Author: Maynard Neal BauerPublisher:
ISBN:
Category : School principals
Languages : en
Pages : 384
Book Description
Perceptions of the Principal's Role Performance in Student Teaching Programs
Author: Maynard Neal BauerPublisher:
ISBN:
Category : School principals
Languages : en
Pages : 384
Book Description
A Study of the Principal's Role in the Student Teaching Process as Perceived by the Building Administrators, the College Supervisors, and the Cooperating Teachers in the Secondary Schools of Berks County
Author: Frank D. HerronPublisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 156
Book Description
Principal Self-efficacy, Teacher Perceptions of Principal Performance, and Teacher Job Satisfaction
Author: Molly Lynn EvansPublisher:
ISBN:
Category : Education
Languages : en
Pages : 176
Book Description
In public schools, the principal's role is of paramount importance in influencing teachers to excel and to keep their job satisfaction high. The self-efficacy of leaders is an important characteristic of leadership, but this issue has not been extensively explored in school principals. Using internet-based questionnaires, this study obtained scores on the self-report Principal Sense of Efficacy Scale, including areas of management, instructional, and moral leadership, of 50 elementary, middle, and high school principals in Arizona. These scores were compared to their teachers' perceptions of their leadership (N = 1403 across the 50 schools), using the Leadership Behavior Survey, including subscales on human relations, trust/decision making, instructional leadership, control, and conflict. Teachers reported intrinsic and extrinsic job satisfaction on the Minnesota Satisfaction Questionnaire. As hypothesized, teacher job satisfaction was strongly related to perceptions of their principal's leadership in all areas (total satisfaction ©7 overall perception: r = .645, p
Teachers' Perceptions of the Principal's Role in Establishing a Positive Environment
Author: Robert J. CarpenterPublisher:
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.
Teacher and Student Perceptions
Author: John M. LevinePublisher: Lawrence Erlbaum Associates
ISBN:
Category : Academic achievement
Languages : en
Pages : 432
Book Description
Performance-Based Assessment in 21st Century Teacher Education
Author: Winter, Kim K.Publisher: IGI Global
ISBN: 1522583548
Category : Education
Languages : en
Pages : 295
Book Description
Performance-based assessments can provide an adequate and more direct evaluation of teaching ability. As performance-based assessments become more prevalent in institutions across the United States, there is an opportunity to begin more closely analyzing the impact of standardized performance assessments and the relationship to variables such as success entering the workforce, program re-visioning for participating institutions, and the perceptions and efficacy of teacher candidates themselves. Performance-Based Assessment in 21st Century Teacher Education is a collection of innovative research that explores meaningful and engaging performance-based assessments and its applications and addresses larger issues of assessment including the importance of a balanced approach of assessing knowledge and skills. The book also offers tangible structures for making strong connections between theory and practice and offers advice on how these assessments are utilized as data sources related to preservice teacher performance. While highlighting topics including faculty engagement, online programs, and curriculum mapping, this book is ideally designed for educators, administrators, principals, school boards, professionals, researchers, faculty, and students.
Teachers' Perceptions of Elementary Principals' Performance of Instructional Leadership Functions
Author: Louis C. JustisPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 280
Book Description
Teacher Perception of Principal Role Performance in Four Selected Elementary Schools
Author: Dale R. FraleyPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 106
Book Description
Teachers' Perceptions of the Principal's Role in the Elementary School Reading Program
Author: Rebecca Susan ComptonPublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 306
Book Description
Teachers' Perceptions of the Roles of Principals as Instructional Leaders in "distinguished" (high Performing) and "needs Improvement" (low Performing) Middle Schools in Urban Metropolitan Atlanta, Georgia
Author: Wanda Powe GreenwoodPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages :
Book Description
A total of 278 teachers participated in this study. This study was designed to examine how teachers from "distinguished" (high performing) and "needs improvement" (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers' perceptions of their principals' roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.