jakarta. Samples were taken as much as 30% of the total population, the number of samples in this study amounted to 43 respondents. The instrument used is a questionnaire. This study concludes that: There is an effect of supervision on teacher performance. Based on the tcount value for Supervision (X) of 6,937 while the ttable value for n = 43 is 2,048. So 6,937 > 2,048 or rcount > ttable, because the hypothesis is formulated, if the value of tcount > ttable, then H0 is rejected and Ha is accepted. Meanwhile, based on the correlations table, R of 0,735 was obtained using the formula KD = R2 x 100%, the result was 54,02%.

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Putri, Sarmi Sinta, i Safri Mardison. "Madrasah Principal Leadership Role in Improving Teachers’ Performance". JIES: Journal of Islamic Education Students 1, nr 1 (9.05.2021): 10. http://dx.doi.org/10.31958/jies.v1i1.3192.

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This study aims to describe the role of the madrasah principal in improving teachers’ performance. This was a descriptive qualitative study. Observation, interviews, and documentation were used to collect the data. The source of data were the principal and teachers of MTsN 4 Muko-muko. Data were analyzed in two stages: the first stage was preliminary observation and the second stage was the research which included three steps, namely data reduction, data display, and data verification. Trustworthiness data were tested by conducting triangulation. The result indicated that principal leadership in improving the quality of teachers’ performance included Discipline Development Supervision Program (PPD), Supervision and Evaluation (SDE) activity, and Learning Program Planning. These findings are the basic of how discipline, supervision, and learning program planning become the indicators of guidance to improve the quality of teachers’ performance.

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Sutarsih, Siti. "PERAN KEPALA SEKOLAH DALAM MEMBANGUN BUDAYA ORGANISASI DI SMP NEGERI PULAU LEBAR MUSI RAWAS UTARA". Jurnal Perspektif Pendidikan 14, nr 1 (27.06.2020): 36–45. http://dx.doi.org/10.31540/jpp.v14i1.911.

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The purpose of this study was to analyze what efforts were made by school principals in fostering organizational culture and teacher performance in learning. This research is a qualitative research with data collection techniques, through observation, interviews and documentation. This research was carried out in Pulau Lebar State Junior High School. The analysis technique used in this study uses descriptive analytic techniques. The results showed (1) Organizational culture in Pulau Lebar State Junior High School in several school activities, family atmosphere, and role models given by the school principal; (2) The principal's efforts in fostering cultural organizations are carried out in two ways, namely the way the principal is shown with the role and responsibility as a leader, and through self-development activities for students. (3) Principal's techniques for improving teacher performance in high-level learning, private meetings, teacher council meetings, work group meetings, and teacher training and coaching.

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Mansur, Sopian, Imam Tholkhah i Mohamad Jaenudin. "OPTIMALISASI PEMBINAAN KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI GURU DI SMK CITEUREUP". Jurnal Dirosah Islamiyah 1, nr 2 (20.11.2019): 164–84. http://dx.doi.org/10.47467/jdi.v1i2.82.

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ABSTRACTThe purpose of this study is to find a portrait of optimizing the development of principals, including: Teacher competence; Teacher discipline; and Responsibility of teachers at Vocational High School PGRI Citeureup Bogor. Next is to find out the form of strategy undertaken by the principal in improving teacher competence. This research uses a qualitative descriptive approach through interviews, observation and documentation. The subjects of this study were the principal, teachers and all staff at SMK PGRI Citeureup Bogor. To reflect the results of the study found: a portrait of optimizing the development of school principals in improving teacher competence is very harmonious. All teachers greatly increase competence when seen in implementing the rules, discipline, and responsibility towards their profession as a teacher. As for the form of the principal's strategy in increasing teacher competency in SMK PGRI Citeureup using formal and informal strategies, namely: involving teachers in seminars, training, conducting supervision, promoting discipline and motivating teachers from the principal to motivate teachers to improve improvements in educational innovation as tangible form of developing teacher competence. It is expected that principals can provide encouragement and coaching in teacher performance regarding competence, discipline and teacher responsibility in an effective and efficient manner so as to improve performance both professionally or by teacher competence in schools.Keywords: Optimization, Coaching, School Principals, And Teacher Competencies.

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Billger, Sherrilyn M. "Principals as Agents? Investigating Accountability in the Compensation and Performance of School Principals". ILR Review 61, nr 1 (październik 2007): 90–107. http://dx.doi.org/10.1177/001979390706100105.

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Although school accountability incentives and standards, such as district-mandated goals and state sanctions for poor performance, are increasingly common, few studies have investigated their effectiveness. The author of this paper seeks evidence on whether such policies affect public secondary principal pay and school performance. An analysis of cross-sectional variation in data from the 1999–2000 Schools and Staffing Survey indicates that accountability policies coincided with lower college matriculation rates and lower principal pay, particularly for the best principals. On the other hand, the policies were associated with higher student retention rates at the worst schools. Though principals at those schools may not have been directly rewarded through accountability policies, these principals appear to have acted as agents for students in danger of dropping out.

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ABBAS, ABBAS. "PENILAIAN KINERJA KEPALA SEKOLAH". DIDAKTIKA 11, nr 1 (20.06.2019): 12. http://dx.doi.org/10.30863/didaktika.v11i1.152.

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This journal discusses about the performance of the principal. Assessment is a systematic effort of collecting, organizing, managing and interpreting data, facts and information (which can be accounted for) with the aim of concluding the value or rating of one's competence in one type or area of expertise of the educational personality such as the principal. The performance of the principal is the work done by the principal in carrying out the main tasks, functions and responsibilities in managing the school he or she is in. Procedures to be passed in the performance appraisal are working procedures and work steps since the process of understanding the performance starts from composing instruments and piloting, collecting data, analyzing data and preparing reports. The results of the principal's performance appraisal are used to improve the professionalism of the principal.

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Rahmi, Azvi. "Kontribusi kepemimpinan kepala sekolah dan kinerja guru terhadap prestasi siswa MTsN Kuranji Padang. Program Doktor Jurusan administrasi pendidikan Universitas Negeri Padang". Pedagogi: Jurnal Ilmu Pendidikan 17, nr 1 (18.12.2017): 40. http://dx.doi.org/10.24036/fip.100.v17i1.228.000-000.

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Based on field observations, it is observed that student achievement in MTsN Kuranji Padang is still low. Researchers suspect that principal leadership and teacher performance affect student achievement in MTsN Kuranji Padang, therefore a research is conducted to test the truth. This study aims to reveal the contribution of principal leadership and teacher performance to student achievement discipline in MTsN Kuranji Padang. The hypothesis proposed in this research are: 1) principal leadership contributes to student achievement; 2) teachers' performance contributes to student preservation; 3) the principal's leadership and teacher performance contribute jointly to student achievement The population in this research is all students of MTsN Kuranji Padang. Sampling was done using Stratified Proportional Random Sampling technique. Selected samples were 76 people. Data were collected by questionnaire with Likert scale that has been tested for validity and reliability. Data were analyzed by correlation and regression technique. The results of the data analysis show that: 1) the principal's leadership contributes to student achievement of 14. 4%; 2) teacher performance contributes to student achievement of 14.2% and 3) principal's leadership and teacher performance together contributes to student achievement 19 4%. Based on descriptive analysis revealed that principal leadership, teacher performance and student achievement are both in fairly good category of ideal score

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Letina, Igor, Shuo Liu i Nick Netzer. "Delegating performance evaluation". Theoretical Economics 15, nr 2 (2020): 477–509. http://dx.doi.org/10.3982/te3570.

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We study optimal incentive contracts with multiple agents when performance is evaluated by a reviewer. The reviewer may be biased in favor of the agents, but the degree of bias is unknown to the principal. We show that a contest, which is a contract in which the principal fixes a set of prizes to be allocated to the agents, is optimal. By using a contest, the principal can commit to sustaining incentives despite the reviewer's potential leniency bias. The optimal effort profile can be uniquely implemented by an all‐pay auction with a cap. Our analysis has implications for various applications, such as the design of worker compensation or the allocation of research grants.

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