Perceptions of the Visionary Leadership of Elementary Assistant Principals PDF Download
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Author: Cynthia Rene ́Orange Pugh
Publisher:
ISBN:
Category :
Languages : en
Pages : 208
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Book Description
Author: Cynthia Rene ́Orange Pugh
Publisher:
ISBN:
Category :
Languages : en
Pages : 208
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Book Description
Author: Christopher John LeMieux
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 280
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Book Description
Author: Janene Withers Hemmen
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
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Book Description
Author: Mary Helen Ward
Publisher:
ISBN:
Category : Catholic schools
Languages : en
Pages : 98
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Book Description
The purpose of this case study was to determine if a relationship exists between visionary leadership in Catholic secondary school principals of one diocese and the professional development practices offered at their 2001 principals' academy. This study explored what academy courses were related to the seven pillars of visionary leadership defined by M. Cox and M. E. Rock. Through use of a survey, participants indicated the influence academy attendance had on their perception of themselves as leaders. Additionally, three of the twelve participants were interviewed to ascertain if attendance at the academy influenced their actions when they introduced a new program into their schools. The research from this study revealed that attendance at the 2001 principals' academy did not have a strong influence on the principals' perceptions of themselves as visionary leaders nor in how they introduced new programs into their schools. Although each of the courses had elements of the seven pillars of visionary leadership present in varying degrees, their influence on the actions of the principals acting as visionary leaders was not verified in this study.
Author: Pheneik Baskett
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 159
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Book Description
The purpose of this qualitative case study was to understand assistant principals’ (APs) leadership and perceptions of their roles. The study took place in a suburban school system located in the southeastern United States. The central research question asked, “How do assistant principals lead and perceive their role as APs?” The theory guiding this research was situational leadership theory as it demonstrated how leadership styles must be related to the needs of the constituents. Ambiguity and burnout were examined as factors that can impact APs’ leadership and their perceptions of leadership. The data for this case study were collected through interviews, focus groups, and documents. Data analysis was based upon coding and memoing to ascertain common patterns and themes that emerged during data analysis. The study reflected that a significant gap in AP research exists. The findings indicated that APs are essential leaders within schools. APs’ leadership is based upon the needs of the those whom they lead, and they build relationships to ascertain and support these needs. Additionally, APs benefit from working collaboratively with APs in small groups and with mentors.
Author: Darrel Simon May
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 370
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Book Description
Author: Sharlene Howell Parker
Publisher:
ISBN:
Category :
Languages : en
Pages : 286
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Book Description
Author: Theodore J. Kowalski
Publisher: Routledge
ISBN: 1135156859
Category : Education
Languages : en
Pages : 272
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Book Description
Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal. Special Features: Vignettes introduce the subject matter in the context of common challenges faced by practitioners. Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content. The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards. Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.
Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 143
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Book Description
Since Brown and Austin's seminal study of the assistant principal in 1970, research has been limited regarding the growing importance of this position. The research over the past four decades on the assistant principal has shown a consistent pattern -- assistant principals exercise influence mainly in the areas of clerical duties, instructional supervision, organizational duties, and student discipline with varying opportunities for instructional leadership. Assistant principals are seeking leadership roles that maximize their skillsets and talents. As principals take on more accountability issues, the need to distribute leadership becomes an important leadership task. This research project focused on assistant principals and the manner in which they perceive the distribution of leadership by their principals. The researcher utilized a survey consisting of twenty items related to themes emerging from the literature on distributed leadership: Empowerment, Work Design, Capacity Building, Positive Work Climate, and Sense of Team Purpose. Results indicated that elements of distributed leadership were present in most schools, with the lowest scores being in the area of Capacity Building. Further, an analysis of time allocation revealed that more time is spent on discipline than on instruction, even though discipline was inversely related to elements of distributed leadership, while time spent on instruction was positively correlated with all elements of distributed leadership. Combined, the results of the present study highlight the importance of distributed leadership and time allocation among high school assistant principals.
