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Author: Franklin W. Reese
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
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Book Description
School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
Author: Franklin W. Reese
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 147
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Book Description
School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.
Author: Sheryl Boris-Schacter
Publisher: Teachers College Press
ISBN: 9780807746981
Category : Education
Languages : en
Pages : 126
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Book Description
Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
Author: Douglas M. Silvernell
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 127
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Book Description
Given the increasing emphasis on student achievement in the public school setting the development of building leadership is vitally important. As a school-based factor, principal leadership is second in its impact only to the effects of the classroom teacher (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Darling-Hammond, Davis, LaPointe, and Meyerson, 2005; Leithwood and Jantzi, 2006; Bush, 2009). There has been recent emphasis on the redevelopment of standards of practice for building principals at both the national level with the Professional Standards for Educational Leaders (PSEL) developed by the National Policy Board for Educational Administration to replace the ISLLC standards (Council of Chief State School Officers, 2016). Additionally, the New York State Education Department empowered a panel entitled the Principal Project Advisory Team (New York State Department of Education, 2017) to develop recommendations for the department for the implementation of a new set of standards for principals based on research using these PSEL standards as a basis. The purpose of this correlational quantitative study was to explore the relationship between the participation of New York State middle-level principals in sustained professional development programs and their sense of self-efficacy in their roles as instructional leaders. Additionally, the relationship between the principals' perceived self-efficacy and the actions they take as leaders was explored through the lens of three of the twenty-one principal responsibilities outlined by Marzano, Waters, and McNulty (2005). The researcher utilized the Principal Self-Efficacy Scale to measure the perceived self-efficacy of middle-level principals in upstate New York. This scale was utilized with the permission of the developer, Dr. Tschannen-Moran (2004) (See Appendix D). Additionally, the researcher designed another series of questions to measure the levels to which these respondents were willing to challenge the status quo in their buildings and their willingness to engage in, and their knowledge of, the curriculum, instruction, and assessment practices in their buildings. The survey was sent to 766 middle-level principals in upstate New York with a 23% response rate. The results of this study did not demonstrate a relationship between a middle-level principal's participation in a sole program of sustained professional development (PD) and their levels of perceived self-efficacy. Neither did it demonstrate a relationship between participation in a third program of sustained PD. However, there was a statistically significant correlation between participation in a second program of sustained PD and a principal's self-efficacy. Additionally, the study was able to demonstrate a significant relationship between a principal's level of perceived self-efficacy and their willingness to challenge the status quo of instructional practices in their building, their willingness to engage in the curricular, instructional, and assessment practices in their buildings, and their knowledge of those practices in their buildings.
Author: Andrés Peter Santamaría
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
Since its inception in 2001, No Child Left Behind (NCLB) has created a high stakes accountability climate by setting federal mandates for increasing levels of student achievement in the Kindergarten through twelfth grade (K - 12) public education arena. Consequently, schools and their Local Education Agencies (LEAs) failing to meet Adequate Yearly Progress (AYP) guidelines are subject to progressive levels of corrective action. Given this high stakes accountability climate, the role of school leadership takes on an even greater importance. As a result, educational leadership scholars continue to conduct numerous studies on the impact of leadership practices on school success. While these studies have been critical in identifying effective, research-based leadership practices, they have largely ignored the importance of the principal's sense of self-efficacy, which research suggests is fundamental for successfully implementing these practices. Utilizing Bandura's (1977) triadic reciprocal causation model rooted in social cognitive theory, this study explored the relationship between principals' perceptions of their levels of self-efficacy and environmental influences, such as Program Improvement. Within this quantitative study, I hypothesized that federal sanctions under NCLB would have an inverse relationship with a principal's own leadership beliefs. This central hypothesis was tested on a statewide sample of California Title I K - 12 public school principals. Results of statistical analysis indicated there to be a significant difference between the means of efficacy for principals of schools in Program Improvement (M=7.0, SD=1.07, effect size=.025) and those not in Program Improvement (M=7.3, SD=.89, effect size=.025). Two other hypotheses related to Program Improvement and other personal and school-level demographic variables were also tested and yielded significant findings. Furthermore, implications are offered for future research, policy, and practice.
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Genniver Carol Bell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 260
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Book Description
Author: Russell Krummell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 378
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Book Description
Elementary and middle school students' sense of self-efficacy-their belief in their abilities to achieve at desirable levels on school-related tasks-has been empirically found to be significantly related to the school climate in which it is nurtured. A paucity of research exists about the relationship between self-efficacy and school climate among high school students, however. This gap in the research is problematic as self-efficacy and school climate are important correlates of student achievement and both begin to decline as students move through middle school and into high school. This study examines the association between high school students' perceptions of a triad of widely adopted domains of school climate-teaching and learning, interpersonal relationships, and the institutional environment of the school-and their beliefs in three complementary domains of self-efficacy-academic, emotional, and social self-efficacy. This cross-sectional correlational study used survey research to capture data on perceptions of school climate and self-efficacy beliefs from 10th- and 11th-graders (N = 60) at an urban high school in Texas. A Spearman's rho correlational analysis revealed a single significant positive correlation with a medium effect size between students' perceptions of the institutional environment domain of school climate and their beliefs in their emotional self-efficacy. The study's findings suggest that other factors may mediate/moderate the relationship between the domains of school climate and self-efficacy under study, although the robustness of these conclusions must be qualified due to sampling issues that arose during the data capture.
Author: Sundie K. Dahlkamp
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 190
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Book Description
This study examined the relationships of principal self-efficacy, school climate, and teacher retention. Survey data was collected from a sample of 11 principals and their teachers from the 2011-2012 year from school district located in the southeastern part of Texas. The Principal Sense of Efficacy Scale (PSES), developed by Tschannen-Moran and Gareis (2041), was used to determine the level of self-efficacy reported by principals and the Organizational Climate Index (OCI), developed by Hoy, Smith, and Sweetland (2002) was used to determine the school climate as seen by teachers on those same campuses. An open-ended survey question was added to the OCI for all teachers who indicated they left their campus at the end of the 2011-2012 year. Quantitative data was analyzed using hierarchical linear modeling (HLM). A thematic coding analysis was used to evaluate the qualitative data. Quantitative results indicated no direct relationship between the three constructs as a whole. However, there was a statistically significant relationship between teacher retention and institutional vulnerability. This is the subset of the OCI measuring the extent to which the school is susceptible to vocal parent and citizen groups. The qualitative analysis indicated a relationship exited between principal self-efficacy, school climate, and teacher retention. Specifically it mirrored the quantitative data in that several responses included they left their campus due to negative impact from parents and the community.
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: John Staumont
Publisher:
ISBN: 9780355102581
Category :
Languages : en
Pages : 179
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Book Description
Abstract : Purpose. The purpose of this single-case study was to explore principals’ perceptions of self-efficacy beliefs as effective instructional leaders during a period of educational transition in a semiurban, unified school district in Southern California.Methodology. The researcher used exploratory case study, conducting semistructured, open-ended, interviews in private settings, eliciting principals’ self-efficacy perceptions. The researcher interviewed eight principals, elementary through high school, using a social constructivist interpretive framework.Findings. The theoretical framework was Bandura’s theories of agency, efficacy, and alignment to The Wallace Foundation’s research of effective leadership practices. The following eight broad areas indicate how principals’ self-efficacy impacts student achievement and how environment influences principals’ self-efficacy: This is significant change, having a process will help, collaborate to get the best ideas, data informs and has many formats, everything is new, principals need support too, principals maintain a vision, and determining meaningful feedback.Conclusions. This study led to recommendations supporting principal efficacy and aligning to The Wallace Foundation’s research on effective leadership practices, revealing the need for improving data-informed decision making, defining evidence-based classroom practices with monitoring and support, establishing external-internal teams to build leadership around effective practices, creating intradistrict principal networks fostering collaboration and growth, and developing multisource feedback instruments for evaluation and leadership development.Recommendations. Principal efficacy remains important based on the conclusions. Future research should explore structured principal learning networks’ impact on efficacy, relationships between new accountability models and principals’ self-efficacy, longitudinal impact on professional standards for educational leaders on efficacy, and relationships between efficacy and multisource evaluative feedback assessments.
