Author: Enos B. House
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 162
Book Description
Teachers' and Principals' Perceptions of the Role of the Elementary School Principal
Author: Enos B. House
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 162
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 162
Book Description
Perceptions of Some Duties of the Elementary School Principal, by Teachers and Principals
Author: Arvil G. Stone
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 496
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 496
Book Description
Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction
Author: William Richard Hall (Jr.)
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Book Description
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal's support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia's Great Beginnings model, or the New Teacher Center "Santa Cruz" model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals' role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals' perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers' perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages :
Book Description
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal's support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia's Great Beginnings model, or the New Teacher Center "Santa Cruz" model) or a locally, research-based model, additional attention is placed on the impact training and experience in one of these models has and the degree to which varying levels of that training influences those perceptions. In this non-experimental, comparative study, a census of new teachers and principals throughout the Commonwealth of Virginia was conducted, using an adaptation of an instrument developed by Gurule-Gonzales (1995). Follow-up telephone interviews were conducted to confirm findings from the survey. Results indicate there are statistically significant differences in some principal and new teacher perceptions of the Virginia elementary principals' role in supporting programs of induction. These are found more often in the perceptions regarding frequency than regarding importance. Statistically significant differences were found among principals' perceptions of certain categories of support when considering the amount of training and the type of induction program utilized. While statistically significant differences in teachers' perceptions could not be determined because of the small n, there appear to be practical differences based upon the type of induction program and the amount of new teacher program training. There are a number of implications resulting from this study. New teachers need to be integrated into the life of the school, and programs of induction should be certain to include the careful pairing of mentors with new teachers. Frequent observation and feedback by the principal are necessary to support new teachers. Principals must maintain a frequent presence throughout the work with the new teachers and must be more transparent regarding support efforts. The type of program and the amount of training provided principals and new teachers alike are also critical aspects of induction.
A Comparative Study of Inner-city Elementary Teachers' and Principals' Perceptions of and Role Expectations for the Leadership Behavior of Selected Inner-city Elementary Principals
Author: John Dow
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 404
Book Description
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages : 404
Book Description
Elementary Teachers' and Principals' Perceptions of Principal Leadership Style and School Social Organization
Author: Thomas Jack Evans
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 113
Book Description
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 113
Book Description
The Perceptions and Expectations of Principals, Teachers, and Parents from Selected Public Elementary Schools Regarding the Role of the Elementary School Principal
Author: Walter W. Sheets
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 268
Book Description
Publisher:
ISBN:
Category : Elementary school administration
Languages : en
Pages : 268
Book Description
A Study of the Role of the Elementary School Principal in the Reading Program
Author: Nick Henry Kozey
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 276
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 276
Book Description
Role Perceptions of the Elementary School Principal as Perceived by Superintendents, Board Presidents, Secondary Principals, Elementary Teachers, and Elementary Principals
Qualities of Effective Elementary Principals
Author: Kimberly Garvey
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 126
Book Description
The purpose of this descriptive case study was to understand what elementary principals, elementary teachers, and parents of elementary school students perceive as effective leadership skills in the areas of instructional leadership and school culture for an elementary principal. Five elementary principals, 75 elementary school teachers, and 33 parents of elementary students from two school districts in south central Pennsylvania participated in the study. Each participant responded to a survey created by the researcher. In addition, all five principals and eleven teachers participated in face to face interviews. For the parents, 18 responded to open ended focus group questions. In the area of instructional leadership principals favored qualities that mirrored their daily activities such as : (a) setting instructional goals, (b) using assessment results to show progress, and (c) observing teachers and staff to improve instructional methodology, while teachers and parents considered valuing teaching and learning and motivation of staff as very important qualities of an effective elementary principal. Principals, teachers, and parents all highly valued many school culture qualities such as: (a) developing positive relationships, (b) being trustworthy, (c) respecting others, and (d) supporting others.
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 126
Book Description
The purpose of this descriptive case study was to understand what elementary principals, elementary teachers, and parents of elementary school students perceive as effective leadership skills in the areas of instructional leadership and school culture for an elementary principal. Five elementary principals, 75 elementary school teachers, and 33 parents of elementary students from two school districts in south central Pennsylvania participated in the study. Each participant responded to a survey created by the researcher. In addition, all five principals and eleven teachers participated in face to face interviews. For the parents, 18 responded to open ended focus group questions. In the area of instructional leadership principals favored qualities that mirrored their daily activities such as : (a) setting instructional goals, (b) using assessment results to show progress, and (c) observing teachers and staff to improve instructional methodology, while teachers and parents considered valuing teaching and learning and motivation of staff as very important qualities of an effective elementary principal. Principals, teachers, and parents all highly valued many school culture qualities such as: (a) developing positive relationships, (b) being trustworthy, (c) respecting others, and (d) supporting others.
Perceptions of Elementary School Principals and Elementary Chapter I Teachers Regarding the Principal's Role in Chapter I Programs
Author: Eugene D. Owens
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 164
Book Description
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 164
Book Description