Perceptions of Leadership Practices in High Poverty Elementary Schools in Southeastern North Carolina PDF Download
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Author: Eleanor E. Bryan
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 111
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Author: Eleanor E. Bryan
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 111
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Author: Ann Hinson Nivens
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 178
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Book Description
This dissertation examined the relationship of principals' invitational leadership behaviors to teacher job satisfaction and teacher perception of principal effectiveness in 14 high-poverty public elementary schools in North Carolina. The study also compared the Invitational Quotient of principals in high-achieving and low-achieving schools. Strong positive correlations were found between principals' professionally inviting leadership behaviors and teacher job satisfaction (.77, p=.0001) and between principals' personally inviting behaviors and teacher job satisfaction (.76, p=.0001). There was also a strong positive correlation between principals' Invitational Quotient and teacher perception of principal effectiveness (.93, p=.0001). Comparison of the mean Invitational Quotients of principals in high-achieving schools and low-achieving schools found that there was a statistically significant difference in these means, with principals from high-achieving schools having higher Invitational Quotients. This study supports the relevance of key tenets of Invitational Leadership to teacher job satisfaction and teacher perception of principal effectiveness. [modified author abstract].
Author: Scott Joseph Mercer
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 248
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Author: John M. Novak
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 62
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Book Description
Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Author: Deborah Susan Case
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 360
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Book Description
Author: Jason Alan Steingraber
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 103
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Book Description
The increased accountability to schools and districts to meet federal standings has lead to commencing systematic approaches to the needs of all students. In order for teachers to be able to facilitate instructional strategies that are differentiated and functional for all students they must receive leadership and support. The importance of expertise and leadership in the educational process is paramount, for there is more power in a leadership model and not necessarily in a model that designs its own standards. This need for expertise and leadership has lead to collaboration among general and special education experts, as well as the students' families, achieves an integrated and effective approach in response to struggling learners. First supported by senior administration in school districts, the Teacher Support Team (TST) initiative relied upon a selected team within each school to show what it can achieve for students. This leads to the significance of distributive leadership in the TST and creating relational trust by allowing those in the organization to take leadership roles and distribute the leadership appears to be imperative. This allows for greater participation in the organization, as well as greater morale and a relieved workload for the leader. It also encourages leadership in the organization, which benefits the organization as a whole. The overall purpose of this study was to establish a connection between the role of distributed leadership and the impact of TSTs on elementary students of high poverty. To achieve this, information was gathered from high poverty elementary schools in the Sunnyside Public School District. The study examined key respondents' perceptions on the leadership within the TST. A mixed method of gathering both qualitative and quantitative data was chosen as the most appropriate approach to collect the data. The project began by the researcher contacting six high poverty elementary schools within the Sunnyside Public Schools and requesting their participation in the research project. The purpose of narrowing the research to schools that serve a high poverty population is to ensure similarities within the students and communities. Each TST was made up of the building administrator, a TST coordinator, and other teachers as noted by the team. Each team was provided an opportunity to participate in the research activity and it was assured the data was anonymous and not reflective of employment performance or used as an evaluative tool. The approach to the design was a mixed methods research study. Based on the data gathered via a survey, quantitative information was gathered in order to address the research questions. In additional to the quantitative approach, a qualitative aspect was analyzed. This mixed methods approach was chosen due to the potential to discover true meaning to the research questions. It was also anticipated the mixed methods approach would allow for further research designs to come to the forefront. Descriptive analyses were preformed to support the research questions and sub-parts to the research questions. Finding of this study displayed both favorable and less favorable confidence in the leadership of the TST coordinator and the TST itself. The concerns of the TST coordinator and the TST itself were focused on time being wasted, weak leadership, and teachers who were frustrated with the results of the TST process.
Author: Donna Regina Bishop
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 137
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Book Description
Author's abstract: Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to achieve, including the lower achieving students, has made principals focus on their leadership behaviors and practices. Researchers of various studies on principal leadership behaviors and student achievement have found that leadership behaviors make a difference in the academic achievement for all students. Researchers also found that the principals most important role is that of an instructional leader. Principals leading elementary schools with at risk learners may assist them academically when effective strategies, programs, and organizational structures are present within the school. The demands and the complexity of the role of the principal in the 21st century make the principals job a hard task, especially when leading schools with majority at-risk students. The legislation of the No Child Left Behind (NCLB) Act of 2001 obligates elementary principals to reflect on their best leadership behaviors and practices to encourage all students to succeed. Using a qualitative, phenomenological research design, the researcher explored the common leadership behaviors of six Georgia elementary principals of high 2 performing, high poverty schools. The phenomenological research design was appropriate for this study because it provided a means for exploring the lived experiences of the elementary principals leadership behaviors in a high performing, high poverty school. The collection of data was obtained from interviews, school observation, and school artifacts. Six common themes and patterns emerged from the qualitative research study: (1) monitoring of teachers educating at-risk learners, (2) gathering and analyzing student achievement data, (3) instructional decision making using a leadership team approach, (4) appropriate use of reading resources and materials, (5) a positive school climate, and (6) an effective staff of teachers. The six common themes and patterns were identified as common leadership behaviors of Georgia elementary principals from high performing, high poverty schools.
Author: Jennifer Severson Bean
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 175
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Book Description
This qualitative study examined principal and teacher perceptions of leadership behavior which influenced the achievement of students, particularly those living in poverty. The students attended a high achieving elementary school where a majority were eligible for free and reduced lunch. This study also examined the principal responsibilities which the principal and teachers in this elementary school perceived to decline as a result of changes designed to increase student achievement. The study took place in a school district in Central Pennsylvania. The participants were a school principal and 10 teachers serving in a Title I distinguished high achieving, high poverty, elementary school. A questionnaire adapted and based on the findings of Marzano; Waters; and McNulty (2005), relating to principal leadership responsibilities linked to student achievement, and an interview were used in this study. These were administered to the principal and teachers in the school district. Analysis of the data suggested that use of the 7 responsibilities associated with second-order change were implemented by the principal in the participating district. Four of these, Monitoring and Evaluating; Optimizer; Intellectual Stimulation; and Ideals/Beliefs, were evidenced to a greater degree than others. Four responsibilities were seen to decline; these responsibilities were: Culture; Communication; Order; and Input. Some other responsibilities, although not targeted in the study, surfaced as strong characteristics or actions of the principal. These responsibilities were Affirmation, Focus, Situational Awareness, and Visibility.
Author: Barbara Jamieson Mallory
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 414
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Author: Stephen Jacobson
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
Research shows that leadership matters in improving student achievement. In fact, among school-related factors over which policy makers have some control, effective leadership practices rank second only to the quality of teaching in influencing student learning (Leithwood, Louis, Anderson & Wahlstrom, 2004). Quality leadership is particularly important in schools serving youngsters living in high poverty urban schools (Scheerens & Bosker, 1997). Coupled with the fact that high quality leaders are perceived to be in relatively short supply in urban school systems (Jacobson, 2005), individuals need to incorporate what they know about the passion, commitments and practices of successful leaders into principal preparation and district support. Through joint effort and informed action, preparation programs and districts can improve the quality and effectiveness of school leaders for the schools (and students) who need effective leadership most.
