Gotowe bibliografie tematyczne / Principals

Gotowa bibliografia na temat „Principals”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Principals”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Principals"

1

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.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
2

Marsho, Nancy. "Principles for Principals: Principal as Learner". Arithmetic Teacher 36, nr 3 (listopad 1988): 30. http://dx.doi.org/10.5951/at.36.3.0030.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Cale, James. "Principal Induction— Orienting Newly Hired Principals". NASSP Bulletin 77, nr 550 (luty 1993): 113–17. http://dx.doi.org/10.1177/019263659307755018.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Normore, Anthony H. "Being and Becoming A Principal: Role Conceptions for Contemporary Principals and Assistant Principals". NASSP Bulletin 87, nr 636 (wrzesień 2003): 80–83. http://dx.doi.org/10.1177/019263650308763607.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Thessin, Rebecca A. "Establishing productive principal/principal supervisor partnerships for instructional leadership". Journal of Educational Administration 57, nr 5 (9.09.2019): 463–83. http://dx.doi.org/10.1108/jea-09-2018-0184.

Pełny tekst źródła
Streszczenie:
Purpose The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader. Design/methodology/approach Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study. Findings In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice. Research limitations/implications This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district. Practical implications Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice. Originality/value Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.
Style APA, Harvard, Vancouver, ISO itp.
6

Lochmiller, Chad R., i Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control". International Journal of Mentoring and Coaching in Education 5, nr 3 (5.09.2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.

Pełny tekst źródła
Streszczenie:
Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches. Originality/value – The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.
Style APA, Harvard, Vancouver, ISO itp.
7

Abegaz, Fentaw, Kridsadakorn Chaichoompu, Emmanuelle Génin, David W. Fardo, Inke R. König, Jestinah M. Mahachie John i Kristel Van Steen. "Principals about principal components in statistical genetics". Briefings in Bioinformatics 20, nr 6 (14.09.2018): 2200–2216. http://dx.doi.org/10.1093/bib/bby081.

Pełny tekst źródła
Streszczenie:
Abstract Principal components (PCs) are widely used in statistics and refer to a relatively small number of uncorrelated variables derived from an initial pool of variables, while explaining as much of the total variance as possible. Also in statistical genetics, principal component analysis (PCA) is a popular technique. To achieve optimal results, a thorough understanding about the different implementations of PCA is required and their impact on study results, compared to alternative approaches. In this review, we focus on the possibilities, limitations and role of PCs in ancestry prediction, genome-wide association studies, rare variants analyses, imputation strategies, meta-analysis and epistasis detection. We also describe several variations of classic PCA that deserve increased attention in statistical genetics applications.
Style APA, Harvard, Vancouver, ISO itp.
8

Johnson, Neil A. "The principal and school effectiveness: Principals' perspectives". Journal of Personnel Evaluation in Education 7, nr 4 (grudzień 1993): 339–54. http://dx.doi.org/10.1007/bf00972509.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Drago-Severson, Eleanor. "The Need for Principal Renewal: The Promise of Sustaining Principals through Principal-to-Principal Reflective Practice". Teachers College Record: The Voice of Scholarship in Education 114, nr 12 (grudzień 2012): 1–56. http://dx.doi.org/10.1177/016146811211401204.

Pełny tekst źródła
Streszczenie:
Background/Context Given the challenging complexity of the modern principalship— including high-stakes testing, standards-based reform, increased accountability, and severe budget cuts—practitioners and scholars emphasize the urgency of supporting principals’ stress-relief and renewal. Purpose/Objective/Research Question/Focus of Study This nationwide study offers insights into how a group of principals renew themselves and prevent burnout, crucial for 21st-century school leaders. This article focuses on how 25 principals supported their own renewal and their yearning to engage in reflective practice with colleagues as a support to their own revitalization, growth, and learning. Research Design Eighty-nine hours of qualitative interviews with a diverse sample of 25 public and private (independent) and Catholic school principals who served in schools with varying levels of financial resources (i.e., high, medium, and low) were conducted, in addition to analyzing field notes and approximately 60 documents. Interviews for the encompassing research study—an investigation of developmentally based principal leadership practices employed to support adult learning—concerned a variety of topics, including principals’ practices for supporting teacher learning and how principals themselves supported their own renewal. Data Collection and Analysis All interviews were transcribed verbatim. Two researchers coded interviews, documents, and field notes for central concepts (theoretical and emic codes were employed). Thematic matrices were developed, and narrative summaries were created. A grounded theory approach was employed, and important literatures informed analysis. Matrices displayed confirming and disconfirming instances of themes, and two researchers conferred on alternative interpretations. Findings Findings reveal that these principals (1) employed a variety of strategies for self-renewal given the complex challenges of their leadership work in the 21st century and (2) expressed a desire for engaging in ongoing reflective practice with colleagues as a to support their own development, sustainability, and renewal. All also expressed that although they were fulfilled by their jobs, the scope seemed vast and overwhelming. Whether they served in high, low, or medium financial resource schools and whether they served in public, independent, or Catholic schools, they emphasized that they needed to develop more effective and frequent strategies for self-renewal. Conclusions/Recommendations These school leaders explained that they yearn for regular, ongoing opportunities to reflect with colleagues and fellow principals on the challenges of leadership, emphasizing that this type of ongoing collegial reflection would help them to more effectively exercise leadership, avoid burnout, and renew themselves. Although all these principals spontaneously voiced the desire to engage in collegial reflection, only 3 were doing so on a regular basis. This research suggests the importance of supporting and retaining principals by using reflection and collegial support for renewal, with serious implications for education policy and school district practices.
Style APA, Harvard, Vancouver, ISO itp.
10

Lacost, Barbara Y., i Marilyn L. Grady. "Principals and Superintendents: Perceptions of Involvement in the Budgeting Process". Journal of School Leadership 4, nr 3 (maj 1994): 294–310. http://dx.doi.org/10.1177/105268469400400303.

Pełny tekst źródła
Streszczenie:
Expectations of principal participation in the budgeting process at the site level vary among principals and between principals and superintendents. If site-based budgeting is to be effective, district and school leaders should have similar expectations for the principal's role. We compared responses from superintendents and principals about the level of involvement of the principal in making budget decisions at the site. In this study, principal and superintendent respondents differed significantly about the degree of principal involvement in (a) salary decisions about non-certificated staff, (b) purchase of texts and library books, and (c) decisions affecting the building and the grounds. The groups indicated greater agreement about the degree of involvement in (a) the determination of teacher salaries and (b) decisions about purchasing instructional supplies and equipment.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Principals"

1

Muench, Patricia M. "Principal induction: principals' perceptions". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3692.

Pełny tekst źródła
Streszczenie:
This study served a dual purpose: (1) to assess thedegree to which principals received the practices that current literature describes as being advantageous in an induction program for newly appointed principals; and (2) to recommend a literature-based, principal influenced principal induction program for the DeKalb County School System. Current literature in the field provides sparse information on needs of newly hired principals during their infant years and strategies used in school districts to induct principals. Through this study's description of induction experiences stated as advantageous to an induction program, educators and school systems can gain insight into induction practices that could assist principals during their first three years of school leadership. The subjects of the study were 155 principals active during the 1996-97 school year in the metropolitan Atlanta RESA. In this quantitative investigation, data for the study were obtained through a 142-item questionnaire that focused on induction practices research indicated were important for newly hired principals. These induction practices were clustered into seven construct areas: Personal Aspects of Induction, Time Periods of Induction, Job-Specific Content, Profession-Specific Content, Induction Focus, Mentoring, and Sequencing Induction Activities. Mean scores indicated that principals rated all seven constructs at an inadequate to less than adequate level of received induction. The respondents stated each induction construct was important to include in an induction program for newly hired principals. The ANOVA test revealed significant differences in the principals' perception of the induction they received with respect to Personal Aspects of Induction, Job-Specific Content, Profession-Specific Content, and Induction Focus practices. A difference was also found in the category pertinent to years of current principalship experience. The findings indicated that the induction practices considered important by current literature and principals were not being received during the first three years of principalship. Recommendations for implementing or improving a formal school district induction program should follow the seven construct areas, with a special focus on formalization of an induction plan, planning thorough school and community orientation, and mentoring.
Style APA, Harvard, Vancouver, ISO itp.
2

Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.

Pełny tekst źródła
Streszczenie:
In an era in which school principals' jobs are much more complex and demanding than they were a few decades ago, the increasing challenges of the position have affected principal recruitment and selection efforts by school districts nationwide. Moreover, the rapidly increasing rate of principal retirements has exacerbated the problem of a shortage of qualified candidates for principal positions. As a result, it is important to explore current principals' perspectives on how best to attract and retain qualified prospective applicants during the hiring process. In this case study, 16 principals and associate principals from both public and independent schools in three states described their experiences, their reasons for applying for a principalship, their perspectives on the application process. They also gave advice and recommendations for both administrators of hiring processes and for future applicants. One-on-one qualitative interviews with a pre-established interview protocol were conducted as the sole data collection method. Three primary research questions were investigated: How do school principals perceive the existing principal recruitment processes? How do school principals perceive the processes used by the school districts to select them? To what extent do job descriptions, as currently written, systematically cover the realities of the duties of incumbent principals? From analysis of the interviews, the researcher chose to focus on four main topics that emerged from principals' perspectives on the hiring process: (a) the decision to pursue a principalship and searching for openings, (b) going through the process, (c) personal reactions to the process, and (d) recommendations. These topics were compared and contrasted with relevant research reported in the literature to generate the following four major results of the present study. First, standardized and structured interviews not only helped decision making but also won applicants' trust. Second, hiring processes were generally similar to what previous research suggested. Third, deficiencies in hiring processes that were first identified a number of years ago continue to persist. Finally, whether applicant pools are shrinking appeared to be an open question. These findings contribute to the very limited research that has thus far examined principal hiring practices from the perspectives of school principals, and have allowed suggestions to be made for possible areas of improvement in principal hiring processes.
Style APA, Harvard, Vancouver, ISO itp.
3

Sandidge, Constance O. "The role of the instructional assistant principal as perceived by principals, teachers, and instructional assistant principals". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2205.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to examine the role of the instructional assistant principal in a large metropolitan Atlanta school system, with an ultimate purpose of devising a uniform job description for the system. The sample consisted of twenty-three principals, twenty-two instructional assistant principals, and fifty-eight teachers. They were given a questionnaire consisting of twenty-six job tasks and asked to specify the degree of responsibility which the instructional assistant principal in their school exercised and the degree of responsibility he should exercise in the performance of the task. The findings indicated that principals, teachers, and instructional assistant principals have similar perceptions of what the instructional assistant principal does and should do. Of the twenty-six items on the questionnaire, twenty-five were included in the resultant job description, and these included tasks in budgeting, evaluation, supervision of students, orienting faculty and staff to the school, working with the master schedule, producing the school handbook, coordinating testing, disseminating information about test results, disseminating information about current trends in education, preparing documentations for inspections and reviews, and planning for parent meetings.
Style APA, Harvard, Vancouver, ISO itp.
4

Gerald, Shameka Nicole. "Measuring Principals' Technology Leadership and Principals' Behaviors: A Quantitative Study". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97602.

Pełny tekst źródła
Streszczenie:
The purpose of this research study was to identify the current self-reported technology leadership behaviors of principals in one public-school division in Virginia. Additionally, this study identified the difference, if any, in the self-reported technology leadership behaviors of principals across principal and school demographics. For this study Technology leadership was defined as "leadership practices and behaviors that support effective teaching and learning with technology as characterized by the ISTE-EL standards" (Schoenbart, 2019, p. 9). This quantitative descriptive study examined the essential role of principals as leaders responsible for successfully implementing technology integration plans. The researcher collected data via the Education Leaders Technology Survey (ELTS), developed by Dr. Adam Schoenbart, which assessed the 2018 International Society for Technology Education ¬Standards for Education Leaders (Schoenbart, 2019). Overall, the researcher used technology leadership scores and demographic data to describe principal technology leadership behaviors related to the following research questions: (1) To what extent do principals report exhibiting technology leadership behaviors? (2) What are the differences in reported principal technology leadership behaviors, if any, across the following demographic factors? (2a) principal demographic groups of gender identity, age, years of experience. (2b) school demographic groups of school type, size, community technology access, and socioeconomic status. The findings of the study suggested that principals (n = 23) are somewhat exhibiting technology leadership behavior and there is no difference in technology leadership behavior across principal or school demographic groups. Based on the finding of this study several implications for practice and recommendations for future research developed.
Doctor of Education
The 2020 COVID-19 pandemic has forced businesses, government organizations, churches and schools across the United States of America. In a matter of days, COVID-19 has dismantled traditional educational structures and school leaders at all levels have been forced into becoming technology leaders. Though schools are closed, the expectation of teaching and learning are still present and have transitioned to completely online environments. It is up to school leaders to guide school communities into virtual learning, but are principals prepared? This study examined the current technology leadership of principals in one public-school division in Virginia. Additionally, this study examined if a difference existed in principal reported technology leadership across principal and school demographic groups. Technology leadership can be summarized as practices that support effective teaching and learning with technology. Principal technology leadership scores were calculated based on responses to the online Education Leaders Technology Survey developed by Dr. Adam Schoenbart in 2019. The Education Leaders Technology Survey measured self-reported principal technology leadership based on the 2018 International Society for Technology in Education Standards for Education Leaders (Schoenbart, 2019). The results of this study indicated that principals report somewhat demonstrating technology leadership and report having a slightly higher opportunity to demonstrate technology leadership in their schools. Study findings also indicate that there are no differences in principal reported technology leadership across principal or school demographic groups. Based on the findings, several recommendations for principals, division leaders and principal preparation programs were made along with recommendations for future research on this topic.
Style APA, Harvard, Vancouver, ISO itp.
5

Burress, Karen Conner. "Why Principals Leave? Why Principals Stay?" Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264129.

Pełny tekst źródła
Streszczenie:

The purpose of this study was to investigate principal turnover to determine the perceived reasons why principals leave their positions, or why they stay. My study addressed the experiences of those individuals, telling their stories of why they leave their assigned schools, including their needs and stressors, or describing their external supports they perceive causing them to stay. The qualitative study borrowed elements of a narrative study through the interview process. Nine current or former administrators, in two Piedmont North Carolina school districts, were selected for interviews, lasting approximately 90 minutes to two hours in length. All interviews were conducted at the convenience of the school employee in relation to time and location. The participants represented a cross section of experience, levels of schooling, gender and ethnicity.

The significance of their experiences as it relates to principal retention and turnover were examined. The major stressors identified were raising achievement scores and lack of support from supervisors. The supports of having effective mentors and instructional coaches, being able to distribute leadership and having valuable college coursework were common among participants. Other major themes included the importance of finding balance in the principalship, the impact of health issues, the rewards of being a school leader and advice they would give to new administrators. Current and future principals, policy makers and school districts can benefit from the data gathered as it relates to the needed skill sets, supports and stressors to promote less turnover in the principalship.

Style APA, Harvard, Vancouver, ISO itp.
6

Zeng, Shuo. "Topics of Principal-Agent Contracts: Contract Analysis and Pooling Principals". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577498.

Pełny tekst źródła
Streszczenie:
Consider companies who rely on revenue generating equipment that fails from time to time. Assume that a company owns one unit of equipment, whose maintenance and repair services are outsourced to a qualified service provider. We assume that the company (the principal) outsources the maintenance and repair services using performance based contracts. Such contractual relationships fall into economics' principal-agent framework. The owners of the revenue generating units are referred to as principals, and the service provider as the agent. We address the following questions: What are the optimal contracting strategies for a principal and an agent? Can the agent benefit from pooling the service demands from multiple principals? This dissertation contains two main bodies of work contained in chapters 2-7 and chapters 8-13 respectively. In the first part of this dissertation (chapters 2-7) we examine the contractual options between a single principal and a single agent. The contractual options of a principal and an agent are modeled as a Markov process with an undetermined time horizon. For a risk neutral principal we identify the conditions under which a principal contracts with a risk-neutral, risk-averse, or risk-seeking agent and derive the principal's optimal offer and the agent's service capacity response. In essence, we provide an extensive formulating analysis of principal-agent contracts given any exogenous parameter values. That is, we derive mathematical formulas for the optimal contract offers and the agent's optimal service capacity. It turns out that a small number of formulas cover a large spectrum of principal-agent conditions. In the second part of this dissertation (chapters 8-13), in a counter distinction to the vast literature in economics on principal-agent contractual interplay and its predominant concern with the principal, here we focus on the agent. In the case of performance based service contracts it is known that the principal extracts all the economic surplus and the agent breaks even. But this is not the case for an agent of good standing contracting with multiple principals. We show that an agent who contracts a collection of principals with interdependent failure characteristics does better than break-even - such an agent realizes a profit rate that is convexly increasing in the number of principals. The corresponding cooperative game assessing each principal's contribution to the agent's profit is convex and its easily computable Louderback's value seems always to be in its core. In chapter 14 we present the outline of a future study that compares several different options of contract structure faced by the principal and the agent, because the optimal contracting strategies for the principal and the agent may not necessarily be the same under different contract structures. We discuss briefly the agent's and the principal's behavior under different forms of performance based contract, which serves as a starting point for future extensions of this dissertation. To summarize, this dissertation provides practical mathematical results and important managerial insights into the principal-agent contract in equipment repair services industry.
Style APA, Harvard, Vancouver, ISO itp.
7

Lloyd, Elizabeth W. "Factors influencing promotion from assistant principal to principal and assistant principal experiences helpful to new principals". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40056.

Pełny tekst źródła
Streszczenie:
This study analyzes the factors that influence promotion from assistant principal to principal and examines experiences that principals new to their position considered helpful to them from their assistant principalship. The participants in the study were new secondary principals in Virginia in 1992-93. A review of the literature revealed a need to examine promotion factors that are pivotal in selecting one principal candidate over another. The study method consisted of the development of a survey instrument based on the information found through the literature review, principal center criteria and results of an earlier independent study by the researcher questioning administrators regarding their work. The data collected by the survey was analyzed using descriptive statistical procedures.
Ed. D.
Style APA, Harvard, Vancouver, ISO itp.
8

Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /". Diss., Connect to online resource - MSU authorized users, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Bagi, Stephen. "Journeys into Principalship: The Experiences of Beginning Principals of Independent Schools". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367490.

Pełny tekst źródła
Streszczenie:
Although beginning principals of independent schools enter a role that is widely regarded as increasingly challenging and possibly deleterious to their well being, there has been very little research conducted to examine their transition into this role. This study examined the experiences of beginning principals in Australia to identify the most effective components of their preparation, the factors which helped them to transition into the role, the greatest challenges they faced and the rewarding aspects of the role. Through this understanding, it is hoped that beginning principals can be further assisted in their preparation and transition into the role. The main recommendations coming out of this study were: for future research to identify and find ways to reduce the specific drivers of work intensification for independent school principals; a greater emphasis on the school board’s support for the beginning principal; and, the development of specific training and coaching processes to help beginning principals develop greater resilience.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies.
Arts, Education and Law
Full Text
Style APA, Harvard, Vancouver, ISO itp.
10

Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals". Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.

Pełny tekst źródła
Streszczenie:

The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented.

Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Principals"

1

Principals. Edina, Minn: Abdo Pub. Col, 2011.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Murray, Julie. Principals. Edina, Minn: ABDO Pub. Col, 2011.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Matthews, L. Joseph. Being and becoming a principal: Role conceptions for contemporary principals and assistant principals. Boston: Allyn and Bacon, 2003.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Sidney, Morrison, red. School principals. Mankato, Minn: Bridgestone Books, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Office, Northern Ireland Audit. Pay flexibilities for school principals and vice-principals. Belfast: Stationery Office, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

White, Robert E., i Karyn Cooper, red. Principals in Succession. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1275-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Kohm, Barbara. Principals Who Learn. Alexandria: ASCD, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

S, Berry Christopher, red. Great assistant principals & the (great) principals who train them. Larchmont, N.Y: Eye On Education, 2011.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

L, Krovetz Martin, red. Powerful partnerships: A handbook for principals mentoring assistant principals. Thousand Oaks, Calif: Corwin Press, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Dwyer, David C. Understanding the Principal's contribution to instruction: Seven principals, seven stories. Washington, D.C: Educational Resources Information Center, 1985.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Principals"

1

Portin, Bradley S. "Principals". W Encyclopedia of Cross-Cultural School Psychology, 758–60. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_333.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Schraml, Carla. "Procedural Principals". W The Dilemma of Recognition, 59–70. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19405-9_3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Cornish, Linley, i Kathy Jenkins. "Teaching Principals". W Bush Tracks, 135–56. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-097-0_10.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Towns, Deborah. "Women Principals". W Women of Influence in Education, 29–44. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-815-0_3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Pacelle, Richard L. "Of Political Principals and Legal Principles". W Routledge Handbook of Judicial Behavior, 196–220. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315691527-13.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Gaskell, Michael S. "How Do I Become Radical?" W Radical Principals, 19–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275718-2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Gaskell, Michael S. "Radical Loyalty". W Radical Principals, 93–109. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275718-7.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Gaskell, Michael S. "Radical Communication = Radical Change". W Radical Principals, 65–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275718-5.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Gaskell, Michael S. "Why Be Radical?" W Radical Principals, 1–18. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275718-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Gaskell, Michael S. "Radical Timing and Stacking". W Radical Principals, 31–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275718-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Principals"

1

Donaldson, Morgaen. "How Principal Evaluation Is Associated With Principals' Leadership Practices". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434318.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman i Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman". W 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.

Pełny tekst źródła
Streszczenie:
"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
Style APA, Harvard, Vancouver, ISO itp.
3

Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman i Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman". W 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.

Pełny tekst źródła
Streszczenie:
"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
Style APA, Harvard, Vancouver, ISO itp.
4

Pavicic, Jurica. "School Principals as Jugglers". W 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

Pełny tekst źródła
Streszczenie:
At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
Style APA, Harvard, Vancouver, ISO itp.
5

Zdancewic, Steve, Dan Grossman i Greg Morrisett. "Principals in programming languages". W the fourth ACM SIGPLAN international conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/317636.317799.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Benoliel, Pascale. "Principals' Systems Thinking Attribute: Exploring a Principal–Middle Leader Relational Demography Perspective". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679422.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Bambi, B. I., i H. B. Bakari. "Principal’s Mentoring Skill as a Correlate of Teachers’ Job Performance in Senior Secondary Schools of Adamawa State, Nigeria." W 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p25.

Pełny tekst źródła
Streszczenie:
This study investigated principal’s mentoring skill as a correlate of teachers’ job performance in Senior Secondary Schools in Adamawa State, Nigeria. Three research questions and three hypotheses were formulated and tested at 0. 05 level of significance. The study employed a correlational research design. The population of the study included 5,558 academic personnel (i.e. 337 school principals and 5,221 teachers) in senior secondary schools that are stationed in all the five education zones in Adamawa state. The sample size for this study was 556 academic personnel (i.e. 522 teachers and 34 principals) that were selected using multistage sampling technique. A questionnaire titled “Principal Mentoring Skill and Teachers’ Job Performance Questionnaire (PMSTJPQ)” was used to collect data. The instrument was validated by three experts from the department of Physical Sciences Education of the Modibbo Adama University of Technology, Yola; and also trial tested using Cronbach Alpha that revealed a co-efficient of 0.82. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation method (PPMC) and Multiple Correlation Analysis were used for testing the hypotheses. The findings of the study were that there was a significant high positive relationship between principals’ mentoring of teachers in instructional leadership and teachers’ job performance (as, r = 0.919, p < 0.05). Also, that there was a significant high positive relationship between principals’ mentoring of teachers in career development and teachers’ job (as, r = 0.938, p < 0.05). Similarly, principals’ mentoring of teachers’ instructional leadership and career development correlates significantly of teachers’ job performance in senior secondary schools in Adamawa state, Nigeria with F (2, 546) = 2007.79, p = 0.00. As a result, it was concluded, that principals’ mentoring of teachers in instructional leadership and career development correlates significantly of teachers’ job performance in senior secondary schools in Adamawa state, Nigeria. The study therefore recommended amongst others that the State Ministry of Education should put in place formal mentoring programmes for all newly employed teachers as a capacity building tool; newly employed teachers are encouraged to acknowledge the benefits of mentoring and be open to mentoring for enhanced capacity building. Keywords: Mentoring; Instructional Leadership; Career Development; Teachers’ Job Performance
Style APA, Harvard, Vancouver, ISO itp.
8

Kozlovskyi, Serhii, Anton Nepytaliuk, Ruslan Lavrov i Volodymyr Kozlovskyi. "THE PRINCIPALS OF DEMOGRAPHIC POLICY". W DO DESENVOLVIMENTO MUNDIAL COMO RESULTADO DE REALIZAÇÕES EM CIÊNCIA E INVESTIGAÇÃO CIENTÍFICA. European Scientific Platform, 2020. http://dx.doi.org/10.36074/09.10.2020.v1.09.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Hauseman, Cameron. "How Principals Manage Their Emotions". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428300.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Hancock, Dawson. "Factors Influencing School Principals' Motivation to Become Principals in the United States and Germany". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1566024.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Principals"

1

Jacob, Brian. Do Principals Fire the Worst Teachers? Cambridge, MA: National Bureau of Economic Research, luty 2010. http://dx.doi.org/10.3386/w15715.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Goff, Peter, Ellen Goldring, J. Edward Guthrie i Leonard Bickman. Changing Principals' Leadership through Feedback and Coaching. Consortium for Policy Research in Education, październik 2015. http://dx.doi.org/10.12698/cpre.pb15-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Dell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

Pełny tekst źródła
Streszczenie:
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
Style APA, Harvard, Vancouver, ISO itp.
4

Kaplan, Steven, i Per Stromberg. Venture Capitalists As Principals: Contracting, Screening, and Monitoring. Cambridge, MA: National Bureau of Economic Research, kwiecień 2001. http://dx.doi.org/10.3386/w8202.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Jacob, Brian, i Lars Lefgren. Principals as Agents: Subjective Performance Measurement in Education. Cambridge, MA: National Bureau of Economic Research, lipiec 2005. http://dx.doi.org/10.3386/w11463.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne i Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, maj 2022. http://dx.doi.org/10.54300/641.201.

Pełny tekst źródła
Streszczenie:
This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
Style APA, Harvard, Vancouver, ISO itp.
7

Weston, Allan. Vision, Interpersonal Orientation and Personal Values in Elementary School Principals. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1176.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Okilwa, Nathern, i Bruce Barnett. What school principals do is crucial to students’ emotional wellbeing. Redaktor Chris Bartlett. Monash University, styczeń 2023. http://dx.doi.org/10.54377/fe1f-1a0c.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Bertrand, Marianne, i Sendhil Mullainathan. Do CEOs Set Their Own Pay? The Ones Without Principals Do. Cambridge, MA: National Bureau of Economic Research, marzec 2000. http://dx.doi.org/10.3386/w7604.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Huber-Dilbeck, Darleen. A Study of Principals' Leadership Behavior in One Suburban School District. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1310.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Principals” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii