Author: Laurel E. Stewart Crowle
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 258
Book Description
Teachers' and Principals' Perceptions about Teacher Influence on Decision-making in American Schools
Author: Laurel E. Stewart Crowle
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 258
Book Description
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 258
Book Description
Teacher Perceptions of Principal Leadership Behavior and Shared Decision Making in Select Southeast Georgia Secondary Schools
Author: Lacey Lamb Wynn
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 442
Book Description
The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 442
Book Description
The purpose of this correlational study was to examine the relationship between teachers' perceptions of their principal's leadership behavior and the level of shared decision making practiced in their schools. This study sought to answer the following overarching research question: "To what degree is there a relationship between the leadership behaviors of secondary school principals and the level of shared decision making in selected Southeast Georgia schools as perceived by teachers?" Data were collected from secondary school teachers throughout Southeast Georgia using the Leadership Practices Inventory-Observer and the Shared Education Decisions Survey-Revised. Results indicated the highest leader practices identified to be encourage the heart and inspire a shared vision. The highest shared decision making dimension was pupil personnel services, followed closely by curriculum and instruction. Though very little relationship was found between leader behaviors and shared decision making as perceived by teachers, results from this study may be useful to principals who are considering shared decision making opportunities for their faculties. Key words: Teacher perceptions, principal leadership, behavior and shared decision making, symbolic interaction, Georgia secondary schools
Teacher Influence in Decision Making
Author: Karen I. Case
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
Book Description
Teachers' and Principals' Perceptions of Shared Decision Making in Schools
Author: Gregory L. Cantrell
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 234
Book Description
Publisher:
ISBN:
Category : Decision making
Languages : en
Pages : 234
Book Description
Principal and Teacher Influence on School Curriculum and Instruction Policy in the Context of Multiple Accountabilities
Author: Jason P. Nance
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Little research has been conducted to uncover factors that potentially affect public school principal and teacher influence on curriculum and instruction policy. Employing data collected by the National Center for Education Statistics for the 1999-2000 School and Staffing Survey, the study investigates this question using survey responses of a national sample of 9,190 principals and 42,086 teachers from all 50 states and the District of Columbia. The study employs structural equation modeling to examine principal and teacher influence on curriculum and instruction policy within their schools and in relation to the influence of state departments of education, local school boards, district staffs, school councils, parents, district context, region, and gender. Two models are examined: the first based on principals' perception of teacher influence on school policy, and the second on teachers' perceptions of their own influence on school policy. The findings suggest that as state influence increases, principal and teacher influence decreases, and as district staff, school site council, and parent association influence increases, principal and teacher influence increases. The findings also suggest that principals may not be granting as much decision-making authority to teachers in their buildings as principals believe.
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Little research has been conducted to uncover factors that potentially affect public school principal and teacher influence on curriculum and instruction policy. Employing data collected by the National Center for Education Statistics for the 1999-2000 School and Staffing Survey, the study investigates this question using survey responses of a national sample of 9,190 principals and 42,086 teachers from all 50 states and the District of Columbia. The study employs structural equation modeling to examine principal and teacher influence on curriculum and instruction policy within their schools and in relation to the influence of state departments of education, local school boards, district staffs, school councils, parents, district context, region, and gender. Two models are examined: the first based on principals' perception of teacher influence on school policy, and the second on teachers' perceptions of their own influence on school policy. The findings suggest that as state influence increases, principal and teacher influence decreases, and as district staff, school site council, and parent association influence increases, principal and teacher influence increases. The findings also suggest that principals may not be granting as much decision-making authority to teachers in their buildings as principals believe.
Investigating the Relationship Between the Perceptions of Principals and Teachers on Site-Based Decision Making
Author: Sandra Deshon Owens
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making (SBDM) and to uncover patterns existing in relationships between and among state school ratings, principals' and teachers' perceptions of SBDM decision making at their schools, and school outcomes of discipline referrals and attendance percentages. The investigator chose four schools with different state school ratings as sites for investigating these relationships. Participants in the study were principals and teachers selected from four school types: Exemplary, Academically Recognized, Academically Acceptable, and Academically Unacceptable. The research design was a non-experimental and descriptive design focused on the four selected elementary school types. The descriptive statistic of mean was used to determine the strengths of relationships between these variables. Results of the investigation identified various trends between principals' and teachers' perceptions about SBDM at their schools. Outcomes from discipline referrals and attendance percentages in the four types of schools did not show a noteworthy difference. Overall, the data were an indication that elementary principals and teachers embrace the idea of SBDM at levels between 30% and 69% or at a higher level of 70% or above, regardless of the state's rating of school type, number of student discipline referrals, or percentage of student attendance. This was demonstrated by the vast number of "strongly agree" and "agree" responses to survey items among the four schools with different ratings. Using this study as a baseline, recommendation is made to conduct a study of all district schools using a more precise survey to determine the effects of principals' and teachers' perceptions of SBDM on student achievement. Additional recommendation is made for a study to determine whether common variables other than SBDM exists in high performing Texas elementary schools that could possibly have an impact on student achievement. Although achievement objectives and instructional activities may vary as described in a state's curriculum, this particular research could be accomplished without regard to a particular state. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151966
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making (SBDM) and to uncover patterns existing in relationships between and among state school ratings, principals' and teachers' perceptions of SBDM decision making at their schools, and school outcomes of discipline referrals and attendance percentages. The investigator chose four schools with different state school ratings as sites for investigating these relationships. Participants in the study were principals and teachers selected from four school types: Exemplary, Academically Recognized, Academically Acceptable, and Academically Unacceptable. The research design was a non-experimental and descriptive design focused on the four selected elementary school types. The descriptive statistic of mean was used to determine the strengths of relationships between these variables. Results of the investigation identified various trends between principals' and teachers' perceptions about SBDM at their schools. Outcomes from discipline referrals and attendance percentages in the four types of schools did not show a noteworthy difference. Overall, the data were an indication that elementary principals and teachers embrace the idea of SBDM at levels between 30% and 69% or at a higher level of 70% or above, regardless of the state's rating of school type, number of student discipline referrals, or percentage of student attendance. This was demonstrated by the vast number of "strongly agree" and "agree" responses to survey items among the four schools with different ratings. Using this study as a baseline, recommendation is made to conduct a study of all district schools using a more precise survey to determine the effects of principals' and teachers' perceptions of SBDM on student achievement. Additional recommendation is made for a study to determine whether common variables other than SBDM exists in high performing Texas elementary schools that could possibly have an impact on student achievement. Although achievement objectives and instructional activities may vary as described in a state's curriculum, this particular research could be accomplished without regard to a particular state. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151966
Teacher Collaboration, Principal Influence, and Decision Making in Elementary Schools
Author: Rudolph Johnson
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 106
Book Description
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 106
Book Description
An Exploration of Perceived Decision Making Influence for Teachers in Public Schools: Relationships Between Influence, Charter Schools, and School Performance
Author: Jeffrey A. Rosen
Publisher:
ISBN: 9780549073154
Category :
Languages : en
Pages : 204
Book Description
However, in the end and consistent with the predictions of some education scholars (e.g. Elmore, 1990), decentralization may not be nearly enough to stimulate performance improvements in schools. (Abstract shortened by UMI.)
Publisher:
ISBN: 9780549073154
Category :
Languages : en
Pages : 204
Book Description
However, in the end and consistent with the predictions of some education scholars (e.g. Elmore, 1990), decentralization may not be nearly enough to stimulate performance improvements in schools. (Abstract shortened by UMI.)
Teachers' Perceptions of Decision-making Roles
Author: Kathleen Batato Egan
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 544
Book Description
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 544
Book Description
Teacher Involvement in Decision Making
Author: Patricia A. Zolomij
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 476
Book Description
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 476
Book Description