Behavior of Principals in Exemplary High Schools in Missouri as Perceived by Teachers, Principals and Superintendents PDF Download
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Author: Robert Buchanan
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 236
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Author: Robert Buchanan
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 236
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
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Author: Todd White
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 236
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The purpose of this study was to examine current principal evaluation practices provided for high school principals in the state of Missouri. This study will also explored principals' perceptions with regard to: (a) the purpose of the evaluation, (b) the effectiveness of the evaluation in relationship to the prescribed purpose, (c) the perceived quality, and (d) the impact on student test scores. Principals in 107 of 359 high schools who had email addresses as reported on DESE's web site responded to the survey. The principals answered a 27-question survey about their perceptions of the purpose, process, and procedures used by the district to evaluate principals. The survey sought to answer seven research questions and to test two null hypotheses. The hypotheses were tested using the Pearson product-moment coefficient of correlation. The findings of most interest from the study were: (a) 68.2% of respondents reported that they used the model developed by DESE, (b) however, 61.6% of the principals surveyed indicated that the superintendent did not discuss specific performance criteria to begin the evaluation process, (c) 38.3% of the respondents reported they never met with their supervisor during the evaluation process, (d) 50.4% of the respondents indicated that the purpose of the principal evaluation was not agreed upon before the evaluation process began. From this study, it is evident that superintendents should provide adequate time to provide feedback to principals concerning their performance, while maintaining the focus of professional growth of the principal as the ultimate goal. The use of DESE guidelines and procedures relates to principal perceptions about the overall impact and quality of the principal evaluation process. The results support the conclusion that superintendents and supervisors must meet with principals to assess and evaluate school improvement goals and provide necessary feedback to principals about their performance.
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 538
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1252
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Author: Lori Dawn Wilson
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 206
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Author: Marcia Sankey
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
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The purpose of this case study was to discover what rural Missouri high school principals perceive as the characteristics of highly effective teachers to compare to the national research on highly effective teachers. High school principals carry a great deal of responsibility for identifying and placing highly effective teachers in all classrooms and it is important to know if they are truly looking at the same characteristics as is identified in the extant literature. For the purpose of this study, the definition of a highly effective teacher is someone who has strong pedagogical knowledge, pedagogical content knowledge, and subject content knowledge to reach and teach all students. The design of this study was as a qualitative case study of eight rural Missouri high schools within a forty-mile radius. The average 9-12th grade student-body population of the schools was 365, with an average of 98% of the student body population identified as Caucasian. Eight rural Missouri high school principals participated in semi-structured interviews to identify their perceptions of the characteristics of highly effective teachers. The results of this study identify that rural Missouri high school principals focus on pedagogical skills, like classroom management and relationships, as well as pedagogical content skills, like lesson planning and student engagement, to identify highly effective teachers. There is little if any perception of teacher subject content knowledge by the principals as they observe current teachers and interview prospective teachers to hire. This oversight could be detrimental to identifying and placing highly effective teachers in every classroom. Highly effective teachers according to research have strong pedagogical skill, pedagogical content knowledge, as well as strong subject content knowledge.
Author: Paul David Light
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 188
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Author: Roy Asa Crouch
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 86
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Author: Jerry L. Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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