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Author: Leonard M. Spearing Publisher: ISBN: Category : Education Languages : en Pages : 226
Book Description
In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential relationship between perceived principal support and supervision to commitment to remain in teaching was compared for novice and experienced teachers. This study did not introduce an experimental treatment but surveyed teachers in their naturally occurring situation. Teachers in a suburban school district filled out a 40-item online questionnaire assessing their perceptions of the level of principal support and supervision they receive along with their perceived self-efficacy and their level of commitment to remain in teaching. 152 questionnaires were completed for a return rate of 17.1%. Correlations were run for each of the research questions. Weak positive correlations were found to exist between perceived self-efficacy and principal support (r =.164, p
Author: Leonard M. Spearing Publisher: ISBN: Category : Education Languages : en Pages : 226
Book Description
In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential relationship between perceived principal support and supervision to commitment to remain in teaching was compared for novice and experienced teachers. This study did not introduce an experimental treatment but surveyed teachers in their naturally occurring situation. Teachers in a suburban school district filled out a 40-item online questionnaire assessing their perceptions of the level of principal support and supervision they receive along with their perceived self-efficacy and their level of commitment to remain in teaching. 152 questionnaires were completed for a return rate of 17.1%. Correlations were run for each of the research questions. Weak positive correlations were found to exist between perceived self-efficacy and principal support (r =.164, p
Author: Elizabeth Holliday Lackey Publisher: ISBN: Category : Languages : en Pages : 87
Book Description
The researcher focused on the principal behavior dimensions that principals exhibited in interactions with staff members and the relationship those behaviors had on teachers’ sense of self-efficacy in rural schools. In this study, the researcher surveyed 96 rural elementary school teachers in a southeastern state to examine the relationship between the principal behavior dimensions using the Organizational Climate Description Questionnaire-Revised for Elementary Schools and teachers’ sense of self-efficacy using the Teacher Sense of Efficacy Scale. The researcher used a Pearson r to analyze the results of three research questions related to the relationship between the supportive principal behavior dimensions and teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management. The researcher identified that the supportive principal behavior dimensions indicated a significant relationship with teachers’ sense of self-efficacy in student engagement, use of instructional strategies, and classroom management.
Author: Alma Harris Publisher: Springer Science & Business Media ISBN: 1402097379 Category : Education Languages : en Pages : 254
Book Description
Alma Harris The ?eld of school leadership is currently preoccupied with the idea of distributed leadership. Few ideas, it seems, have provoked as much attention, debate and c- troversy. Whatever your position on distributed leadership, and you cannot fail to have one, it is irrefutable that distributed leadership has become the leadership idea of the moment. Yet, it is an idea that can be traced back as far as the mid 20s and possibly earlier. So why the interest? Part of the answer can be found in a move away from theorizing and empirical enquiry focused on the single leader. This shift has undoubtedly been fuelled by structural changes, within schools and across school systems that have resulted in - ternative models or forms of leadership practice. Evidence highlights how those - cupying formal leadership positions are increasingly recognizing the limitations of existing structural arrangements to secure organizational growth and transformation (Fullan et al. , 2007; Harris et al. , 2008; Chapman et al. , 2008). As a consequence, many heads and principals are actively restructuring, realigning and redesigning leadership practice in their school (Harris, 2008). While the terminology to describe such changes varies, the core principle is one of extending or sharing leadership practice. While scholars have long argued for the need to move beyond those at the top of organizations in order to examine leadership (Barnard, 1968; Katz and Kahn, 1966) until relatively recently, much of the school leadership literature has tended tofocusupontheheadortheprincipal.
Author: Inna Nurik Publisher: ISBN: Category : Professional learning communities Languages : en Pages : 141
Book Description
There are numerous variations surrounding the utilization of instructional coaches in education. This paper quantitatively examined the relationship between principals and outside instructional coaches and how this relationship impacts the principals’ perception of the coaches’ support on the school improvement within the large urban K-12 New York City public school district. It also illustrated outside instructional coaches’ approaches that have positive influence on school leaders’ traits and practices, and on school improvement support, thus, building a connection between the coaching of principals with student achievement. Participants of the study were all New York City public school principals. An online questionnaire with 28 items was used to collect data. Survey administration was anonymous. Two statistical data analysis techniques were utilized in the analyses of each research question: Somer’s D test for association and binary logistic regression using Statistical Package for Social Sciences (SPSS, Version 22). This study examined the connection between outside instructional coaches and school support that is directly related to overall school performance and suggested that experienced principals tend to develop principal-coach relationships as a venue of increasing school support. Findings showed that male principals had greater odds of developing a trustworthy principal-coach relationship. Also, principals who participated in their outside instructional coaches selections and principals with knowledge about their coaches’ collaboration with other outside instructional coaches have greater odds to develop trustworthy principal-coach relationships. Results also demonstrated that a strong correlation exists between principal-coach relationships and school improvement support: the coaches’ assistance with any school level initiatives and with any external level initiatives, and the coaches being a source of their principals’ professional learning. Furthermore, it was identified that the combination of the trustworthy principal-coach relationship and a coaches’ longevity (more than two years) at a school positively influences the principals’ perception of school support. Moreover, a strong positive correlation was identified between the principal-coach relationship and leadership traits that are based on Sharkey’s (2010) study. In exploring an impact of the studied leadership traits on overall school performance based on a 4-point NYC Quality Review rubric, Culture, Finance, Collaboration, and Listening were the most significant ones. The study also determined a significant statistical correlation between coaches’ impact on principals’ professional goals and leadership practices. The examination of the data pointed at strong correlations between the following coaches’ approaches: customizing support to principals’ needs, the context, and the specific situation; discussing and applying adult learning concepts; having goals for each principal-coach meeting; scheduling principal-coach meetings every other week; and using research based knowledge and strategies, and school leader's practices.
Author: Kimberly Culkin Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This qualitative case study of six principals and their district-level supervisors examines how principals' self-efficacy is influenced by the feedback they receive from their supervisor, as well as the ways the experience and influence of this feedback varies by the principals' gender. The messages conveyed to principals about entering formal leadership early in their careers were starkly different according to principals' gender, and these messages influenced the principals' persistence and self-efficacy. Specifically, rising male principals received messages of support and encouragement to expectantly fulfill the role of principal. Conversely, rising female principals received mixed messages encouraging them to pursue leadership credentials rather than principal positions. Females were faced with messages aimed at conjuring feelings of guilt for advancing, and navigated barriers to entering the formal leadership rank. Additionally, although female and male participants initially framed effective leadership similarly, the feedback they felt they received regarding their skills, their conceptualizations of themselves as leaders, and their access to employment were sharply divided based on gender, with men favored in both categories. This difference had real implications for how women viewed their leadership capabilities and potential success as school leaders.
Author: Douglas M. Silvernell Publisher: ISBN: Category : Educational leadership Languages : en Pages : 127
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: Leonard M. Spearing
Author: Leonard M. Spearing
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Author: Elizabeth Holliday Lackey
Author: Alma Harris
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Author: Inna Nurik
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Author: Kimberly Culkin
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Author: Douglas M. Silvernell