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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: 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: Sandra Mattocks
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ISBN:
Category :
Languages : en
Pages :
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This research study examines the perceptions of the assistant principal's role in school leadership in an effort to understand the opportunities and constraints inherent in current configurations of the assistant principal position and whether and how those opportunities and constraints might affect an instructional leadership role. The study is organized around the following key research questions: (1) What does the current role of assistant principals look like? (2) How are the role requirements and responsibilities determined and what is the intent? (3) In what ways, or to what extent, can these assigned tasks and responsibilities be seen as preparation for the principalship? (4) What trainings and experiences do assistant principals perceive to be missing from their current role that could assist them in assuming a principal position? This study concluded that although the role of the assistant principal still remains mired in managerial and clerical duties, such as attendance and discipline, the role of today's assistant principal appears to have expanded to one that includes staff supervision, instructional leadership, and curriculum development. Results from this study suggest that while the principal is still a strong influence over the role requirements and responsibilities of assistant principals, this influence is more positive rather than negative. While the respondents identified finance, school law and special education as key areas that are still largely missing from their work assignments, the data from this study showed that principals are currently providing instructional leadership opportunities that allow for their assistant principals to grow their leadership skills and be seen as leaders.
Author: Scotty Ryan Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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This study compared perceptions of principals and assistant principals to examine the skills and traits necessary for one to be successful as an assistant principal. Research on the role of the assistant principal is limited. Over the last several years there have been major reforms in education such as the No Child Left Behind Act of 2001 that constitute a re-examination of all roles in K-12 schools. An online survey was used to gather data from assistant principal and principals in the State of Mississippi.Overall, 9 out of the 10 variables are significant except problem solving in the second MANOVA which reports the results of the comparison of the first year assistant principals and principals. This variable showed no significant difference between assistant principals and principals in regards to problem solving with a significance of .239. In each of these variables assistant principals rated the skills as more important than principals. The results of this study suggest that school districts and state departments of education should consider providing more training for assistant principals and principals about instructional leadership.
Author: Thomas John McInnis
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 734
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Author: Ronnie B. Williams (Jr.)
Publisher:
ISBN:
Category : Assistant school principals -- Attitudes
Languages : en
Pages :
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Book Description
Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals' leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals' perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.
Author: Keith Jarrod Brooks
Publisher:
ISBN:
Category : Culture
Languages : en
Pages :
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Culture plays a significant role in promoting student achievement in schools, and it has the ability to support or sabotage not only student success but also quality professional learning and is the basis for school improvement (Schein, 1996; Saphier & King, 1985; Landry, 2012). In order to establish and maintain the culture of a school, the principal and assistant principal must share core beliefs of an effective school and healthy school culture. When the principal of the school is absent or unavailable, the assistant principal assumes the leadership role for the campus. Misalignment between their beliefs of the mission and vision of the school can create dissonance, which can lead to a climate and culture of disarray. The perceptions of principals and assistant principals regarding what constitutes a good school and the culture that contributes to a good school are pivotal to sustain a healthy learning environment for teachers and students. This study compared the perceptions of 311 principals and 371 assistant principals regarding the characteristics and culture necessary for a good school to succeed. The administrators that were surveyed are in the Gulf Coast Region of Southeast Texas and the data is archival in nature. The principals and assistant principals were given surveys and participated in interviews to examine their perceptions of the culture and characteristics of a good school. Themes and categories were identified by two different researchers as major indicators of a good school. This study will answer two research questions: 1. Do differences exist in the perceptions of principals and assistant principals regarding the characteristics of a good school?; and 2. Do differences exist in the perceptions of ix principals and assistant principals regarding the culture of a good school?. With the use of archival data, the study examined themes/categories as described in previous studies and was able to answer the research questions. The findings in this study indicate there are differences that exist in the perceptions of principal and assistant principals regarding the characteristics of a good school and the culture of a good school. The differences in the perception concerning the characteristics of a good school were first identified in the categories that were identified from the responses of the principals and assistant principals. Principals' descriptors included Academic Focus and Student Centered while assistant principals included Student Achievement and Students Discipline. The categories that were similar accounted for at least 50% of the responses given by both administrators. Regarding the perception of the administrators to the culture of a good school, the data reports show at least 65% of the responses of the principals and assistant principals are in agreement. The differences exist within Academic Focus and Student Achievement; only 35% of the responses for principals are in agreement and only 34% for assistant principals are in agreement respectively. These themes were not in the categories of each administrator. The need for assistant principal programs and administrator training to improve is noted. Recommendations include university preparation programs to address the importance of the culture of a school and the importance of fostering a positive climate and culture; leadership skills training for first time administrators; field experience for assistant principals as principals; teaching assistant principals and principals to recognize the autonomy of their followers; transformational leadership; collaboration implementation; and building capacity in assistant principals.
Author: Karen Kulhanek-Rochin
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Category :
Languages : en
Pages :
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Having an effective principal leading every school is critical to ensuring schools' effectiveness (Marzano, Waters, & McNulty, 2003). It is well documented that there is a misalignment between assistant principal training and their future role as principal (Austin & Brown, 1970; Bloom & Krovets; 2001, Bartlett, 2011; Celikten, 2001; Hogue, 1999; Koru, 1993). Results from this study will help prepare administrators for these tasks and encourage principals to involve their assistants in all aspects of leading the school. The purpose of this paper is to compare and contrast assistant principals' and principals' perceptions about the purpose and practice of the Professional Development and Appraisal System (PDAS) process. The focus of this study is to determine differences in assistant principals' and principals' perceptions of PDAS as an effective instrument and the implications for enhancing leadership training of assistant principals for their future role as principals. The findings from this study indicate that the pre-service training, induction and on the job training for assistant principals are inadequate for their future role as campus instructional leader. The need for improved teacher appraiser training and recalibration was also noted. Additionally, the research revealed that the efficacy of the PDAS tool is largely dependent on the practices of the appraiser. Recommendations include: ongoing mentors to guide, prepare and empower assistant principals; in-box activities for assistant principals to develop leadership skills; training for principals in the area of leadership development to allow for a less constricted view of campus leadership for assistants; job-embedded, planned opportunities to experience full leadership; training for principals on the best mentoring and grooming practices to empower assistant principals; intentional, strategic human resources planning to build assistant principals' leadership capacity; job-embedded development on how to shape campus culture, conduct transformational leadership, facilitate improvement and be a steward of ongoing learning; extended internship experiences for administrators-in-training; more specific teacher appraiser re-certification, appraiser calibration, teacher conferencing collaboration and appraiser refresher requirements for quality implementation of the process; additional training on the purpose of and proper implementation of the PDAS system and the use of a variety of teacher effectiveness measures.
Author: Stephanie Monet Winemiller
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 294
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Instructional leadership must be consistent and pervasive in order for principals to lead schools and meet the ever-evolving needs of students. Over the years, the role of the building principal has evolved from building manager to instructional leader. While this evolution has engrossed much scholarly attention, minimal research has been conducted regarding the role of an assistant principal. The roles and responsibilities of assistant principals vary greatly depending on the principal, who determines the responsibilities he or she is willing to share or delegate to their assistant. To assist with providing consistent and pervasive instructional leadership, the role of the assistant principal must be called upon to develop instructional leadership. This qualitative study explored the unique experiences of two assistant principals practicing instructional leadership in a Pennsylvania high school. The intrinsic case study approach was selected in order to develop an in-depth description and analysis of how the assistant principals experience the dynamics of their relationship with their principal and the principal practices leading to the development of the assistant principals as instructional leaders. The researcher explored the central research question: How does the working relationship between a high school principal and assistant principals influence the assistant principals' instructional leadership? Additionally, the following sub-questions were explored: 1. How do high school administrators in a Pennsylvania district describe the essential skills and responsibilities of an instructional leader? 2. How do high school administrators in a Pennsylvania district describe the roles and responsibilities of assistant principals? 3. How do high school administrators in a Pennsylvania district describe principal practices that support assistant principals' instructional leadership? This qualitative case study extends current research and provides a greater understanding of how a high school principal in south, central Pennsylvania fosters the instructional leadership of his assistant principals. Data collection included semi-structured interviews and a review of documents, totaling 11 datasets. Data analysis yielded five major themes including: (a) Instructional Leaders Know and Show the Way, (b) Assistant Principals Serve as Liaisons, (c) Communication is Critical to Instructional Leadership, (d) Assembling a Strong Principal-Assistant Principal Team, and (e) Principals Facilitate the Leadership Development of Assistant Principals. Five primary results derived from the findings: (a) instructional leaders create and communicate a shared vision, provide teachers with individualized professional learning, and are committed to personal growth; (b) assistant principals and principals fulfill similar instructional leadership responsibilities; however, the role of the assistant principal is reactive in nature and the assistant principal serves as a liaison between the principal and all stakeholder groups; (c) principals and assistant principals must engage in open and honest communication in all directions in order to fulfill their leadership roles and increase their leadership growth, specifically with regard to instructional leadership; (d) when hiring an assistant principal, principals need to find a candidate that possesses a similar philosophy, but different strengths in order to assemble a strong, compatible team; and (e) principals must facilitate the leadership development of their assistant principals by getting to know their interests and strengths, empowering and supporting them, and providing meaningful leadership opportunities. The following recommended principal practices emerged during the research study. To assist with establishing the roles and responsibilities of assistant principals as instructional leaders, principals should: (a) foster professional learning networks to stay abreast of current best practices in education; (b) look for assistant principal candidates with similar philosophical beliefs, but varied strengths and differing skill sets; (c) create and communicate the specific roles and responsibilities of assistant principals; (d) assume the role of mentor and create opportunities to provide guidance to assistant principals while partaking in leadership tasks together; (e) spend time with their assistant principal every day; (f) schedule time each day to dialogue with their assistant principals--discussions should include brainstorming, planning, reflection, and feedback; (g) provide opportunities to assistant principals who align with the assistant principal's interests and strengths; (h) provide assistant principals with opportunities to communicate with all stakeholders; (i) delegate authentic, meaningful instructional leadership tasks to assistant principals; (j) model and hold high expectations for the assistant principal's instructional leadership; (k) identify teacher leaders and provide them with exposure to administrative activities and responsibilities; and (l) keep administrative teams intact as long as possible. The results could assist with redefining and restructuring the roles and responsibilities of assistant principals to include instructional leadership to improve student and school performance.
Author: Ted J. Landry
Publisher:
ISBN:
Category : Professional leadership
Languages : en
Pages :
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Throughout the literature, leadership and culture are intertwined. Organizational and leadership theorists alike hold that a leader's perceptions and behaviors are significant, if not primary, determinants of an organization's culture and climate. Given that the assistant principal is exceeded in positional authority only by the principal at a school and the fact that assistant principals will have an impact in all visible and inner workings of the school, there is a need to examine the relationship between the assistant principal's leadership perspectives and school culture by studying the perceptions and beliefs of assistant principals. The purpose of the study is to examine the beliefs and perceptions of assistant principals regarding the factors necessary for a school to be considered a good school, and how they describe the culture and climate of good schools. This study is an exploratory inquiry using a subset of the archived data from a much larger, multi-phase study of principals and assistant principals in the Gulf Coast Region of Southeast Texas. The participants, 371 current campus assistant principals, were surveyed by using a combination of traditional survey and cognitive interviewing techniques to address questions related to assistant principal perceptions regarding the characteristics of a good school and how they would describe the culture of a good school. Six major themes were identified from the responses for each of the two research questions. The themes were given the following operational definitions: Student Achievement; Professional Learning Communities; Positive Climate; Strong Leadership; Parental & Community Involvement; Student Discipline (research question one); and Valuing the Student (research question two). The results of the analysis indicated that the comprehensive nature of the roles asked of the assistant principal puts them in a position to be qualified, almost uniquely so, to render a perspective on what is good in schools and what good schools look like. This study demonstrates, through the perceptions of assistant principals, that for a school to be considered "good," it must do so by first establishing a strong, healthy culture that is conducive to not only learning, but to the well-being of the whole individual, both adult and student.
Author: Tonya Holcomb Wallace
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 0
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Principals have been expected to serve as managers and leaders of curriculum and instruction while facing intense accountability and had to be good communicators capable of building relationships within their school and with community stakeholders. School complexity increased challenges leaders faced, so educational leaders utilized research-based strategies to develop professional resilience and grow in the face of adversity. In preparation for school principalship, assistant principals needed to move beyond school operation and management roles to become a viable candidate for career advancement. Limited research exists describing the preparation of assistant principals for advancement. The purpose of this convergent mixed methods research study was to examine the relationship between beliefs and perceived experiences during assistant principalship and readiness to assume the role of principal. The 33 participants in this study were public school principals currently employed in a school district in Middle Georgia. The three data sources in this study included a Demographic Survey, Principal Readiness Inventory, and Qualitative Questionnaire, which were combined into one online measure for data collection purposes. A stepwise multiple regression analysis was conducted using the quantitative data, and a thematic analysis was utilized to analyze the qualitative data by principal readiness group. According to the data collected, participants reported higher levels of mentoring prior to the initial educational leadership certification compared to the level of mentoring after the initial educational leadership certification. This information could be useful in developing effective leadership development programs that would help assistant principals make a transition into the principalship role.
