Author: Cornelio Oyola AbunguPublisher:
ISBN:
Category : High schools
Languages : en
Pages : 140
Book Description
The Characteristics of Successful Principals in AA High Schools of Texas
Author: Cornelio Oyola AbunguPublisher:
ISBN:
Category : High schools
Languages : en
Pages : 140
Book Description
Resources in Education
Author: Relationships Among Leader Attributes, Behaviors, and Effectiveness of Vocational Education Administrators
Author: Tsanglang LiangEffective Leadership Characteristics for Student Performance as Perceived by High-performing Texas High School Principals
Author: David Earle YoungPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this study was to identify leadership characteristics of highperforming Texas high school principals that positively affect student performance. A secondary purpose of the study was to determine the degree of agreement between conceptualizations of leadership presented in existing research and those of successful practitioners. A Delphi panel of sixteen high school principals participated in the study. Over the course of three rounds, the members of the expert panel provided feedback to both the researcher and other members of the panel as to which leadership characteristics they felt were of critical importance to student success. The characteristics presented in the questionnaire were based upon a sound theoretical framework resulting from a thorough review of existing research. At the completion of Round Three, it was decided that consensus had been reached among the members of the panel and the data collection period was ended. Each of the questionnaires used in the study, as well as the relevant statistical analysis and frequency distributions, can be found in the appendices of this document. The major findings of the study affirm the importance of leadership and its positive impact on student achievement. First, there seems to be agreement between the body of research on leadership and the viewpoint of successful practitioners as to which leadership characteristics are essential for student success. Second, vision for goal achievement, response to diversity, and ethical practice head the list of critical leadership attributes for high school principals. Third, leadership characteristics presented in the literature base are, at least in the opinion of the high-performing high school principals involved in this study, comprehensive and are not missing any major components for student success. The conclusions and recommendations of this study could affect the performance of high school principals' leadership in school improvement. Its major significance can be found in its potential effect on the daily practice of individuals currently serving as school leaders, the professional growth plans of practicing administrators, and the components and focus of principal preparation programs.
School Leadership
Author: Donald Everett MathisPublisher:
ISBN: 9781321474534
Category : Educational leadership
Languages : en
Pages : 138
Book Description
This study moves beyond the discussion of the esoteric description of the characteristics, traits, skills, and strategies of effective principals who lead successful schools--found in the professional literature--to the practical and then reports what these principals do to actually affect their leadership of their respective schools. Through the use of multiple case-study research, this study looks at what the principals in four high schools--two in Texas and two in Montana--actually do in their day-to-day leadership practice. After a careful examination of the professional literature that identifies the school leadership characteristics, traits, skills, and strategies common to successful principals, the study moves to the practical aspects of school leadership: What high school principals actually do in their day-to-day activities to lead effective high schools with academically successful students. A framework is developed based on the research of Day, et al., (2010) and is used to analyze and interpret data that reveals that these effective principals also share many of the same actions taken to lead their campuses to be effective and to foster the academic success of their students. The study concludes with an appeal to consider the creation of a "clearinghouse" to consolidate the research on the "best practices" of school principals that focuses on the practical aspects: What school leaders actually do. Qualitative research that focuses on the "how's" and "whys" of effective school leaders is paramount in order to provide "real world" insight to aspiring school leaders.
Personal and Professional Characteristics and Androgynous Behavior of High School Principals in Texas
Author: Diana Powell HopePublisher:
ISBN:
Category : Androgyny (Psychology)
Languages : en
Pages : 268
Book Description
Characteristics of Leadership Behaviors of Successful High School Principals in North Carolina
Author: Tommy Parks ReidPublisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 552
Book Description
Qualities of Effective Principals
Author: James H. StrongePublisher: ASCD
ISBN: 1416629963
Category : Education
Languages : en
Pages : 336
Book Description
This book shows principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills.
The Peabody Record
Author: Qualities of Effective Teachers
Author: James H. StrongePublisher: ASCD
ISBN: 1416625887
Category : Education
Languages : en
Pages : 363
Book Description
Every teacher seeks to be an effective teacher. Every teacher wants to have a positive, remarkable, and lasting influence on students' lives. But what makes for an effective teacher? What role does teacher preparation play in teacher effectiveness? What do effective teachers do during planning, instruction, and assessment? How do they create a learning environment that engages and supports students? And how do effective teachers interact with their students to promote the best opportunities and results for all? In Qualities of Effective Teachers, 3rd edition, James H. Stronge explores these questions and more as he synthesizes the literature on teacher effectiveness. The result? A research-based framework for effective teaching that addresses: Professional knowledge Instructional planning Instructional delivery Assessment Learning environment Professionalism Stronge also examines characteristics of effective teachers of at-risk students and high-ability students. To bridge the gap between research and practice, he includes checklists of skills and positive qualities associated with effective teacher performance as well as red flags that indicate that teachers may not be reaching their full potential in the classroom. This resource is for any educator interested in improving teaching. It offers research-based advice for teachers who wish to improve their own performance, as well guidance for teacher leaders and supervisors, school administrators and department heads, staff development specialists, teacher and administrator educators, human resource specialists, and education policymakers and their staffs. Anyone who has a vested interest in students and their success can gain valuable insight and practical tools to ensure positive outcomes for all students. New to the 3rd edition: Introduction of the Framework for Effective Teaching and its six domains—professional knowledge; instructional planning; instructional delivery; assessment; learning environment; professionalism Chapter vignettes updated to illustrate the domains of the Framework for Effective Teaching Updated reference charts at the end of chapters, keyed to the subdomains of the Framework for Effective Teaching and expanded to include references for 21 century teachers Twenty-nine sidebars interspersed throughout chapters that provide state-of-the-art supplementary text on effective teaching practices and research findings Updated Teacher Skills Assessment Checklist, keyed to the domains of the Framework for Effective Teaching Updated Part 2 presents positive qualities and red flags associated with effective teachers, keyed to the domains of the Framework for Effective Teaching More than 1,000 entries in the References