A Study of Principals' Instructional Leadership Behaviors and Beliefs of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged and English Language Learners PDF Download

Author: Jamon Frederick Peariso
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 264

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Book Description
This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB accountability era. Differences found in eight specific demographic variables were analyzed in combination with data obtained from principals' responses on the Principal Instructional Management Rating Scale (PIMRS) and the Principal Beliefs Survey (PBS, a variation of the Teacher Beliefs Survey). The population comprised of principals whose schools have met their API growth targets for two consecutive school years school wide and for socioeconomically disadvantaged, English learner subgroups. A volunteer rate of 51% (N = 36) was obtained from a population of 71. Results indicate that effective high school principals frequently engaged in instructional leadership behaviors. Concerning pedagogy, principals held eclectic beliefs, but were united in the beliefs of accountability and the importance of a prescriptive, well designed curriculum. Subjects' gender, ethnicity, and the percentage of instructional leadership delegated were not significantly different in regards to principals' instructional leadership practices or pedagogical beliefs. Significant differences were found among a few specific instructional leadership practices and pedagogical beliefs based on subjects' education level, overall years as a classroom teacher, subject taught as a teacher, overall years as the current principal, and overall years of administrative experience. From the findings, a contingency model of principals' pedagogical beliefs was developed. Additionally, reliability testing was performed on both instruments.

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: Tsediso Michael Makoelle
Publisher: Routledge
ISBN: 1000413896
Category : Education
Languages : en
Pages : 269

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Book Description
School Leadership for Democratic Education in South Africa explores the democratization and modernization of education in South Africa, analyzing the state of school leadership in South African schools from the time of the new democratic education dispensation in 1994 to the present day. The book maps out what the future of education in South Africa could look like and explores the most conducive educational environments for change in South African schools. It adopts a critical approach to analyzing leadership and management in the context of school governance, school effectiveness, teacher development, multiculturalism and equity in education. Contributions explore the democratization and modernization of education in South Africa through examining different perspectives, achievements and challenges, and also consider issues around access to technology, language policy and the curriculum along with new literature on selected aspects of leadership. This book will be of great interest for researchers, scholars, and students in the fields of educational leadership, sociology of education, and teacher education.

Author: Shavon Savoy-Helaire
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0

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Book Description
"This study examined the instructional leadership behaviors of principals at highpoverty, high-performing high schools in Louisiana. Using the conceptual framework developed by the researcher through the analysis of literature, fundamental instructional leadership characteristics and behaviors revealed three constructs: (a) Delineating the School's Vision, (b) Overseeing the Instructional Program, and (c) Fostering a Positive School Culture. Embedded within each theme are sub-constructs of principal instructional leader behaviors that contribute to producing student success at high-poverty schools. The purpose of this study is to determine the instructional leadership behaviors of principals who have successfully increased student achievement at high-poverty, highperforming high schools in Louisiana. The researcher completed a qualitative multiple- iv case study of two public high schools in Louisiana where over 50 percent of the students were classified as economically disadvantaged, and their School Performance Score (SPS) was no lower than a B for the last three years, as evidenced by the school's annual state report card. The researcher interviewed principals and focus group participants from each respective school. A principal interview protocol and teacher focus group protocol was utilized to collect data and triangulate the responses of each school principal and teacher focus group participants at the two sites to understand how their respective principals contributed to the school's success. A qualitative cross-case comparison was employed using the results of the findings to compare those instructional leadership behaviors within the three constructs between the two schools. This study revealed that both principals' behaviors were conducive to student success. The principals positively influence their staff and students, and people are willing to follow their lead. Furthermore, both school leaders exhibited transformational and collective leadership characteristics. The principals revisited their school vision often, established a safe and welcoming environment for students and staff members, set high expectations, and encouraged maintaining an open mindset regarding student potential and performance while holding everyone accountable for meeting those expectations. The following themes emerged: (1) Values and Beliefs, (2) Relationships, and (3) High Expectations. The principals' values and beliefs transcend beyond just their vision and goals and are implemented throughout various aspects of school goals, policies, and procedures. A strong element of bonding and a sense of camaraderie was discovered on v both campuses among teachers and staff and with students and parents. Belief in students' potential through establishing high expectations was revealed many times throughout the study. Both principals heavily emphasized how teachers must have positive mindsets regarding student achievement. Implications for principal leadership preparatory programs, improved leadership practices, better district support and collaborative efforts, and state educational policies are significant and aid in continuing to close the achievement gap."--abstract.

Author: Paula E. Lester
Publisher: Rowman & Littlefield
ISBN: 1610484312
Category : Social Science
Languages : en
Pages : 355

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Book Description
The Handbook is intended for all researchers in education and the social sciences─undergraduate students to advanced doctoral students and research faculty. Part I provides an introduction to basic quantitative research methods, including analysis and interpretation of statistical tests associated with each method. Examples of qualitative designs and mixed methods research are also included. A chapter on measurement techniques in education and the social science is provided. Part II of the Handbook includes over a 130 instruments organized under 40 topics, extracted from the research literature. Each instrument is discussed in detail concerning its measurement characteristics used in its development. A section also includes Instruments Available through Commercial Organizations, which provide the latest sources for teacher and principal evaluation. New to This Edition -Enhanced chapters concerning Quantitative research methods with analysis and interpretation of research data appropriate to each statistical test. -Detailed chapter of measurement procedures used in instrumentation development, including the appropriate application of reliability and validity tests, item analysis, and factor analysis with analysis and interpretation of research data. -Introduction to Qualitative research design and appropriate methods, and the application of mixed methods in research design. -Expanded section of actual research instruments available for measurement purposes in education and social science research. -Enhanced section including Instruments Available through Commercial Organizations. This provides the latest sources for teacher and principal evaluation.

Author: Stewart Thorson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133

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Book Description
The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.

Author: David Michael Quinn
Publisher:
ISBN:
Category : Teacher-principal relationships
Languages : en
Pages : 376

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Book Description
Purpose of the study . The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a two-year systemic school improvement process. Procedures . The study included eight elementary, eight middle, and eight high schools involved in a systemic school improvement project in Missouri. Teachers in each school were surveyed on numerous aspects of the school including the principal's instructional leadership abilities. Student and teacher engagement data were collected through school-wide observations using the Instructional Practices Inventory. Eight hypotheses were tested using t-test, general linear model with repeated measures, Pearson Product-Moment correlation and multiple regression with backward elimination. Findings . A significant difference was found between instructional leadership behavior scores from the baseline data assessment in 1996 and the year two data assessment in 1998. There were statistically significant improvements in the Strong Instructional Leadership Factor and the subscales of Resource Provider, Instructional Resource, and Communicator. A statistically significant positive improvement was also found between the raw score for instructional practice scores from 1996 to 1998 and for the specific instructional practices subscale of Active Learning/Active Teaching. A significant decrease occurred in Student Seatwork/Teacher Disengaged and Total Disengagement percentages over the same time period. Instructional leadership correlated highly with instructional practices. Furthermore, instructional leadership was found to be a strong predictor of instructional practice. For decades educators have espoused the importance of the principal as the instructional leader of the school. This study confirms the significance and provides specific insight into the nature of that leadership. If schools are to be instructionally effective for all students, principals must be strong instructional leaders.

Author: Frank J. DePasquale
Publisher: Dorrance Publishing
ISBN: 1434976793
Category :
Languages : en
Pages : 138

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Author: Margaret Mary Irma Cantu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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The purpose of the study was to discover the principal instructional leadership behaviors differed in successful and nonsuccessful urban elementary schools. Six schools were selected and paired according to size, ethnicity, socioeconomic status, and attendance to discover the salient leadership behavior differences between and among them. A descriptive survey research design was utilized to collect data through the Hallinger-Murphy Principal Instructional Management Rating Scale (PIMRS) which assessed frequency of leadership behaviors. Six (100%) of the principals and 95 (49%) teachers responded. The research questions were tested statistically using Analysis of Variance to decipher leadership differences between the pairs of schools and differences of perceived principal behaviors based on teachers' grade levels and teaching experience. The instructional leadership behaviors manifested by the principals in the selected schools were identified through the PIMRS and tested using the .05 confidence level as the measure of significance. The current literature reported that higher frequency of leadership behaviors, such as those identified in the PIMRS, could lead to academically successful schools. The results of this study went against the grain of the current literature since high scores on the PIMRS did not ensure successful schools and provided confoundment rather than clarification. The principals in the paired schools showed few differences in job behavior patterns, yet one school in each pair was academically successful; the other was not. The research questions stated: 1) There are significant differences between the instructional leadership behaviors demonstrated by the principals of schools with high student achievement when compared with the principals of schools with low student achievement; 2) student demographic characteristics (ethnicity, attendance of students, socioeconomic status) influence student success; and 3) there is a difference in teachers' perceptions of principals' instructional leadership behaviors based on their years of teaching experience and grade level taught. The first and third questions were rejected since the data in this study did not support the questions. The second question was not statistically tested due to a lack of difference in the student populations in the schools. Further study and testing of the Ballinger-Murphy Model is required in order to draw final conclusions on the relationship between principal instructional leadership behaviors and student achievement

Author: Holly Ann McClurg
Publisher:
ISBN: 9781124121352
Category : Educational leadership
Languages : en
Pages : 249

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Book Description
Instructional leadership is one of the most frequently discussed educational leadership doctrines, yet the definition of the concept remains imprecise. This comparative ethnography of two suburban elementary schools develops the precision of the term through consideration of the practice of two particular elementary school principals. The study explores principal beliefs and behaviors in regard to their role in instruction within the school organization. This interpretive research concluded that these two principals constantly navigated between the institutionalized organizational influences of what it meant to be the principal of a US public elementary school and the local cultural and micropolitical demands placed on their roles as building administrators. These findings revealed that internal local sociocultural influences carried importance even though the two schools appeared to be similar to one another in demographic and socioeconomic factors.