The Perceptions of Elementary Principals and Teachers on Selected Instructional Leadership Practices in the Fairfax County Public Schools PDF Download
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Author: Margaret Antonia Scott
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Languages : en
Pages :
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Author: Margaret Antonia Scott
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Languages : en
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Author: Bobbie J. Brown
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Category : Elementary school principals
Languages : en
Pages : 506
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Author: Linda D. Green
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Category : Communication in education
Languages : en
Pages : 219
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This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in ELA instruction. The study also investigated the principals' perceptions of the influences of their instructional leadership practices and the changes in teacher pedagogy in ELA instruction. In addition, this research explored the relationships between schools' ESEA designation status and the leadership practices used by principals in their efforts to improve teachers' pedagogy, as well as the leadership practices principals perceived as influencing teachers' pedagogy in ELA. The study used a survey design to capture the perceptions of principals' understandings of which instructional leadership practices influence change in teacher pedagogy in ELA. This study included 220 New York City elementary school principals, of which 95 respondents completed the entire survey. Research questions explored the instructional leadership practices and teacher pedagogy used in ELA instruction that the participants reported as essential for improving teaching practice and student achievement. Descriptive statistics, Spearman's rho correlation, and multiple linear regression analysis were used to analyze the survey data. v This study revealed several significant findings. The results of this study have shown that principals believe their leadership practices influence changes in teacher pedagogy. More specifically, teacher development, culture building, and building relationships appear to have the most influence. Another significant finding was that principals of reward, good standing, local assistance plan, and focus schools believe their teachers mostly use research-based teacher instructional practices during ELA instruction. Many of the principals in this study perceived that student misbehavior is a factor in the loss of instructional time.
Author: Rebecca DeVries
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Category : Educational leadership
Languages : en
Pages : 120
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Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.
Author: Frednardo Doryell Davis
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Category :
Languages : en
Pages :
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While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).
Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 532
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Author: Eugene Stagg
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Category : Elementary school principals
Languages : en
Pages : 224
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Author: Barbara Allyn Cooper Fry
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Category :
Languages : en
Pages : 226
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Author: Mustafa Yavuz
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Category :
Languages : en
Pages : 11
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In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured interview technique", one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are: (1) determination of the school's purpose; (2) management of instruction; (3) evaluation of students; (4) support to teachers; and (5) creation of a regular learning-teaching environment. (Contains 1 table.).
Author: Venetia Cumming
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Category :
Languages : en
Pages :
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