An Investigation of the Role of the High School Principal as Perceived by High School Principals and Superintendents in Selected Texas Public High Schools PDF Download
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Author: William Henry Scott
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 274
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Author: William Henry Scott
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 274
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Author: Rhonda J. McWilliams
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages :
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Other than the superintendent and the district's athletic director, there is no position more visible than the high school principal. Although there is a significant amount of research and information regarding the roles and challenges of principals collectively, there is not as much specific to high school principals. With the role of the high school principal including increased expectations to adhere to all federal, state, and local mandates and requirements, while providing a quality instructional program where student learning occurs daily in a safe and secure environment, a study that focuses specifically on perceptions of high school principals is warranted. As schools face challenges involving urban issues, migrant students, divisions based on race/ethnicity and class, homelessness, drugs, violence, and more, this study will be an important first step in focusing specifically on the perceptions of the roles and challenges of high school principals. The purpose of this study was to explore current perceptions of high school principals regarding their perceived roles, the challenges they face, and their recommendations for professional development for those who aspire to be high school principals. This study was developed as one of qualitative design, exploratory in nature. Qualitative research was used in order to gain a more holistic impression of the perceptions of high school principals of their roles and challenges. The study addresses these questions: 1.What are the perceptions of high school principals regarding their roles as the school principal, and how do these perceptions align with what they actually do daily? 2.What do high school principals perceive are their greatest challenges? 3.What do current high school principals recommend as professional development activities or developmental experiences for aspiring high school principals? For this study, 13 high school principals from a mid-sized school district in Texas participated in an in-depth interview process. Those interviews were transcribed and responses were organized and aligned to the research questions. An analysis was then conducted to determine themes emerging from the interviews with high school principals. Results of the analysis were summarized and conclusions drawn. The study concludes with implications for practice and recommendations for further study.
Author: Stephanie D. Howard
Publisher:
ISBN: 9781303919763
Category : Educational leadership
Languages : en
Pages : 239
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The purpose of this multi-case study was to explore the mutual needs and expectations of West Texas high school principals and their superintendents. In addition, the study examines ways in which these principals interact with and perceive their relationships with and support from their superintendents. Concepts from West and Derrington's (2009) Leadership Teaming was used to evaluate the relationship between the superintendent and principal. For the purpose of this study, high schools were classified by the University Interscholastic League (UIL). This research was conducted using a qualitative research design through a multi-case study. The participants consisted of five West Texas high school principals and their superintendents. Five principals, representing three school districts, and their superintendents were selected. Data were collected using interviews, participant observations, and written documents. In this study, stories from the participants tells us about themselves, their principalship, and their working relationship with their superintendents. After the initial interview with the principal participants, the researcher interviewed the superintendent. The principal and superintendent were then observed in a principal-superintendent meeting. Two protocols were used to gather insight and information relevant to the research questions. An observation protocol was used to categorize the observations into themes related to the researcher's conceptual framework. The researcher found that while the role of a high school principal is very demanding, the principals love what they do. The superintendents in this study realize the importance and significance of the principal's role at their high schools. They explained that is the most significant and most high profile position in their districts. Each of the principals found ways to deal with the challenges of the high school principalship. It was evident that principals need the opportunity to provide input, collaborate on topics before decisions are made, and they need for the superintendent to value their work, their expertise, and their input. Principals were quick to identify what they need from their superintendents. The most common answer was related to professional courtesy. They described professional courtesy as having the opportunity to provide input, for the superintendent to value their input and consider their knowledge, expertise, and on the ground experience. The next thing they explained they needed from their superintendents is a superintendent who will listen to them. They want to work for someone who values their opinions, listens to their input, and takes the appropriate steps to supporting that input when appropriate. In addition, it became evident throughout the research that trust was essential to the principal-superintendent relationship. When a positive demeanor was held by the superintendent, the principals exhibited a more positive approach and outlook on the challenges of the position.
Author: Christopher Benton Soileau
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 578
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
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Author: Leslie Patricia Hager Schueckler
Publisher:
ISBN:
Category : Community and school
Languages : en
Pages : 564
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1014
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1252
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