Author: Julia Marlow Henson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 226

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Author: Dawn E. Coffin
Publisher:
ISBN:
Category :
Languages : en
Pages :

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ABSTRACT: The focus of this study was to examine perceptions of middle school teachers regarding the changing role of the secondary middle school principal and compare teachers' results with assistant principals' and principals' perceptions of their role, thus adding the voice of teachers, regarding the secondary principal's role, to existing literature. Data was collected electronically using the survey method in one urban Florida school district. Qualitative and quantitative data were captured using the Principal's Role Questionnaire (PRQ) (Goodwin, 2002). Thirty-six principal role descriptor statements on the PRQ survey requested a level of agreement from research participants regarding changes, current and future roles of the secondary principal. Four open ended comment requests allowed participants to comment on the principal's role in those areas. Role descriptor statements were categorized into four areas: strategic leadership, instructional leadership, organizational leadership and political and community leadership. Quantitative findings revealed that teacher perceptions regarding the secondary middle school principal's role were significantly significant for only 14 of the 36 role descriptors when compared to principals' scores. Teachers' mean score ratings were lower than principals' for all 36 PRQ items, however their scores were considered in agreement, as no score was lower than 2.52. Lower score ratings for all 36 PRQ items suggested somewhat of a disconnection between principals and teachers as to the principal's role. Qualitative findings from teachers varied from an understanding of the principal's role to suggestions for the principal. Further research is needed to determine secondary principal role expectations that are important and desired by secondary teachers.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328

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Author: Kimberly R. Cockley
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 260

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Incorporating the concept of the first 100 days, referenced mainly when discussing government and business leaders, this study aimed to understand the transition experience of middle school principals, during their first 100 days, in public schools in Ohio who have led their current schools to improvement. Research centered on the experiences of these principals, actions implemented by these principals, external and internal circumstances and individuals that influenced those actions, their perceptions of how those actions influenced their schools' future improvement, and the perceptions of the principals regarding effective transitions. Participants for the study were 10 middle school principals who had been in their current position for less than four full years and whose schools had shown improvement on the state report card based on an increased designation during their leadership. The study was informed by grounded theory methodology regarding data collection and analysis, in order to develop a framework of the transition into the middle school principalship that was grounded in the data. The data revealed a transformation process: positioning self into the new principal role, establishing self in the new principal role, and transforming self from the new principal to the principal. Within each phase of the transformation process, these principals' experiences included their transformation focus, as they reflected on and attended to themselves, others, and the middle school. This transition framework may prove useful in informing practice and policy regarding leadership transitions for current and future middle school principals, as well as schools, districts, and administrative organizations.

Author: Jarrod V. Pendergraft
Publisher:
ISBN:
Category :
Languages : en
Pages : 92

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Research was limited when it came to the roles and responsibilities of middle school assistant principals. Even less research was dedicated to how middle school teachers perceived the roles and responsibilities of their assistant principals. Due to the overall lack of research regarding both facets, further research was necessary to form a better understanding of middle school assistant principals’ roles and responsibilities as compared to teachers’ perceptions. Middle school assistant principals and teachers from one Tennessee county responded to questionnaires to explore the relationship between middle school assistant principals’ perceptions of their roles and responsibilities and the teachers’ perceptions of assistant principals’ roles and responsibilities. Three themes formed assistant principals’ self-perception: students, teachers, and managerial duties and tasks. Additionally, three themes formed teachers’ perceptions of the roles and responsibilities of assistant principals: student discipline and behavioral management, teacher support, overall school management. This study was foundational study as it could be used as the framework for future studies exploring middle school assistant principals’ roles and responsibilities.

Author: Brenda D. Agnew
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 334

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The purpose of this study was to determine how successful mid-career middle school principals (a) make meaning of the changing cycle of school improvement and school reform initiatives; (b) negotiate those initiatives with teachers on campus and; (c) how career stage theory affects decisions made by the principal about the timing and implementation of those initiatives. The principals were identified as successful because their campus had received the Middle School to Watch award from the Texas Middle School Association. An interpretivist's view was utilized for this study. Meaning was constructed from interviews conducted by the researcher with the principals and two principal identified teacher leaders on the campus. Each principal was considered one case study. Themes were utilized to write rich descriptions of each case study. It was found when implementing change experience and commitment are important to teachers and principals. Additionally, it was found principals must build relationships with teachers, share/distribute leadership with teachers and develop the ability to reflect. Recommendations for practices and additional research were shared.

Author: Robert A. Reed
Publisher:
ISBN:
Category : Fifth grade (Education)
Languages : en
Pages : 125

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This qualitative case study was designed to discover fifth and sixth grade teachers' and administrators' perceptions related to the middle school transition process relative to the academic, social, and organizational needs of students in a large, suburban school district in Pennsylvania. The participants were teachers of the core academic areas, encore subject teachers, counselors, and administrators at both the elementary and middle school levels. This research examined the results based upon the responses of 48 fifth grade teachers from ten elementary schools, 62 sixth grade teachers from two middle schools, and nine administrators from both elementary and middle schools who completed an online instrument - Perceptions of Transition Survey (POTS). The teacher and administrator POTS survey contained phrases that measured the extent to which they believe students will look forward to, may be worried about, and open-ended questions designed to obtain further teacher and administrator insight regarding the transition to middle school. Results of the study indicated all three groups (5th grade teachers, 6th grade teachers, and administrators) identified student social and academic issues as the defining characteristics of middle school transition. Identifying the consistent and inconsistent messages of school staff members across elementary and middle school buildings may guide future research as school districts strive to provide students with a successful foundation form middle school transitions.

Author: Christie Egan Snead
Publisher:
ISBN:
Category : Middle school administrators
Languages : en
Pages : 88

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The purpose of this qualitative study was to examine elementary and middle school teacher and administrator perceptions of variables that impact student transition from elementary school to middle school and to examine elementary and middle school teacher perspectives of student emotional readiness for middle school. A total of 30 educational professional staff, 26 teachers and four administrators, from two semi-rural public school districts in southeastern Pennsylvania completed surveys containing Likert scale questions. Two teachers and two administrators participated in the interview portion of the study to further explore their perceptions about student transition into middle school. The results of this study affirmed the importance of a cohesive transition program for students. The findings of this research identified a majority consistency of 70% between the perspectives of teachers and the perspectives of administrators regarding variables that impact student transition to middle school. Teachers were evenly divided on whether their students were academically prepared for middle school, although, the majority of teachers did not feel their students were behaviorally ready for middle school. Findings identified significant gaps in current transition activities. Response data supported transition activities were void of current crucial social issues facing today's youth. These findings can guide future research for school districts to create comprehensive transition plans to ensure students are given the greatest opportunity for success.

Author: Carl Thomas Hutson
Publisher:
ISBN:
Category : Junior high school teachers
Languages : en
Pages : 340

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Author: Donna S. Otwell
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 82

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