Analysis of Opinions of Voters and Key Educational Leaders Toward Governance of Post-secondary Education in Michigan PDF Download

Author: Philip Jerome Gannon
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 420

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 896

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Author: Linda K. Foran
Publisher:
ISBN:
Category : Michigan
Languages : en
Pages : 330

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The purpose of this study was to identify and develop an understanding of the relationships between the perceptions of principals regarding the Michigan mandatory annual teacher evaluation policy and job satisfaction, self-efficacy, and stress as principals navigated the roles of building manager, instructional leader and policy implementer. This quantitative study asked 3,009 Michigan public school principals to share their perceptions regarding the teacher evaluation policy. A total of 426 principals responded to a questionnaire published in a web-based format using a Likert scale. Interest in this study by the Michigan Department of Education Research Department allowed access to all email addresses for Michigan public schools using the Educational Entity Master (EEM) system. Questions in the survey collected demographic data and uncovered perceptions held by respondents regarding policy implementation, role definition, and reinforced constructs of job satisfaction, self-efficacy, time, stress, need for training and fairness in the implementation process Stakeholder theory, which had roots in business, defined the reciprocal relationship between owners and stakeholders by observing management practices implemented for the pursuit of articulated organizational goals and served as the conceptual framework. Descriptive and inferential statistics were used for the analysis and showed Michigan principals were marginally knowledgeable regarding the requirements of the evaluation policy; job satisfaction and self-efficacy were correlated to principals’ voice in the formation and implementation of the evaluation policy especially at the building and district levels; a weak relationship existed between knowledge and respondent self-esteem; and the constructs of job satisfaction, self efficacy, stress/time and knowledge were predictors for successful vi implementation of the policy. Coding the open-ended question led to the reinforcement of themes pertaining to self-efficacy, job satisfaction, time and stress. Additional identified themes included the need for training and a concern for statewide level of fairness in completing the evaluation. Through the lens of stakeholder theory, it was important to acknowledge the reciprocal relationship between the principal (as stakeholder) and Michigan legislature (as the firm). To increase the knowledge, job satisfaction and self-efficacy of principals, the opportunity to provide a voice to policy formation and implementation is recommended. Professional organizations, government and educational agencies and higher education leadership programs must address communication and training opportunities for educational leaders.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 906

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 806

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Author: Christopher M. Smith
Publisher:
ISBN: 9781369427035
Category : Electronic dissertations
Languages : en
Pages : 198

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Author:
Publisher:
ISBN:
Category : Collective bargaining
Languages : en
Pages : 322

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1272

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Author: Daniel Putnam
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322

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Book Description

Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508

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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.