Gotowe bibliografie tematyczne / School principal

Gotowa bibliografia na temat „School principal”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2023

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Artykuły w czasopismach na temat "School principal"

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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.

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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.
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Bartanen, Brendan, Laura K. Rogers i David S. Woo. "Assistant Principal Mobility and Its Relationship With Principal Turnover". Educational Researcher 50, nr 6 (16.02.2021): 368–80. http://dx.doi.org/10.3102/0013189x21993105.

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Assistant principals (APs) are important education personnel, but empirical evidence about their career outcomes remains scarce. Using administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses on promotions into principal positions, we also examine APs exiting school leadership and transferring across schools. We find yearly mobility rates of 25% to 28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5% to 10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Finally, principal transitions appear to increase the likelihood that APs exit school leadership and change schools.
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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.

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Sastramayani, Sastramayani. "Principal Strategy in Partnership Development". Shautut Tarbiyah 27, nr 1 (29.05.2021): 99. http://dx.doi.org/10.31332/str.v27i1.2927.

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This article aims to provide a conceptual overview of the principal's strategy in partnership development. The aspects studied are: 1) various dimensions of strategy; 2) The roles of school principals; and 3) Partnership development. The method used is a literature review, where the authors synthesize and develop various concepts and findings related to the principal's strategy in developing partnerships. The results of the study show that: first, strategy is a prerequisite in carrying out leadership roles. A reliable principal will be seen in his ability to read environmental conditions, internal and external, to formulate a grand design for school development. The concrete form is the formulation of the school's vision, mission, goals, and programs. Second, the roles of principals are increasingly complex in the midst of very fast environmental changes, as well as very tight competition between schools. Not only managerial roles, more than that the principal must appear as a leader who makes a difference. Third, partnership development is a deeper meaning of school quality. That schools do not exist in an empty space, but are directly connected to the community and the world of work as users of educational services. This article suggests the importance of increasing knowledge about strategy for school principals, followed up with technical skills in the strategy stages. Keywords: Strategy, School Management, Partnership, Quality
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Hanafiah, Hanafiah, i Ramazan Ramazan. "Principal Leadership Behavior Impact on The Character Education". JETL (Journal of Education, Teaching and Learning) 7, nr 2 (30.09.2022): 224. http://dx.doi.org/10.26737/jetl.v7i2.3310.

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The principal as the leader directly is a real example in the work activities in the school environment. This study aims to look at the principal's leadership behavior, the relationship between the principal's leadership behaviors towards strengthening the character education of vocational students. This research uses a quantitative approach, using a cross-sectional survey method. The results of this study are based on the results of data processing obtained that five school principals have good leadership behavior with a percentage of 55.56%, and four school principals have reasonably good behavior with a percentage of 44.44%. Partial test results obtained there is a relationship between the principal's leadership behavior towards strengthening the character education of vocational students on the east coast of Aceh, principal's leadership behavior 58.8% to the student's character education. Based on the results of data processing, it is obtained that from 9 vocational high schools in the eastern part of Aceh that were studied, 5 schools (55.56%) principals had good leadership behaviors, and 4 schools (44.44 %) the principal has a fairly good leadership behavior. From the partial test results obtained that there is a relationship between the principal's leadership behaviors towards the education of the character strengthening of vocational students on the coast of East Aceh.
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Pujiyati, Wresni. "STRENGTHENING OF SCHOOL QUALITY THROUGH SCHOOL PRINCIPAL LEADERSHIP". International Journal of Educational Management and Innovation 1, nr 2 (9.03.2020): 151. http://dx.doi.org/10.12928/ijemi.v1i2.1685.

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This study aims to analyze and find out the implementation of principals 'leadership through school quality with the long-term goal of improving the quality of schools through principals' leadership. The specific target of this research is to develop a principal's leadership model. The research method uses a qualitative approach through case studies through observation, interviews, document studies relating to the principal's leadership and school quality. The general conclusion is that improving school quality is a process towards the realization of quality schools. Principal's leadership in strengthening school quality can be found in (1) Improving school quality (2) Principal's leadership strategy in improving school quality.
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Nusantara, Widya, MV Roesminingsih i Monica Widyaswari. "Analysis of Principal’s Leadership at Unesa Lab School". Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 8, nr 01 (5.05.2022): 37–48. http://dx.doi.org/10.32678/tarbawi.v8i01.5692.

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Principals have an essential role in realizing schools that excel, excel, and even. A school principal's ability is not only in carrying out his role as a leader and manager but also, more importantly, as a motivator, innovator, and supervisor, including the principal in the Unesa Lab School Environment. This study aims to analyze the performance of school principals in carrying out their functions as innovators, motivators, and supervisors. The research method uses descriptive quantitative. Research respondents included school principals and educators at Lab school Unesa Junior High School (JHS) 1, Unesa Lab school JHS 2, and Unesa Lab school Unesa Lab school JHS 3. The analysis technique used percentages. The results of this study indicate that the principal's leadership is carried out optimally. The data shows that the principal of Unesa Lab school JHS 1 has a score of 4.31, Unesa Lab school JHS 2 has a score of 4.30, and Unesa Lab school JHS 3 has a score of 4.55. In general, the principal's leadership in carrying out the functions of innovator, motivator, and supervisor has been excellent, and this must be maintained and even improved. For this reason, the principal must have the ability to receive and provide information to subordinates and their environment. As innovators, Principals have tips for establishing a harmonious relationship with a new climate of ideas, and they must also be able to integrate every activity. In carrying out his function as a motivator, the principal must be able to encourage a strong will and will with enthusiasm and confidence for teachers, staff, and students in carrying out their respective duties. The principal's supervisory function can be seen in composing and implementing educational supervision programs and taking advantage of the results.
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Markus, Markus, Muhammad Syukri i Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)". JETL (Journal Of Education, Teaching and Learning) 4, nr 2 (30.09.2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.

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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school principals in achieving effective schools at SDN 06 Tae Tukong. This study uses a qualitative approach with a type of case study research. Research results obtained include (1) Planning for improving effective schools in SD 06 Tae Tukong is included in the medium-term school work plan and annual plans; (2) Empowerment of existing resources in schools has been carried out properly in accordance with their respective duties and responsibilities; (3) The principal has implemented measures to improve effective schools; (4) Factors supporting school principals in improving effective schools are the ability of principals to manage all school planning, adequate school facilities, and support from parents; (5) Inhibiting factors in improving effective schools are related to the performance of principals, learning facilities, and teachers lack discipline. Based on the research conducted, it can be concluded that improving the quality of school education is related to the performance of the principal.
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Walsh, Elias, i Dallas Dotter. "The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools". Education Finance and Policy 15, nr 3 (czerwiec 2020): 518–42. http://dx.doi.org/10.1162/edfp_a_00279.

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The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.
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Helmi, Helmi, Manap Somantri i Zakaria Zakaria. "Principal Social Sensitivity: A Descriptive Study at Rejang Lebong State High School". Journal of Educational Management and Leadership 1, nr 1 (27.06.2020): 1–10. http://dx.doi.org/10.33369/jeml.v1i1.11173.

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As a leader, the principal must have several competencies. Social competence is one of the competencies that must be possessed by the principal as a leader in the school. This is directly related to the way the principal communicates with all school residents. If the school principal has sensitivity towards all school members, there will be no obstacles, so the aims and objectives of the school will be more easily achieved. Therefore, researchers are interested in conducting research on how the principal's social sensitivity to citizens or community groups in schools. The purpose of this study is to describe the principal's social sensitivity towards other people or groups. By knowing this, principals can consider better behavior patterns. The results of the study revealed that social competence in terms of social sensitivity to other people or other groups, the principal of SMA Negeri (State High School) 11 Rejang Lebong was able to play a role as a decision maker, especially in overcoming various problems that occur at school, creative and able to offer solutions, involving religious leaders, the community, and government in resolving various problems, being objective or not taking sides in resolving internal conflicts, being sympathetic or considerate and empathizing with others. Researchers provide advice to school principals to continue the efforts on social sensitivity to other people or other groups, especially in high school 11 Rejang Lebong.
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Rozprawy doktorskie na temat "School principal"

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

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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.

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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.
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Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
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Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.

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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.
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Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).
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Meigs, Patrick 1967. "A novice principal in a high performing elementary school : reflections on practice". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/10733.

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xii, 149 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB2831.93.O7 M45 2008
Principals of schools have a unique set of responsibilities that range from the transactional to the transformational. Principals are expected to set a clear vision for the school community, support teachers in their work, while at the same time being responsible for all the details that allow a school to function smoothly. Thus, the first year of a novice principalship is a complex challenge. The first year in a high performing school carries with it an added set of challenges that a novice principal must come to understand and navigate. First-year principals work to not only gain understanding of their role in the school community, but also to develop a personal leadership style that supports teachers, children, parents and the larger community. It is through their experiences and reflections that novice principals begin to develop their unique voice as a leader. These experiences lay the foundation for their coming years in the principal's office.
Committee in Charge: Dr. Diane Dunlap, Chair; Dr. Gerald Tindal; Dr. Philip McCullu;m Dr. Jean Stockard, Outside Member
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Pathomporn, Oumthanom Lyman Linda L. "Principal leadership behaviors differences in perceptions /". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064497.

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Thesis (Ph. D.)--Illinois State University, 2001.
Part of Appendix A in Thai. Title from title page screen, viewed March 21, 2006. Dissertation Committee: Linda Lyman (chair), John Rugutt, George Padavil, David L. Tucker. Includes bibliographical references (leaves 122-130) and abstract. Also available in print.
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Carlton, Alan Mark. "A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills". PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/460.

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This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.

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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.
Department of Educational Leadership
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Hardie, Lorraine. "Successful primary school principal leadership /". Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.

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Książki na temat "School principal"

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J, Montgomery D., red. Improving principal effectiveness: The principal profile. Toronto, Ont: Ontario Institute for Studies in Education, 1986.

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The effective high school principal. Palm Springs, CA: ETC Publications, 1992.

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Calmenson, Stephanie. The frog principal. New York: Scholastic Press, 2001.

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Malone, Robert. Principal mentoring. [Alexandria, VA]: National Association of Elementary School Principals, 2000.

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School principal: Managing in public. Chicago: University of Chicago Press, 2009.

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Schuttloffel, Merylann J. Character and the contemplative principal. Washington, DC: National Catholic Educational Association, 1999.

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Kaiser, Jeffrey S. The 21st century principal. Mequon, Wis: Stylex Publishing Co., 1995.

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Morris, Ann. That's our principal! Brookfield, Conn: Millbrook Press, 2003.

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The inner principal. London: Falmer Press, 1997.

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Gimbel, Phyllis A. Solutions for promoting principal-teacher trust. Lanham, Md: Scarecrow Press, 2003.

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Części książek na temat "School principal"

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Simon, Susan. "Introduction". W School Principal Development, 1–11. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-1.

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Simon, Susan. "Hoops to jump through". W School Principal Development, 65–75. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-6.

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Simon, Susan. "Now you're a principal!" W School Principal Development, 108–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-10.

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Simon, Susan. "Meeting and greeting". W School Principal Development, 98–107. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-9.

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Simon, Susan. "Planning the way ahead". W School Principal Development, 24–33. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-3.

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Simon, Susan. "A foot in the door". W School Principal Development, 52–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-5.

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Simon, Susan. "The chosen one". W School Principal Development, 88–97. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-8.

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Simon, Susan. "Under scrutiny". W School Principal Development, 76–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-7.

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Simon, Susan. "Taking first steps". W School Principal Development, 34–51. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-4.

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Simon, Susan. "It's who – and what – you know". W School Principal Development, 12–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003183815-2.

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Streszczenia konferencji na temat "School principal"

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Bafadal, Ibrahim, Ahmad Nurabadi, Yerry Soepriyanto i Imam Gunawan. "Primary School Principal Performance Measurement". W 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.004.

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Urbanová, Eva, i Jana Marie Šafránková. "HIGH SCHOOL PRINCIPAL AS PROCESS MANAGER". W 16th Economics & Finance Conference, Prague. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.016.012.

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Ridho, Mohammad, Mr Murtadlo i I. Budayasa. "Principal Leadership in Developing School Culture". W Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.6.

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Sobandi, A., i Udin S. Saud. "Principal Leadership, School Climate, and School Productivity at Vocational School in Bandung". W 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.99.

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Komariah, Aan, Dedy Achmad Kurniady, Zuraidah Abdullah i Cucun Sunaengsih. "Indonesian-Malaysia Elementary School Principal Participative Leadership". W 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.095.

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Carpenter, Dick. "Effects of Principal Turnover on School Performance". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682813.

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Ibrahim Bafadal, Ibrahim. "School Principal as Leader of Change: Autoethnography on How to Make School Principals to be Effective Change Leader in Good School". W 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.26.

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Aryanti, Rika, i Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness". W Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.159.

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Safrijal, Dr, i Dr Syaiful. "The Influence of School Principal Leadership Style Toward Primary School Teachers Satisfaction". W Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.40.

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Gonzales, Miguel. "The Innovative School Principal: A Case Study of Franchise Model School Leadership". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680934.

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Raporty organizacyjne na temat "School principal"

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Béteille, Tara, Demetra Kalogrides i Susanna Loeb. Stepping Stones: Principal Career Paths and School Outcomes. Cambridge, MA: National Bureau of Economic Research, lipiec 2011. http://dx.doi.org/10.3386/w17243.

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Campoli, Ayana, i Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, sierpień 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Taccogna, Judith. Resolving the Evaluator/Nurturer Role Conflict of the Elementary School Principal. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1263.

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Richardson, Ryan. Sustaining the Human Spirit of the High School Principal Leading for Equity. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5647.

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Howell, Patricia. A Comparison of Assistant Principal and Principal Perceptions of the Assistant Principalship as a Training Ground in the Secondary School. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1372.

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McDonald, Penny. An observational study of the workday of the urban high school assistant principal. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.593.

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Ricker, Kevin. Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6392.

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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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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.

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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.
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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.

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