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Author: Peter M. DeWitt
Publisher: Corwin Press
ISBN: 1506386008
Category : Education
Languages : en
Pages : 233
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Book Description
Build a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as · a leadership growth cycle to help leaders build their self-efficacy · a teacher observation cycle centered on building collective efficacy · an early warning system to identify potential at-risk students · action steps following each chapter to apply to your own setting · discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community.
Author: Peter M. DeWitt
Publisher: Corwin Press
ISBN: 1506386008
Category : Education
Languages : en
Pages : 233
Get Book Here
Book Description
Build a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as · a leadership growth cycle to help leaders build their self-efficacy · a teacher observation cycle centered on building collective efficacy · an early warning system to identify potential at-risk students · action steps following each chapter to apply to your own setting · discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community.
Author: Franklin W. Reese
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
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Book Description
School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
Author: Sundie K. Dahlkamp
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 190
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Book Description
This study examined the relationships of principal self-efficacy, school climate, and teacher retention. Survey data was collected from a sample of 11 principals and their teachers from the 2011-2012 year from school district located in the southeastern part of Texas. The Principal Sense of Efficacy Scale (PSES), developed by Tschannen-Moran and Gareis (2041), was used to determine the level of self-efficacy reported by principals and the Organizational Climate Index (OCI), developed by Hoy, Smith, and Sweetland (2002) was used to determine the school climate as seen by teachers on those same campuses. An open-ended survey question was added to the OCI for all teachers who indicated they left their campus at the end of the 2011-2012 year. Quantitative data was analyzed using hierarchical linear modeling (HLM). A thematic coding analysis was used to evaluate the qualitative data. Quantitative results indicated no direct relationship between the three constructs as a whole. However, there was a statistically significant relationship between teacher retention and institutional vulnerability. This is the subset of the OCI measuring the extent to which the school is susceptible to vocal parent and citizen groups. The qualitative analysis indicated a relationship exited between principal self-efficacy, school climate, and teacher retention. Specifically it mirrored the quantitative data in that several responses included they left their campus due to negative impact from parents and the community.
Author: Jenni Donohoo
Publisher: Corwin Press
ISBN: 1506356532
Category : Education
Languages : en
Pages : 164
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Book Description
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
Author: Sean Slade Peter DeWitt
Publisher: ASCD
ISBN: 1416619542
Category : Education
Languages : en
Pages : 58
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Book Description
Students and educators today face obstacles to student achievement, well-being, and success that are above and beyond traditional instructional and assessment concerns. From low school morale to bullying to shootings, school climate has become a national and global concern. Research overwhelmingly indicates that a positive school climate promotes cooperative learning, group cohesion, respect, and mutual trust--all of which have in turn been shown to improve the learning environment. In short, a positive school climate is directly related to improved academic achievement at all levels of schooling. In this ASCD Arias book, Peter DeWitt and Sean Slade explain the most important aspects of school climate and how we can make positive changes in our schools. Readers will learn * How to engage students and school stakeholders. * How to empower staff and students and foster autonomy so people take ownership of their ideas and the learning process. * How to promote inclusivity and equity throughout the school. * How to create a welcoming, cooperative, and safe school environment that nurtures students' social-emotional needs.
Author: Sheryl Boris-Schacter
Publisher: Teachers College Press
ISBN: 9780807746981
Category : Education
Languages : en
Pages : 126
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Book Description
Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
Author: Natalie R. Neopolitano-Salmon
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 93
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Book Description
This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Author: Genniver Carol Bell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 260
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Book Description
Author: Richard M. Ingersoll
Publisher: DIANE Publishing
ISBN: 1428927778
Category : Educational surveys
Languages : en
Pages : 64
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Book Description
Author: Sharon Davenport
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 65
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Book Description
Since the 1983 National Commission on Excellence in Education report found the nation’s education system as mediocre, efforts to advance school performance has involved many restructuring guidelines in improving academic achievement. School principals face challenges to increase student achievement under the mandated education legislative to promote student learning. Principal self-efficacy presents as a critical variable to explore given the challenges to lead in the current era of accountability and important school legislation. This study aims to determine if principal self-efficacy influences student achievement scores. Specifically, it investigates the relationships between school readiness, school climate, graduation rates in Georgia public schools; and a subset of schools to understand the relationship between these variables and principal self-efficacy. Fourteen Georgia high school principals completed the Principal Sense of Efficacy Scale developed by Tschannen-Moran and Gareis to assess their sense of self-efficacy. Principals also self-reported their school achievement scores. The researcher accessed individual school high school graduation rates, climate, and readiness scores from the Georgia College and Career Readiness Performance Index through the Georgia Department of education public website. A quantitative study was suitable to examine the relationship between the study variable. Responses were analyzed using the Pearson Correlational Statistical analysis. The results showed significant associations between the Georgia public school data, high school graduation school rate, readiness, and climate scores. These results warrant that further research on the topic of principal self-efficacy and student achievement. Principal self-efficacy is grounded in Bandura’s Social Cognitive Theory. This theory proves that a strong sense of self-efficacy encourages a strong belief in one’s capabilities to master a challenge rather than giving up. School principals with a strong sense of self-efficacy are necessary given the demands of educational, legislative reform.
