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Author: David Michael Quinn
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 376
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Book Description
Purpose of the study . The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a two-year systemic school improvement process. Procedures . The study included eight elementary, eight middle, and eight high schools involved in a systemic school improvement project in Missouri. Teachers in each school were surveyed on numerous aspects of the school including the principal's instructional leadership abilities. Student and teacher engagement data were collected through school-wide observations using the Instructional Practices Inventory. Eight hypotheses were tested using t-test, general linear model with repeated measures, Pearson Product-Moment correlation and multiple regression with backward elimination. Findings . A significant difference was found between instructional leadership behavior scores from the baseline data assessment in 1996 and the year two data assessment in 1998. There were statistically significant improvements in the Strong Instructional Leadership Factor and the subscales of Resource Provider, Instructional Resource, and Communicator. A statistically significant positive improvement was also found between the raw score for instructional practice scores from 1996 to 1998 and for the specific instructional practices subscale of Active Learning/Active Teaching. A significant decrease occurred in Student Seatwork/Teacher Disengaged and Total Disengagement percentages over the same time period. Instructional leadership correlated highly with instructional practices. Furthermore, instructional leadership was found to be a strong predictor of instructional practice. For decades educators have espoused the importance of the principal as the instructional leader of the school. This study confirms the significance and provides specific insight into the nature of that leadership. If schools are to be instructionally effective for all students, principals must be strong instructional leaders.
Author: David Michael Quinn
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 376
Get Book Here
Book Description
Purpose of the study . The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a two-year systemic school improvement process. Procedures . The study included eight elementary, eight middle, and eight high schools involved in a systemic school improvement project in Missouri. Teachers in each school were surveyed on numerous aspects of the school including the principal's instructional leadership abilities. Student and teacher engagement data were collected through school-wide observations using the Instructional Practices Inventory. Eight hypotheses were tested using t-test, general linear model with repeated measures, Pearson Product-Moment correlation and multiple regression with backward elimination. Findings . A significant difference was found between instructional leadership behavior scores from the baseline data assessment in 1996 and the year two data assessment in 1998. There were statistically significant improvements in the Strong Instructional Leadership Factor and the subscales of Resource Provider, Instructional Resource, and Communicator. A statistically significant positive improvement was also found between the raw score for instructional practice scores from 1996 to 1998 and for the specific instructional practices subscale of Active Learning/Active Teaching. A significant decrease occurred in Student Seatwork/Teacher Disengaged and Total Disengagement percentages over the same time period. Instructional leadership correlated highly with instructional practices. Furthermore, instructional leadership was found to be a strong predictor of instructional practice. For decades educators have espoused the importance of the principal as the instructional leader of the school. This study confirms the significance and provides specific insight into the nature of that leadership. If schools are to be instructionally effective for all students, principals must be strong instructional leaders.
Author: Pete Hall
Publisher: ASCD
ISBN: 141662192X
Category : Education
Languages : en
Pages : 208
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Book Description
Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions. As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of leaders. Using the Framework, principals will learn to capitalize on their leadership roles: * Principal as Visionary * Principal as Instructional Leader * Principal as Engager * Principal as Learner and Collaborator The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of learning and teaching. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits. Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.
Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210
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Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Author: Beycioglu, Kadir
Publisher: IGI Global
ISBN: 1466665920
Category : Education
Languages : en
Pages : 506
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Book Description
Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. Multidimensional Perspectives on Principal Leadership Effectiveness combines best practices and the latest approaches in school administration and management. Exploring the challenges faced by principals, as well as the impact of new managerial tactics being employed, this book is a comprehensive reference publication for policymakers, academicians, researchers, students, school practitioners, and government officials seeking current and emerging research on administrative leadership in educational settings.
Author: Randal Lee Haggard
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 342
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Book Description
Author: Michael E. Prater
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 462
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Book Description
This study examined the relationships between principal managerial leadership, principal instructional leadership, and principal transformational leadership and student achievement. A total of 131 public high schools in Missouri participated in the study. Demographic information was obtained from the head principals in each of the schools, and 443 teachers completed a survey that measured their perceptions of principal effectiveness in nine factors measuring managerial, instructional, and transformational leadership behaviors. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the most recent testing of the Missouri Assessment Program (MAP). The study found significant correlationships among all nine factors of principal leadership. There were significant differences in student achievement on all four subtests of the MAP when schools were grouped according to principal leadership factors. Principal education level positively correlated with all nine factors of principal leadership and the four assessments of student achievement. Principal gender and school socio-economic status also had a positive relationship with student achievement. Principal leadership behaviors promoting instructional and curriculum improvement influenced student achievement, while the principal's ability to identify a vision and provide an appropriate model appeared to have the greatest impact on student achievement. A model of the relationships among the nine principal leadership factors and their relative impact on student achievement scores was developed, and implications for research, practice, and the preparation of educational leaders were discussed.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
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Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Author: Donald C. Galster
Publisher:
ISBN:
Category : Curriculum change
Languages : en
Pages : 349
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Book Description
As expectations for improvements in public K-12 education continue, principals and teachers need to collaborate for continuous school improvement. Innovative change is needed to meet the needs of students. Michael Fullan's change theory (1993) identified many inhibitors to change, such as the human tendency to avoid change due to vulnerability and fear, high stakes accountability, parent pressure and, in contrast, maintenance of the status quo. In Wisconsin, the passage of Act 10 posed new threats to innovation. Both Robert Marzano (2004) and Kathleen Cotton (2003) explored principal practices and behaviors associated with student learning, but it is important to extend that research to understand the impact of principal behavior in high performing schools. The purpose of this study was to explore the impact of middle school principal practices and behaviors on innovative instructional practices of middle school teachers working in high performing, high pressure school environments where risk-taking and innovation can sometimes be challenged and inhibited by the pressures associated with failure and vulnerability. Seven high performing middle schools were identified using data where students scored 90% proficient or above on state standardized tests in reading and math. The staffs of all seven schools took a reliable survey measuring school culture and three were selected for study. Each staff identified faculty for interviews in addition to the principal. Finally, a confirmatory focus group was held in order to reinforce and deepen understanding of the findings. Six key principal leadership behaviors and practices were identified. Five main themes including relational practices, shared leadership, support of risk-taking, role modeling and observation, feedback and evaluation emerged from the interviews. During the confirmatory focus group, two additional themes emerged as `assumed high expectations, ' and `balancing focus on student learning and staff emotional support.' One of the seven themes, teacher observation, feedback and evaluation, was not deemed as supportive or effective in supporting innovation given the perspective of teachers.
Author: Clarence Ng
Publisher: Springer
ISBN: 3319946528
Category : Psychology
Languages : en
Pages : 265
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Book Description
This book examines promoting engagement for children and adolescents from challenging contexts or who are dealing with challenging conditions. The volume concentrates on three vulnerable groups: marginalized youths who have experienced repeated exclusion and sought their second chance in alternative education; children who are coming from economically, culturally, and linguistically disadvantaged backgrounds; and students with social or emotional issues. It defines engagement as evolving over the course of learning, an interpersonal as well as personal process involving students, learning environment, teachers, and peers. Chapters identify the complex personal, sociocultural, economic, and systemic barriers that keep these vulnerable students from fully engaging in school, and explore the enabling role of collaborative and supported learning activities in building academic success and a foundation for productive adult lives. In addition, chapters present instructional practices based on engagement enablers. Chapters also pinpoint specific learning skills and subject areas that can provide openings for promoting motivation and participation. Featured topics include: The importance of cognitive and social enablers for promoting learning engagement. Engagement in instruction from teachers and testing within classrooms. Student voice and perspective as a reading engagement enabler. Promoting academic engagement and aspiration for challenging and advanced mathematics. Alternative educational programs for re-engaging marginalized youths who “don’t fit”. Empowering Engagement is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational policy and politics, social work, motivation and learning, schooling and pedagogies, and related disciplines.
Author: Peter Youngs
Publisher: Routledge
ISBN: 1000292576
Category : Education
Languages : en
Pages : 237
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Book Description
This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
