Effects of Student Achievement on the Job Satisfaction of Public Elementary School Principals PDF Download

Author: Maiyoua Vang
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 262

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Author: Kathleen Cotton
Publisher: ASCD
ISBN: 087120827X
Category : Education
Languages : en
Pages : 122

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Book Description
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.

Author: Elizabeth A. Secumski-Kiligian
Publisher:
ISBN:
Category :
Languages : en
Pages : 254

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Author: Teresa G. Perkins
Publisher:
ISBN: 9781392451991
Category : Public schools
Languages : en
Pages : 0

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Book Description
This study examines United States public school principals' job satisfaction by region and several other context factors including principals' gender, school level and school location. The purpose of this study is to identify significant context factors that might make a difference to principal job satisfaction for all public schools in the United States. Educational research clearly posits principals support student achievement and teacher effectiveness, and so this study's exploration of influencing context factors related to principal job satisfaction is timely, relevant, and necessary. A sample of US public school principals is from the 2015-16 National Teachers and Principals Survey (NTPS) principal data that was collected by the National Center for Education Statistics (NCES). This study will apply one-way ANOVA to compare principal job satisfaction between the four regions and then apply two-way ANOVA to further compare principal job satisfaction by region and one of the three context factors (principal gender, school level, and school location). At publication, this study is the first comprehensive research of United States public school principals' job satisfaction by region and by region with specific independent variables tied to contextual relevance. The findings will have implications for principal retention, and for the design of current and future professional development action plans for building administrators, school continuous improvement plans and higher education leadership studies for aspiring principals.

Author: Marianne Perie
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 148

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Author: A. Virginia Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226

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Author: Diane E. Reed
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 426

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Book Description

Author: Robert G. Owens
Publisher:
ISBN: 9780133489033
Category : Organizational behavior
Languages : en
Pages : 0

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Book Description
For courses in Organizational Behavior in Education (Educational Administration & Leadership) An authoritative, well-established, timely look at organizational behavior and how leaders can create more effective school cultures This text presents an authoritative, well-established, timely look at organizational behavior and how leaders can create more effective school cultures. It offers future and current practitioners the most up-to-date thinking and the most in-depth exploration of organizational leadership as it relates to decision making, organizational change, managing conflict and communications, and motivating self and others to achieve organizational goals. The authors challenge readers to develop and analyze the successful implementation of school reform, while helping them gain a professional understanding of the organizational theory and research that are the bedrock of modern practice. The new Eleventh Edition features updated research and developments in the field; an extensively revised, more systematic and logical presentation of organizational theory and its historical development; discussion of the new ELCC Standards and Elements that apply to program accreditation in Ed Leadership programs; APA format for all references and citations; new presentations of important research in the field; and more. This text presents the perfect teaching and learning experience: Key features help instructors teach the material and help students learn the material. Updated research and recent developments provide the best available research and the most current thinking in the area.

Author: Philip Hallinger
Publisher:
ISBN: 9780865521230
Category : School administrators
Languages : en
Pages : 160

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Book Description

Author: Michelle Kelly McQueen
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 406

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Book Description
This study investigated the overall job satisfaction level and motivators of job satisfaction for elementary school principals in Central Virginia using the Minnesota Satisfaction Questionnaire (1977) revision via Web-based survey through Virginia Commonwealth University's Inquisite Survey System. The research literature supports job satisfaction of school principals being a worthwhile topic of study. Researching aspects of job satisfaction is important because a job is not merely life-sustaining, but enriching and enhancing (Darboe, 2003), and the impact of leadership on everyone in schools is substantive. Elementary principals' general job satisfaction level was investigated using descriptive demographic data and the Minnesota Satisfaction Questionnaire (MSQ) through Web-based survey. Using 4 of Frederick Herzbergfs (1959) 6 motivators from the MSQ (i.e., Achievement, Advancement, Recognition, and Responsibility), job satisfaction level was examined in terms of variance in relation to the respondents' gender, age, level of education, salary level, years of experience, number of full-time assistant principals, school socioeconomic status, school size, or accreditation status assigned by the Virginia Department of Education. This study collected information from 85 out of a possible 151 public elementary school principals across 14 school divisions in Region I of Central Virginia. The findings of this study suggest that on an overall basis respondents were satisfied with their jobs. They were also satisfied with their job as it relates to Herzberg's four motivators associated with those particular scales of the MSQ. Findings demonstrated that job satisfaction level did not significantly vary in relation to the nine demographic variables except in one category, level of education. Respondents with education beyond master's degrees were more satisfied with their sense of achievement. The response rate for this Web-based survey was 56%. This response rate contrasts with most literature that described Web-based surveys as having lower response rates than mailed surveys (Fricker & Schonlau, 2002). This indicates that principals will answer Internet surveys in higher numbers when asked to do so, when using repeated contacts, and/or when a colleague requests their participation. It would be worthwhile to replicate this study using a wider demographic area or through the use of qualitative methodology.