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Author: Eugene Howard Berends
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 246
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Book Description
Author: Eugene Howard Berends
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 246
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Book Description
Author: Mabel Jean Morrison
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 366
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Book Description
Author: Angela R. Mercier
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 242
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Book Description
Author: Lynell F. Marshall
Publisher:
ISBN:
Category : Teacher participation in administration
Languages : en
Pages : 306
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Book Description
Author: Jeffrey A. Cook
Publisher:
ISBN:
Category : Moral education
Languages : en
Pages : 306
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Book Description
Author: Helga Steinhardt Cernicek
Publisher:
ISBN:
Category : Personality
Languages : en
Pages : 162
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Book Description
Author: Edward C. Pfister
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 126
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Xii, 150 leaves, bound ill. 29 cm.
Author: Neil M. Broxterman
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 142
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Book Description
This study examined the perceptions of teachers, principals, and assistant principals of teachers' actions, leadership characteristics, and personalities that were associated with teachers' potential to become future principals. Thirteen building administrators and 83 K-12 teachers participated in this study. Data was collected using two online surveys, open-ended questions, and eight personal interviews. Building administrators identified "persevering in challenging teaching situations," "teachers' collaboration with peers to improve instruction," and "leading a school initiative" as teachers' actions strongly associated with leadership potential. Additionally, building administrators believed that strong interpersonal skills, showing initiative, and acting with integrity were leadership characteristics desired in future principals. Conscientiousness and emotional stability were recognized as important personality traits in future principals by building administrators. Teachers reported that perseverance in difficult teaching situations, collaborating with peers, and getting involved in leadership experiences as important teachers' actions associated with becoming a principal. Interpersonal skills, acting with integrity, and having respect of peers were valuable leadership characteristics of potential principals reported by teachers. Teachers concurred with building administrators that both conscientiousness and emotional stability were key personality traits. Furthermore, teachers, principals, and assistant principals agreed that persevering in difficult teaching situations, collaborating with peers, and accepting new initiatives were linked to potential as a principal. Finally, the results revealed both participant groups valued having a vision for student achievement, strong interpersonal skills, and acting with integrity as significant leadership characteristics in the talent identification process.
Author: Donovan A. Mann
Publisher:
ISBN:
Category : Education, elementary
Languages : en
Pages : 129
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Book Description
This study examined the perceptions nineteen public school principals have of character education. Three public school districts in south central Pennsylvania with formal character education programs were participants.
