An Assessment of Assistant Principals [sic] Perceptions of Their Job Roles in the State of Illinois PDF Download
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Author: Roger Allen Jensen
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 332
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Book Description
![An Assessment of Assistant Principals [sic] Perceptions of Their Job Roles in the State of Illinois PDF](https://books.google.com/books/content/images/frontcover/4BwOHAAACAAJ?fife=w80-h100)
Author: Roger Allen Jensen
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 332
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Book Description
Author: Harry Robert McKendry
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 276
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Book Description
Author: Richard J. Nickelsen
Publisher:
ISBN:
Category : Junior high school principals
Languages : en
Pages : 438
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Book Description
Author: Michael Paul Smith
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 456
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Book Description
Author: Marleis Motsinger Curry
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 492
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Author: Brent John McArdle
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 204
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Author: Ronald Earl Atkinson (Jr.)
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 174
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Book Description
This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and teachers. A nonexperimental comparative design was used. Quantitative data were collected via a version of the Principal Instructional Management Rating Scale that was adapted for application to assistant principals. Analysis of variance, independent-samples t-test, correlation, and nonresponse bias analysis were conducted. Effect size and standard error were calculated. Results indicated that the mean scores given by principals were the highest given by any of the three role groups and those given by teachers were the lowest including the lowest seven mean subscale scores among all role groups. Analysis of variance and t-test results of survey responses indicated that, though statistically significant differences were identified regarding school level, gender of the assistant principal, and role of the rater, no practical differences were found. Results further indicated that there was a negligible relationship between experience and ratings of assistant principal instructional leadership. Recommendations include those related to suggestions for continued research on this topic as well as implications for the practice of instructional leadership for assistant principals.
Author: Jonathan Redditt
Publisher:
ISBN:
Category : African American school superintendents and principals
Languages : en
Pages : 286
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Author: Steve Owen Martin
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages :
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Book Description
The principal is a true leader, exercising managerial and organizational leadership functions. The demands on principals have changed and principals “are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities” (Hess & Kelly, 2005, p. 1). Leadership models such as the Transformational Leadership model and the Transactional Leadership model have promise, but seem to fall short of equipping leaders to meet the demands of leadership in this modern era (Avolio & Gardner, 2005). The Authentic Leadership model, however, is distinct from other forms of leadership and is a model that will enhance trust, hope, and optimism (Endrissat, Muller, & Kaudela-Baum, 2007; Avolio, Gardner, Walumbwa, Luthans, & Douglas, 2004). Trust in principals has been shown to have a positive relationship with teacher work engagement and student achievement (Tschannen-Moran & Hot, 2000). This study used a Pearson correlation coefficient to examine the relationship between an assistant principals’ perception of their principal’s level of Authentic Leadership skills (independent variable) and the assistant principals’ perceptions of trust in their principal (dependent variable). The Authentic Leadership Questionnaire (ALQ) was used to rate the assistant principals’ perceptions of their principals’ Authentic Leadership skills and the Workplace Trust Survey (WTS) was used to rate the assistant principals’ level of trust in their principal. A cumulative Authentic Leadership score and the scores of four components of Authentic Leadership (relational transparency, internal moral perspective, balanced processing, and self-awareness) were examined for a relationship with trust. Findings indicated a significant positive relationship between assistant principals’ perceptions of their principal’s Authentic Leadership skills and their levels of trust in their principals. There was also a positive relationship between each of the four components of Authentic Leadership and trust.
Author: Illinois State University. Center for the Study of Education Policy
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
The quality of Illinois schools and the performance of their principals play significant roles in determining the future for children. Their success hinges on recognition that principals play a critical role in shaping the environments in which children learn. Illinois schools can and will be enriched by developing a principal pipeline system that responds to the current and future needs of the schools and students. For nearly a decade, stakeholders throughout Illinois have engaged in work to strengthen principal preparation and development. Efforts to reform the preparation of school leaders began with the Illinois Commission on Principal Preparation (2006), which led to recommendations made by the Illinois Taskforce on School Leadership (2008), and culminating with legislative changes through Illinois Public Act 096-0903. This report presents data on the Type 75 certificate, which qualifies educators for a variety of administrative positions (principal, assistant principal, department chair, athletic director, special education director, etc.).
