Investigation of the Self-Perceived Leadership Orientations of School Principals Serving Alliance Schools Within the State of Connecticut PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Investigation of the Self-Perceived Leadership Orientations of School Principals Serving Alliance Schools Within the State of Connecticut PDF full book. Access full book title Investigation of the Self-Perceived Leadership Orientations of School Principals Serving Alliance Schools Within the State of Connecticut by Sam T. Galloway. Download full books in PDF and EPUB format.
Author: Sam T. Galloway
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 376
Get Book Here
Book Description
This mixed-methods study examined the self-perceived leadership orientation of principals serving Alliance school districts within the state of Connecticut. The Connecticut State Department of Education has classified the 30 lowest performing districts as Alliance school districts. This study expanded the existing body of knowledge pertaining to the Bolman and Deal (2003) multiframe explanation of organizational leaders by applying various leadership frames to identify and effectively respond to organizational situations and by including Alliance school principals in the sample population. The data analysis confirmed that Alliance principals use all four of the Bolman and Deal leadership frames in their decision-making process (i.e., structural, human resource, political, and symbolic). The analysis also found that principals apply reframing as a decision-making strategy as situations evolve. Effective leaders apply one or more of the four leadership frames to determine the best course of action. The 15 interviews conducted for this study revealed that all of the participating principals had experienced the need to make decisions during crisis events such as school evacuations and lockdowns, as well as medical emergencies, and they applied the reframing process. The data also revealed that, contrary to their personal descriptions of themselves, the participating principals are political leaders. Through their descriptions of the manner in which they changed the cultures of their schools or advocated for their schools at the district and community levels, they demonstrated a high level of political acumen. The complexities of the principalship were clearly evident in the data collected for this study. The principals managed challenging crisis situations, during which the school community relied upon them for leadership. Every principal will be called upon to manage a crisis event at some point during his or her career. This study not only confirmed this certainty, but provides recommendations for both aspiring and current administrators as they seek to effectively support all stakeholders through such challenging, and often traumatic, events.
Author: Sam T. Galloway
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 376
Get Book Here
Book Description
This mixed-methods study examined the self-perceived leadership orientation of principals serving Alliance school districts within the state of Connecticut. The Connecticut State Department of Education has classified the 30 lowest performing districts as Alliance school districts. This study expanded the existing body of knowledge pertaining to the Bolman and Deal (2003) multiframe explanation of organizational leaders by applying various leadership frames to identify and effectively respond to organizational situations and by including Alliance school principals in the sample population. The data analysis confirmed that Alliance principals use all four of the Bolman and Deal leadership frames in their decision-making process (i.e., structural, human resource, political, and symbolic). The analysis also found that principals apply reframing as a decision-making strategy as situations evolve. Effective leaders apply one or more of the four leadership frames to determine the best course of action. The 15 interviews conducted for this study revealed that all of the participating principals had experienced the need to make decisions during crisis events such as school evacuations and lockdowns, as well as medical emergencies, and they applied the reframing process. The data also revealed that, contrary to their personal descriptions of themselves, the participating principals are political leaders. Through their descriptions of the manner in which they changed the cultures of their schools or advocated for their schools at the district and community levels, they demonstrated a high level of political acumen. The complexities of the principalship were clearly evident in the data collected for this study. The principals managed challenging crisis situations, during which the school community relied upon them for leadership. Every principal will be called upon to manage a crisis event at some point during his or her career. This study not only confirmed this certainty, but provides recommendations for both aspiring and current administrators as they seek to effectively support all stakeholders through such challenging, and often traumatic, events.
Author: Xiuyu Liu
Publisher:
ISBN:
Category :
Languages : en
Pages : 172
Get Book Here
Book Description
Author: Lenford G. Lawes
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 612
Get Book Here
Book Description
The major purpose of this action research study was to both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. To date no studies have demonstrated that following novice principals induction into Connecticut's urban high schools, that these same principals perceive their graduate educational leadership programs prepared them to implement Connecticut State Standards for School Leaders. The sample consisted of nine principals. Two sources of data were obtained. The Educational Leadership Self Inventory (ELSI) Survey was used to collect data via mail and online, and interview was conducted using guided questions. The ELSI specifically addresses the 12 Connecticut Standards for School Leaders (CSDE, 1998). The survey consists of closed-ended questions. The closed-ended questions are rated using a four point Likert Scale with the following anchors: (1) Did not prepare, (2) Limited Preparation, (3) Somewhat Prepared, (4) Well Prepared. The ELSI generated ordinal data. Respondents were asked to review statements relating to what extent do they feel their graduate school leadership program prepared them with respect to the Connecticut Standards for School Leaders by categorizing each statement in accordance with a Likert Scale. Multiple sources of data were analyzed and compared to triangulate findings. Prior to the principal interviews, a pilot interview was utilized to test the interview questions. Conclusions were drawn from findings in each of the four major areas found in the Connecticut Standards for School Leaders. It was concluded that novice urban high school principals are likely to report a wide range of areas in which their preparation programs satisfactorily prepared them or unsatisfactorily prepared them for the principalship. It was recommended that graduate educational leadership programs further their efforts to ensure that candidates are well prepared in areas such as student assessment, teaching, teachers' evaluation, providing opportunity for meaningful collaborative leadership, professional development, active family engagement, harness community resources and developing healthy community partnership to improve learning for all students. They must also make effort to provide high quality internships for candidates.
Author: Monty A. Escabi
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 246
Get Book Here
Book Description
Author: Tina Ego Enemuoh
Publisher:
ISBN:
Category :
Languages : en
Pages : 504
Get Book Here
Book Description
Author: Kathryn Irene Quinn
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 290
Get Book Here
Book Description
Author: Thomas John McInnis
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 734
Get Book Here
Book Description
Author: Trevor L. Ellis
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 298
Get Book Here
Book Description
Grounded in the Interstate School Leaders Licensure Consortium (ISLLC) Standards and the leadership competencies to facilitate a comprehensive school improvement process, Salazar's (2001) needs assessment survey instrument was modified to quantify the professional development needs of 133 of Connecticut's Alliance District principals. The Alliance District program is a critical part of Connecticut's education reform effort and was designed to compel and equip school leaders to focus on turning around persistently low-performing schools and closing the achievement gap. If schools are to successfully meet the demands of a changing society and improve student achievement, then principals must be provided with professional development activities that enhance their ability to lead schools through a school improvement process. The purpose of this study was to determine the professional development needs of Connecticut's Alliance District principals and to identify their preferred delivery mode for that professional development. Findings suggest that there is merit in allowing principals to direct and determine how and what activities are essential for their professional development. Data indicates that the principals required ongoing, workshop-oriented, and goal driven professional development that focuses on analyzing data, defining the core values and beliefs of education, building team commitment, and creating a learning organization to successfully lead a school improvement process. These results provide direction for professional development programs and teaching and learning practices that are necessary to enhance the leadership knowledge and skills principals require to guide school reform and increase student achievement. The new millennium reflects a period of rapid, endless change ushered in by constant advancements in science, technology, and globalization. As a result, the ways we communicate with one another, access and share information, teach, learn, and process knowledge have been intimately altered. Hence, we must acknowledge, although carefully, the value and importance of context independent understandings and their potential implications for future work. Future research must include finding ways to better support and equip principals to address the demands associated with leading school reform, as they continue to manifest in school districts in need of improvement, such as those that participated in this study.
Author: Kathlene L. Bentley
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The findings of the study may also provide a benefit for principals of schools examining alternative leadership methods to motivate teachers and students to improve academic outcomes.
Author: Thomas Eugene Maynard
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 186
Get Book Here
Book Description
This study uses qualitative methods to investigate the perceptions of public-school superintendents on professional learning for public-school principals in the state of Connecticut. Mentoring and professional development are two major components of professional learning, and in this study the superintendents reflect on both during in-depth interviews. Individually, they discuss how mentoring and professional development are used in their districts to implement strategic goals, and to enhance the effectiveness of the building principal. All the superintendents viewed principal professional learning as important to successfully articulating and implementing district goals. In addition, the superintendents viewed professional learning as an essential tool for supporting their principals. This was especially true for developing competence in emerging constructs such as social emotional learning (SEL) or hybrid classrooms. Four themes emerged from a multi-step collection/processing/analysis of the data on superintendent perceptions on mentoring and professional development. These four themes were: relationship(s), vision, climate and culture, and organizational perspective. The themes are unpacked and discussed along with implications for policy and practice. In this study superintendents provide their perceptions on professional learning among principals in public schools and the findings will be of interest to principals, aspiring superintendents pland administrators, school boards, search committees, and educational policy makers.
