Elementary Principals' Perceptions of Instructional Leadership Tasks PDF Download
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Author: Michael Hooley
Publisher:
ISBN:
Category :
Languages : en
Pages : 66
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Author: Michael Hooley
Publisher:
ISBN:
Category :
Languages : en
Pages : 66
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Author: Corlis Laverne Snow
Publisher:
ISBN: 9781109972313
Category :
Languages : en
Pages : 136
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Analysis of the data revealed that literacy coaches positively impacted the instructional leadership role of the elementary principals. Analysis also revealed that elementary principals' perceptions of critical and current reading issues have shifted from the perceptions reported in 1992.
Author: Aaron Roberts
Publisher:
ISBN:
Category : Educational leadershipl
Languages : en
Pages : 99
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The purpose of this study was to investigate perceptions of principals and assistant principals regarding their responsibilities as an instructional leader and building manager. This qualitative study investigated the perceptions of 38 school principals and assistant principals from Central and Southeastern Pennsylvania, regarding the various behaviors exhibited and utilized which impact the school environment while serving as an instructional leader and building manager. The study included the use of an online survey consisting of multiple-choice options, Likert-scaled, open-ended responses, and interviews. The study acknowledged principals' and assistant principals' perceptions regarding the responsibilities and behaviors required to serve students and staff as both an instructional leader and building manager. The study investigates principal behaviors and how they impact the school's educational environment. Additionally, communication, visibility, collaboration, and central administrative support are analyzed in terms of the principals serving as instructional leaders. Building managerial responsibilities relative to principal actions are examined in this research study. Individual interviews with nine participants were conducted to provide additional insight relative to their perceptions around instructional leadership and building management. The findings from this research concluded that principals must simultaneously serve as both an instructional leader and building manager. Principals shared that communication, visibility, and collaboration are behaviors necessary to serve as both an instructional leader and building manager. Response data concurred with this notion although managerial responsibilities take up a majority of a principal's time. Recommendations include suggestions for further research relative to principals as instructional leaders and building managers.
Author: Hafida Belkacem Becker
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 0
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Book Description
Globally, elementary principals have similar responsibilities and duties. Some of their obligations include clerical tasks, other managerial assignments, and instructional leadership duties. All of these jobs require attention and can be time consuming. The researcher aimed to understand the perceptions which challenge elementary principals’ beliefs about student grouping strategies and the impact on reading achievement within a network of 35 schools located around the world. Principals at these schools have the challenge of creating student groups with limited numbers of students and a wide range of abilities. At most of the schools in this network, there are only enough enrolled students to develop one homeroom per age level. The purpose of this research was to explore the decision making elementary principals used for student grouping and understand more clearly and comprehensively the challenges school leaders had with grouping strategies to meet each student’s needs. The intent for exploring this problem was to support the organization to move schools closer to closing the reading achievement gap for elementary students. The researcher conducted an exploratory study using generic inductive qualitative methods and solicited all of the elementary principals from the 35 schools to participate, sending a “what is” and “what should be” gap assessment survey for those who consented to participate. A short-answer gap assessment questionnaire followed to determine the practices and perceptions of each principal and if they were able to share reading data with me. The survey and questionnaire led to semistructured individual interviews to dig deeper into the thought process and beliefs of what strategies principals use for student grouping. The researcher also addressed the expectations of principals’ student grouping for their teachers. Due to the Covid pandemic, there were some challenges collecting the reading data as schools went online for distance learning and did not follow the assessment protocols with fidelity. However, there were patterns of challenges from the principals related to parental expectations and ensuring success for intensive English students. Keywords: elementary principals, student grouping, grouping strategies, perceptions and challenges of elementary principals
Author: Eugene Stagg
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
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Author: Wendy Eldredge
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
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Author: Lisa Lee Geren
Publisher:
ISBN: 9781369575392
Category :
Languages : en
Pages : 201
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Book Description
This study is designed to investigate the perceptions of elementary school principals in the state of Arkansas regarding what supports they need to be effective instructional leaders. Phase I of this mixed method study uses an online survey of 112 elementary school principals to better understand their descriptions of an effective instructional leader and the professional development supports they need. Phase II consists of personal interviews of 12 elementary school principals. The research revealed four overarching themes: Personal Attributes, Values Relationships, Leadership Skill Sets, and Meaningful Professional Development. Principals described effective leaders as visionaries, hospitable, empowering others, visible, good listeners, collaborators, ethical, and ones who improve instruction, manage people, data, and foster school improvement. The research data showed that adult learners learn through problem solving, mentoring, and in one-on-one coaching situations. They expressed a need for professional development that was applicable, used real-life situations, and was designed to improve their understanding of new concepts and ideas. Specifically, principals requested professional development on topics including progress monitoring, intervention strategies, improving achievement among at-risk students, time management, teacher evaluation systems, and new curricula. Principals requested more support from human resources, specifically, the hiring of additional assistant principals who could assist with managerial tasks related to discipline, evaluations for classified staff, bus duty, and special education compliance issues, thus allowing more time for principals to embrace their roles as instructional leaders and to internalize the impact of their efforts on student achievement. Participating principals suggested district administrators arrange more frequent opportunities for principals to visit other schools and to meet with principals in their districts to gain a unified understanding of new information. They suggested that district administrators provide professional development in more comfortable locations and in small group settings that incorporate time to evaluate the impact of different strategies on students' academic performance. Finally, they desired professional development facilitated by high profile keynote speakers who are deemed as experts in their fields, as well as professional development that focuses on administrators' skills sets, progress monitoring, and migrant students.
Author: Aaron T. Yamada
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 224
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Book Description
Author: John A. Borba
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 290
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Author: Jessica Marie Ramos Jones
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 0
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Book Description
The purpose of this study was to identify the perceptions of assistant principals as instructional leaders, pre- and post-COVID. This study addressed three research questions: 1) How do assistant principals define and enact instructional leadership? 2) What supports or hinders assistant principals' efforts to engage in instructional leadership/function as instructional leaders? 3) How has instructional leadership for assistant principals (d)evolved throughout the COVID-19 response efforts? Survey participants included 59 secondary Texas Region XI assistant principals, with 10 assistant principals participating in the interview portion of the study. A sequential explanatory mixed-methods design was used to examine elements of instructional leadership and how assistant principals perceived their roles. Rich, thick descriptions were used to convey assistant principals' perceptions as instructional leaders pre- and post-COVID. The findings revealed that assistant principals felt they enacted instructional leadership primarily by supporting teachers, visiting classrooms, participating in professional learning communities, and building relationships with teachers outside the classroom. Assistant principals felt supported as instructional leaders when their campus principal supported their work as instructional leaders and had support from their peers. Although the assistant principals interviewed were dedicated to being instructional leaders, factors that hindered them from doing this critical work included responding to "fires," managing time, and expectations from central administration and the community. As assistant principals navigated through the 2020-2021 school year, COVID-19 affected their roles as instructional leaders, often requiring campus leaders to focus on safety protocols over instruction. At the time the study concluded, the pandemic was still affecting schools, and long-term changes were unable to be identified.
