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Author: Matthew Ryan Gale Publisher: ISBN: Category : Languages : en Pages : 174
Book Description
Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are learning the curriculum, and achieving their academic potential. The challenge, then, is to identify how principals impact student learning, and then help them to develop these leadership behaviors effectively. While many educational researchers have sought to find the leadership behaviors and factors that describe how principals can most significantly impact student achievement, the principals themselves have been largely left out of the conversation. High school principals' experiences and efforts to maintain safe schools, connect communities, foster citizenship, and prepare students for colleges and careers, while trying to promote students' achievement on standardized test scores during the accountability era, offers a perspective and a contribution to research that is invaluable. This study used a qualitative design in order to understand the participants' meanings, through inductive analysis of data, after interviewing a cross-section of seven male high school principals about their perspectives and experiences. The participants served in academically high-achieving, medium-achieving schools and low-achieving schools with student populations of various sizes, settings, and population demographics. The schools were all located in the suburban area of Philadelphia. The participants had all been in their buildings as principal for at least two years, and had served in the role of high school principal for at least three years. There were three common themes that emerged from this study. First, principal leadership in schools impacts student success, although it is difficult to measure, and complex to explain. Principals must hire the best teachers, foster a positive climate and culture, and form positive professional relationships with teachers. Secondly, Principals must be perceptive to and understand the needs of their school and community. Students must perceive that they are safe, and communities must perceive that they trust schools. Finally, teachers must perceive that they are valued much more than any externally imposed measure of success may define them. As a result of the findings, it is recommended that principals seeking to maximize student success take the time to assess the needs of their schools, collaborate to make decisions, realize that promoting a positive climate and culture has to be a priority of their role, and devote sufficient time and resources to hiring and developing quality teachers.
Author: Matthew Ryan Gale Publisher: ISBN: Category : Languages : en Pages : 174
Book Description
Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are learning the curriculum, and achieving their academic potential. The challenge, then, is to identify how principals impact student learning, and then help them to develop these leadership behaviors effectively. While many educational researchers have sought to find the leadership behaviors and factors that describe how principals can most significantly impact student achievement, the principals themselves have been largely left out of the conversation. High school principals' experiences and efforts to maintain safe schools, connect communities, foster citizenship, and prepare students for colleges and careers, while trying to promote students' achievement on standardized test scores during the accountability era, offers a perspective and a contribution to research that is invaluable. This study used a qualitative design in order to understand the participants' meanings, through inductive analysis of data, after interviewing a cross-section of seven male high school principals about their perspectives and experiences. The participants served in academically high-achieving, medium-achieving schools and low-achieving schools with student populations of various sizes, settings, and population demographics. The schools were all located in the suburban area of Philadelphia. The participants had all been in their buildings as principal for at least two years, and had served in the role of high school principal for at least three years. There were three common themes that emerged from this study. First, principal leadership in schools impacts student success, although it is difficult to measure, and complex to explain. Principals must hire the best teachers, foster a positive climate and culture, and form positive professional relationships with teachers. Secondly, Principals must be perceptive to and understand the needs of their school and community. Students must perceive that they are safe, and communities must perceive that they trust schools. Finally, teachers must perceive that they are valued much more than any externally imposed measure of success may define them. As a result of the findings, it is recommended that principals seeking to maximize student success take the time to assess the needs of their schools, collaborate to make decisions, realize that promoting a positive climate and culture has to be a priority of their role, and devote sufficient time and resources to hiring and developing quality teachers.
Author: Randal Bonneteau Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Typically, in K-12 settings, school principals are identified in the literature as having the most impact on student success due to the authority and the power they have over others in the school, and secondary school principals are no exception. However, their perspectives on power and the impact it has on student achievement are less understood, with limited research conducted on these phenomena. Drawing on the work of Michel Foucault, this case study focuses on three secondary school principals' understandings of power and their perceptions of how power affects student success. Study participants come from a rural community in Manitoba. Data sources involved interviews, policies principals use to legitimize their power, and the researcher's field notes. The data analysis produced five themes: (1) the intersection of students and power, (2) principal's techniques of power as forming a continuum, (3) how power struggles impact relationships, (4) principal's power as a facilitator and inhibitor of student success, and (5) the extent to which principals legitimize and are legitimized by power. The analysis also provided implications in the areas of research, practice, and policy. Recommendations of this research for educators, for policy makers, and for future research conclude this thesis.
Author: Matthew Joseph Cieslowski Publisher: ISBN: Category : School principals Languages : en Pages : 306
Book Description
This mixed methods study investigated teacher perceptions of the role of the high school building principal in schools with relatively high levels of collective efficacy. The study consisted of two phases. The first phase involved an analysis of the Collective Efficacy Scale that was administered to teachers in eight high schools. Three high schools with relatively high levels of collective efficacy, as determined by the data gathered in the first phase of research, were selected as research sites for the second phase of the study. These three schools served communities and students with a range of socioeconomic indicators while maintaining relatively high levels of collective efficacy. This second phase of research was a qualitative analysis of information gathered from semi-structured interviews with teachers who were identified by staff nominations as key informants. Teachers at all schools described school culture and trust as key components leading to relatively high levels of collective efficacy in their schools. Teachers provided evidence that the building principal played a role in creating and sustaining school culture and trust. These schools had cultures that valued the emotional and academic relationships between teachers and students as the centerpiece of student success. Teacher's believed that in general the entire teaching staff regularly went "above and beyond" to meet student needs. The principal was described as a protector and active member of the school culture. The principal was seen as protecting the culture from perceived negative outside forces as well as perceived internal threats. The described relationship between the principal and the teachers mirrored the relationship that teachers had with their students. The principal was described as understanding of the pressures of teaching, emotionally connected with the teachers, and wise enough to provide autonomy to teachers who supported the building culture through their efforts.
Author: Robert J. Carpenter Publisher: ISBN: Category : High school principals Languages : en Pages : 86
Book Description
This qualitative study investigated teachers' perceptions regarding the principal's role in establishing a positive environment, enhancing the instructional process, and empowering teachers to become leaders. Participants from one public high school in southeastern Pennsylvania completed the researcher-developed online survey and participated in face-to-face interviews. Results of this study indicated that participants noted the importance of the principal in establishing a culture that fostered student achievement. Results of this study also pointed to the overall school environment as a critical component in establishing a culture for student success and teacher leadership capacity. Participants in this study often referenced the important part the principal plays in establishing the framework for teacher professional growth and teacher collaboration. These findings may provide direction for high school principals and future principals in understanding the impact principals do have in creating a positive school environment.
Author: Andy (Siu Hei). Szeto Publisher: ISBN: Category : Educational leadership Languages : en Pages : 135
Book Description
The purpose of this qualitative study was to explore the administrative demands that NYCDOE high school principals experience, and the support and training they received in relation to their daily responsibilities. The study examined if and how these principals achieved balance in completing their instructional and administrative duties. Interview data were collected and analyzed to determine the perceptions of these high school principals related to the impact of balanced leadership on student learning and achievement. This qualitative study further explored if there was a need for balanced leadership as part of the principal practice in NYCDOE high schools. The sample was drawn from a group of NYCDOE high school principals who have worked at least two years, but no more than ten years in their current roles as principals. Principals with two years or more of experience could provide insight on achieving a balanced leadership in their practice. By excluding principals with over ten years of experience, an effort was made to avoid individuals with extensive skill sets to be effective principals. Several key findings were identified. NYCDOE high school principals acknowledged that administrative duties are burdensome and challenging to complete, but they are critical to their work and overall student achievement was a significant finding that emerged from the interview data. The study data also revealed that principals had to strategically prioritize their responsibilities to ensure that the operation of their schools was efficiently managed. In addition, principals conveyed that limited administrative support had been offered prior to or after they had been appointed to the role.
Author: Ja'net S. Bishop Publisher: ISBN: Category : High school principals Languages : en Pages : 246
Book Description
Author's abstract and keywords: Georgia high school principals are under extreme pressure to meet new education standards through No Child Left Behind, such as ensuring and improving teacher quality, meeting and exceeding state mandated testing, increasing graduation and graduation rates, and meeting adequate yearly progress (AYP). The role of principal is important in an effective school where student achievement is occurring. The perceived implications of the principals. roles may also impact how efficiently they can improve student achievement in their schools. Principals. perceptions of their roles, and their perceived changes in their roles, may have an effect on how they address achievement in their school. The purpose of this study was to gain an understanding of Georgia high school principals. awareness and perceptions of their role in addressing the requirements of NCLB who had been in that position at least 5 to 7 years. A qualitative method was used to conduct the research. Procedures for this study involved employing a research instrument of 10 questions designed to elicit responses relating to three research sub-questions. The researcher interviewed five Georgia high school principals, one principal recently retired from public education. The study allowed the participants to articulate their experiences as they reflected upon the impact of NCLB on their roles as high school principals and how their roles evolved over their tenures. The interviews were recorded, transcribed, and coded for recurring patterns and themes by the researcher. This information supports the conclusion that the requirements of NCLB mandates have had an impact on the role of Georgia high school principals in the selected regions. Principals have seen an evolution in their roles and responsibilities since the law has been enacted. Therefore, the answer to the overarching question is that Georgia high school principals are aware of their roles and perceive that NCLB mandates have affected their roles and responsibilities by requiring them to rely on their human relations and communications skills in developing teacher leaders and being more data driven in their instructional leadership. This research points to a definite evolution in the role of the high school principals studied as a result of NCLB.
Author: Lisa B. Linton Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 131
Book Description
Author's abstract: The nationwide focus on student achievement and school accountability has resulted in an effort at the federal and state levels to identify and turn around the nation’s lowest-performing schools. States and districts are desperately searching for solutions for failing schools. As a result, they are focusing on Comprehensive School Reform (CSR) models to generate changes in student achievement. Due to their ability to improve student achievement over time, these models are often chosen as a solution. A review of the literature indicated that the involvement of the principals who are responsible for the implementation of the CSR model have not always been a focus. Therefore, this phenomenological study was designed to gain the perception of principals who lead a CSR because of this nationwide focus. Using individual interviews with South Georgia high school principals of low-performing schools who are implementing a CSR, this study explored what these principals perceive as their impact on CSR and how they are supporting their teachers in implementing school reform. In addition, leadership practices, strategies, and professional development opportunities were identified. This phenomenological inquiry revealed the thoughts, beliefs, attitudes and perceptions of the high school principals involved with a CSR in South Georgia.
Author: Jeffrey Michael Paul Publisher: ISBN: Category : Electronic books Languages : en Pages : 378
Book Description
The school principal is viewed as one of the most influential individuals on a school campus (Cohen, McCabe, Michelli, & Pickeral, 2009; Edmonds, 1979; Leech & Fulton, 2008). With this influence, the principal plays a great role in facilitating the climate of the school; which in turn, can have a significant impact on student achievement (MacNeil, Prater, & Busch, 2009). The purpose of this study was to explore high school teachers' perceptions about leadership practices of their principals, as well as to gain an understanding of the teachers' perceptions of school climate in a large urban district in the Western United States. Data was collected with the use of two survey instruments, the Leadership Practices Inventory, which measures the Five Practices of Exemplary Leadership, and the Organizational Climate Description Questionnaire revised for secondary schools, which measures five dimensions of high school climate. Participating teachers were asked five demographic questions including: age, gender, number of years teaching, number of years teaching with current principal, and level of education. The schools with participating teachers were categorized by three other variables: total response rates, School Performance Framework scores, and the percentage of students qualifying for free or reduced price lunch. Across nine high schools, 334 usable surveys were collected. Pearson correlations were used to find relationships among variables within the survey instruments, while MANOVA calculations with appropriate ANOVA post hoc were used to find differences in demographic variables. It was found that engaged teacher behavior coupled with principals who model expectations and give authentic, goal aligned encouragement related to high levels of positive school climate. Additionally, data suggested schools whose teachers perceived their principal in a negative manner related to low levels of school climate regardless of the socioeconomic make-up of the student body.
Author: Elizabeth Chattmon White Publisher: ISBN: Category : Educational leadership Languages : en Pages : 139
Book Description
Author's abstract: The purpose of this study was to examine the leadership practices of high school principals and parental involvement and to examine to what extent those practices differed between principals and how they related to parental involvement. The study revealed major issues surrounding parental involvement such as how principals defined parental involvement, how principals communicated the importance of parental involvement; what parental involvement activities impact student achievement; what common leadership practices influenced parental involvement; and what are some common experiences of high school principals regarding parental involvement. The methodology employed to conduct this qualitative study was face-to-face audio-taped interviews at the school site where each principal was in the lead role. Principals were asked protocol questions about their leadership practices which they previewed before the scheduled interview meeting. During the interview, principals responded to sub-topic questions which were of a more in-depth nature, to determine the extent to which they employed the practices they said they employed. The major findings of this study revealed several points about principals practices and parental involvement. One such finding was that high school principals 2 differ in their definitions of parental involvement. Another finding was that principals communicate the importance of parental involvement through their practices. Findings further indicated that few to no parental involvement activities have impacted student achievement; that few to no leadership practices influence parental involvement, and that the most common experience shared between high school principals regarding parental involvement is the challenge of strengthening parental involvement. The implications of this study are because principals are the leaders and tone-setters of the school, they must continue assessing their daily practices and become more creative in their practices aimed at stronger parental involvement, for as of yet, they have not discovered, through their present leadership practices, activities that elicit stronger parental involvement.
Author: Matthew Ryan Gale
Author: Matthew Ryan Gale
Author: Randal Bonneteau
Author: Betty Lea Peebles
Author: Matthew Joseph Cieslowski
Author: Robert J. Carpenter
Author: Andy (Siu Hei). Szeto
Author: Ja'net S. Bishop
Author: Lisa B. Linton
Author: Jeffrey Michael Paul
Author: Elizabeth Chattmon White