Author: David Pierce Mason
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 370
Book Description
A Study of the Association of Selected Variables to the Rated Effectiveness of the Principal's Community Educational Leadership
Author: David Pierce Mason
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 370
Book Description
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 370
Book Description
Research in Education
An Elusive Search
Author: Stewart Thorson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133
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.
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 133
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.
A Profession in Transition
Author: Truman Mitchell Pierce
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 244
Book Description
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 244
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344
Book Description
Resources in Education
School Leadership That Works
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Research Studies in Education
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 316
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 316
Book Description
Schools That Change
Author: Lew Smith
Publisher: Corwin Press
ISBN: 1412949513
Category : Education
Languages : en
Pages : 641
Book Description
Through specific examples, qualitative research, and portraiture, the author illustrates how and why some schools are able to achieve significant, sustainable change while others cannot.
Publisher: Corwin Press
ISBN: 1412949513
Category : Education
Languages : en
Pages : 641
Book Description
Through specific examples, qualitative research, and portraiture, the author illustrates how and why some schools are able to achieve significant, sustainable change while others cannot.
Catalog of Copyright Entries. Third Series
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1482
Book Description
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1482
Book Description