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Author: Timothy E. Howle
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 242
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Book Description
The purpose of this study was to examine the perceptions of leadership behaviors of principals of North Carolina schools that exclusively serve children of military families based on the perceptions of school administrators (principals and assistant principals) and teachers. This study provides an additional view of the relationship between the perceptions of leadership behaviors of school administrators and their teachers. The population/sample consisted of 28 school administrators (16 principals and 12 assistant principals) and 632 teachers (K-12). The actual number of respondents included all 28 administrators and 365 teachers. The data obtained for the study were collected via a web-based survey provided to all school administrators and teachers in schools located on the Fort Bragg and Camp Lejeune, North Carolina military installations. The survey instrument, Principal's Leadership Behavior Survey, was developed by Dr. Charles Bagwell and Dr. Isaiah Reid at South Carolina State University and was designed to measure the leadership perceptions of school administrators and teachers. The Principal's Leadership Behavior Survey (Principal Form) was completed by school administrators to obtain data on their self-perceptions of their leadership behaviors. The Principal's Leadership Behavior Survey (Teacher Form) was completed by teachers to obtain data concerning their perceptions of their school administrator's leadership behaviors. Survey data were analyzed using the Statistical Package of the Social Sciences (SPSS-15). The One Way Analysis Variance (ANOVA) was used to test the hypotheses. The data were analyzed within five subscales of leadership behaviors: vision, curiosity and daring, empowering others, leading form the front, and integrity. After the collection of data and analysis were completed, the study found that there were significant differences between the perceptions of leadership behavior of school administrators and teachers in all five leadership behavior subscales.
Author: Timothy E. Howle
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 242
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Book Description
The purpose of this study was to examine the perceptions of leadership behaviors of principals of North Carolina schools that exclusively serve children of military families based on the perceptions of school administrators (principals and assistant principals) and teachers. This study provides an additional view of the relationship between the perceptions of leadership behaviors of school administrators and their teachers. The population/sample consisted of 28 school administrators (16 principals and 12 assistant principals) and 632 teachers (K-12). The actual number of respondents included all 28 administrators and 365 teachers. The data obtained for the study were collected via a web-based survey provided to all school administrators and teachers in schools located on the Fort Bragg and Camp Lejeune, North Carolina military installations. The survey instrument, Principal's Leadership Behavior Survey, was developed by Dr. Charles Bagwell and Dr. Isaiah Reid at South Carolina State University and was designed to measure the leadership perceptions of school administrators and teachers. The Principal's Leadership Behavior Survey (Principal Form) was completed by school administrators to obtain data on their self-perceptions of their leadership behaviors. The Principal's Leadership Behavior Survey (Teacher Form) was completed by teachers to obtain data concerning their perceptions of their school administrator's leadership behaviors. Survey data were analyzed using the Statistical Package of the Social Sciences (SPSS-15). The One Way Analysis Variance (ANOVA) was used to test the hypotheses. The data were analyzed within five subscales of leadership behaviors: vision, curiosity and daring, empowering others, leading form the front, and integrity. After the collection of data and analysis were completed, the study found that there were significant differences between the perceptions of leadership behavior of school administrators and teachers in all five leadership behavior subscales.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Book Description
Author: Yvette A. Stewart
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 235
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Book Description
"The purpose of this study was to interview and observe the principals selected to participate in the inaugural cohort of the North Carolina Distinguished Leadership in Practice (NCDLP) program to understand what leadership practices they applied within their schools that positively impacted teaching and learning. The major research question for this study was, "How does a principal's leadership support high quality teaching and learning?" From this major research question, five guiding questions emerged to serve as integral components of this study: 1. What do distinguished principals perceive to be the relationship between the principal leadership and student achievement in North Carolina? 2. What are the leadership perspectives and outlooks of NC DLP principals that support high quality teaching and learning in their schools? 3. What are NC DLP principals doing to develop "leadership capacity" that support high quality teaching and learning in their schools? 4. What competencies within the School Executive Standards do distinguished principals perceive to be the most important in their leadership? 5. What School Executive Standards do distinguished principals perceive to be the most important to improve student achievement? Qualitative data were collected from semi-structured interviews, leadership surveys, and site visit observations with six principals. Member-checking, document analysis, and field observations of principals during regular and staff development days were conducted to collect data on the principals' leadership practice. The focus of both the interviews and site visits centered on descriptive questions which revealed information about the "hows" and "whys" of changes in principal leadership behavior following participation in the NC DLP program as well as the impact of the leader's practice on teaching and learning and organizational structures. Key findings revealed that principals are expected to play an active role in leadership, consider the processes, activities, and relationships within their school and use those factors to positively affect teaching and learning (Bottoms & Schmidt-Davis, 2010). Overall, the findings from this study suggest that principals who center their attention on developing the culture of the school and creating synergy of individual skills of teachers, learning relationships among teachers, a relentless focus on instruction, and ongoing mobilization of resources will make significant contributions to teaching and learning in a school."--Abstract from author supplied metadata.
Author: Carol Montague-Davis
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 304
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Book Description
A large urban public school system in the piedmont of North Carolina was the setting for this study. Individual school data as well as aggregated data from 25 studied schools were analyzed in order to form overall conclusion of perceptions of leadership for the elementary schools within the system. -- The purpose of this quantitative survey study was to examine principal perceptions of their leadership behaviors and determine if they aligned with teacher perceptions of these same behaviors using the five practices of exemplary leadership of The Leadership Challenge. The researcher disaggregated the data to identify areas of strength and weakness and compared the perceptions to the teachers they lead. The researcher also disaggregated data to determine the relationship of perceptions based on gender and teacher experience level to determine if either of leadership behaviors affect teacher perceptions of principal leadership. -- Through collecting research surveys of principals and teachers, the quantitative data were analyzed to determine if there was an alignment between teacher perceptions of leadership behaviors and leaders’ self-perceived behaviors. -- Three main findings resulted from the study. First, there was not a significant statistical difference in teacher perceptions of principal practices using the five exemplary leadership behaviors based on years of experience. Second, a gender difference emerged such that female principals were more likely to “challenge the process” than male principals. In other words, female principals showed a greater willingness to take risks and search for new opportunities (at least according to their own self-report). Third, teacher ratings of principal leadership behaviors aligned well with the principals’ own ratings.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Annie Peters Wimbish
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 254
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Book Description
The purpose of this study was to determine if there was a significant difference between leadership behaviors of principals employed in middle schools identified as Schools of Excellence and leadership behaviors of principals employed in schools identified as Schools of Progress. The influences of principal demographic variables of gender, experience and education level, as well as school size, were also studied. The population of this study included all of the 80 middle school principals of identified 2002-2003 Schools of Excellence and all 90 middle school principals of identified 2002-2003 Schools of Progress. A total of 61 principals returned accurately complete survey instruments. Each principal participated by completing a Leader Behavior Description Questionnaire - Form XII Self and Demographic Form. The data analyses for this study were accomplished through the application of analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The conclusion of the study indicated that there was a statistically significant difference between the leadership behaviors in principals employed in middle schools identified as Schools of Excellence and Schools of Progress as perceived by principals on the scale of Superior Orientation. There was no statistically significant difference between the perceptions of principals as related to principals' gender, experience, education level, and school size.
Author: Pamela Murphy Helms
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
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A small public school system in the piedmont of North Carolina was the setting for this study. Individual school data, as well as aggregated data from studied schools were analyzed in order to form overall conclusions of perceptions of leadership within the district. Schools were grouped according to the age of the student (elementary K-5, secondary 6-12) in an effort to provide the opportunity for further data analyses. -- The purpose of this study was to investigate the relationship between the principals' self-reported leadership behaviors and the teachers' perceptions of the principals' leadership behaviors using Kouzes and Posner's Leadership Practices Inventory based on the Five Practices of Exemplary Leadership. The researcher disaggregated data to determine the area(s) in which principals perceive themselves strong or weak, and compared those perceptions to the views teachers hold. The researcher also disaggregated data to determine the relationship of perceptions of leadership at elementary and secondary levels. There was also a focus on leadership perceptions based on gender and teacher experience level to determine if either of those affect teachers' perceptions of principal leadership. -- Through collecting questionnaire research and surveys of principals and teachers, these quantitative data were analyzed to determine if there was a gap between teacher perception of leadership behaviors and leaders' self-perceived behaviors.
Author: R. Anthony Johnson
Publisher:
ISBN:
Category : Middle school teachers
Languages : en
Pages : 362
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Book Description
A need for greater understanding of teachers' (N= 530) perceptions of the leadership behaviors of principals in Title I middle schools (n = 13) is prevalent exists. The researcher used the "Audit of Principal Effectiveness" survey to collect data. The researcher also used Hierarchical Linear Modeling as the quantitative analysis. Significant teacher-level variables were teacher age, years the teacher worked for current principal, and teacher gender. Significant school-level variables were principal gender, principal teaching experience, and percentage of low-income students scoring proficient in mathematics. Principals should understand how teacher- and school-level variables affect the principals' perceived leadership behaviors. This study has implications for university personnel, school district personnel, school principals, and hiring committees.
Author: Jeff Theus
Publisher:
ISBN:
Category :
Languages : en
Pages : 143
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Book Description
This case study examined the instructional leadership of principals as co-participants in professional learning with teachers in a rural school district in eastern North Carolina. Teacher and principal interviews were the basis of understanding if the design of a professional learning initiative influenced principals towards facilitation and co-participation with teachers during Project Chief Education Officer (CEO). The implementation of the Sheltered Instructional Observation Protocol (SIOP) in this small district was the basis for two years of intensive professional learning for teachers and principals as a method for improving the teaching of academic language throughout the district. Qualitative data for the case study was collected using structured interviews to examine the primary research question of "How did participation in Project Chief Education Officer (CEO) to implement the Sheltered Instruction Observation Protocol (SIOP) influence teacher perceptions of professional learning and the instructional leadership behaviors of principals" in the following contexts: (1) the teaching of academic language; (2) facilitation and participation in professional learning; (3) teacher and principal perceptions of instructional leadership. The case study also examined participant responses in the context of: (1) historical perspectives; (2) perceptions of current reality; (3) reflections regarding instructional leadership behaviors. Findings revealed that the personal and professional narratives of teachers reflected the influence of principal instructional leadership behaviors as facilitators and co-participants on instructional practices and teacher perceptions of instructional effectiveness. Teacher narratives revealed that the instructional leadership behaviors of visible presence, resource provider and observing or monitoring provided the basis for positive teacher perceptions about the instructional leadership of principals and its influence on their engagement in professional learning and teacher instructional behaviors.
Author: Sharon Johnson Wheeler
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 278
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Book Description
