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Author: Mardel Smith Higginson Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 187
Book Description
The purpose of this study was to learn about how elementary principals conceptualized instructional leadership and whether the way they thought about leadership influenced their allotted use of time for instructional leadership. In order to answer this question, two sub-questions needed to be answered about how elementary principals conceptualized instructional leadership and how elementary principals perceived they used their time. This mixed-method study interviewed 30 principals in an urban-suburban school district in Utah to produce data. Each principal participated in a newly constructed survey of 84 questions. The survey consisted of four parts including demographics, open-ended questions about instructional leadership, and paper and pencil questions about both instructional leadership and how the principal thought they spent their time.
Author: Mardel Smith Higginson Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 187
Book Description
The purpose of this study was to learn about how elementary principals conceptualized instructional leadership and whether the way they thought about leadership influenced their allotted use of time for instructional leadership. In order to answer this question, two sub-questions needed to be answered about how elementary principals conceptualized instructional leadership and how elementary principals perceived they used their time. This mixed-method study interviewed 30 principals in an urban-suburban school district in Utah to produce data. Each principal participated in a newly constructed survey of 84 questions. The survey consisted of four parts including demographics, open-ended questions about instructional leadership, and paper and pencil questions about both instructional leadership and how the principal thought they spent their time.
Author: Moosung Lee Publisher: Routledge ISBN: 1000388379 Category : Education Languages : en Pages : 254
Book Description
Presenting international evidence, from school systems across the globe, this book documents patterns, causes, and effects of school principals’ time use, building a case for the implications for school improvement, administration, and leadership. This edited volume offers an unparalleled set of chapters that delve into conceptual and methodological issues in researching principals’ time use. Chapters consist of empirical studies that advance fresh perspectives and build empirical ground on how principals use time across different school systems in Africa, Asia, Europe, Middle East, Oceania, and North America. This unique book, is a useful resource for researchers and educators, capturing the geographically diverse contexts of principal time use. This work makes a significant contribution to the field of school improvement, administration, and leadership with both theoretical depth and empirical grounding.
Author: George Andrew Wells Publisher: ISBN: Category : Electronic dissertations Languages : en Pages :
Book Description
This study examines the relationship among instructional management behavior, time management, years of administrative experience, school size, and gender of elementary school principals in Connecticut's urban school districts. A quantitative research methodology was used to measure the instructional leadership behavior and time management skills of elementary school principals in Connecticut's five large urban school districts. Data regarding elementary school principals' perceptions of instructional leadership were collected using the Principal Instructional Management Rating Scale (PIMRS). The Executive Time Management Instrument (ETMI) was the instrument used to collect data on how elementary principals use time effectively. Respondents also completed a brief data sheet to obtain information concerning years of administrative experience, school size, and gender. All surveys were self-administered. Data collection resulted in an 81% response rate. Eight null hypotheses were tested to examine relationships and differences between the dependent variable (perceived instructional management behavior) and the independent variables (time management, years of administrative experience, school size, and gender). Analysis of variance (ANOVA), Pearson Product-Moment correlation, and hierarchical regression analysis were the statistical procedures used to analyze the data. The.05 level of significance was used in all statistical procedures. The findings of this study indicate that: (1) there was a significant relationship between perceived instructional management behavior and time management skills of elementary school principals; (2) there was a significant difference between males and females on time management in the areas of staff supervision and work environment, and (3) time management is a significant predictor of one's instructional management behavior after controlling for differences due to years of administrative experience, school size, and gender. The fact that a significant relationship was established between instructional management behavior and time management suggests that those who practice effective instructional management behavior also make effective use of time management techniques. The implication for training principals to be instructional leaders should also include programs that focus on the teaching of time management skills and practices. Recommendations for future research were specified.
Author: Philip Hallinger Publisher: Springer ISBN: 3319155334 Category : Education Languages : en Pages : 210
Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Author: Jonathan L. Purser Publisher: ISBN: Category : Academic achievement Languages : en Pages : 0
Book Description
The primary purpose of this study was to determine if relationships existed between the 21 instructional leadership behaviors identified by Marzano, Waters, and McNulty (2005) and elementary student academic achievement in the areas of reading, writing, and science as measured by the state accountability test (STAAR). A total of 25 principals representing 25 elementary school campuses completed the Adapted School Leadership Behaviors Survey (ASLBS). This survey was adapted from the School Leadership Behaviors Survey (SLBS) Schindler (2012) and used to assess principal self-perceptions of the 21 instructional leadership behaviors as they relate to campus student achievement. Correlational analyses were conducted to investigate the relationship between elementary school principals’ perception of their 21 instructional leadership behaviors and student achievement as measured by the state assessment (STAAR) Percent at Phase-in Satisfactory Standard or Above (Sum of All Grades Tested) in the subjects of reading, writing, and science. The findings of the study would suggest that there were some weak uphill (positive) relationships between the 21 instructional leadership behaviors and campus student achievement. However overall the correlations found could be described as having a range between no linear relationship and a moderate downhill (negative) relationship. For purposes of this study, correlations where -.30 ≤ r ≤.30 were deemed too small to discuss in detail but are included in the statistical tables for reference. Negative notable correlations were found between the instructional leadership behaviors of change agent, contingent rewards, flexibility, intellectual stimulation, involvement in curriculum and instruction optimizer, and outreach and one or more of the STAAR tested subjects of reading, writing, and science. Of all the positively correlated, none were statistically significant. The leadership behavior of Change Agent was negatively correlated to writing (r = -.518) and statistically significant (p=.008). The leadership behavior of Contingent Rewards was negatively correlated to science (r = -.412) and statistically significant (p=.041). The leadership behavior of Involvement in Curriculum was positively correlated to writing (r = -.419) and statistically significant (p=.037). These three leadership behaviors showed a moderate downhill (negative) relationship to campus academic achievement. Of the three correlations which were found to be negative and at a statistically significant level (p≤ .05), the greatest negative correlation found was where r = -.518 which is still a very small correlation. The sample size was such that relationships were found, but significance would not be generalizable.
Author: Publisher: ISBN: Category : Electronic books Languages : en Pages : 143
Book Description
Since Brown and Austin's seminal study of the assistant principal in 1970, research has been limited regarding the growing importance of this position. The research over the past four decades on the assistant principal has shown a consistent pattern -- assistant principals exercise influence mainly in the areas of clerical duties, instructional supervision, organizational duties, and student discipline with varying opportunities for instructional leadership. Assistant principals are seeking leadership roles that maximize their skillsets and talents. As principals take on more accountability issues, the need to distribute leadership becomes an important leadership task. This research project focused on assistant principals and the manner in which they perceive the distribution of leadership by their principals. The researcher utilized a survey consisting of twenty items related to themes emerging from the literature on distributed leadership: Empowerment, Work Design, Capacity Building, Positive Work Climate, and Sense of Team Purpose. Results indicated that elements of distributed leadership were present in most schools, with the lowest scores being in the area of Capacity Building. Further, an analysis of time allocation revealed that more time is spent on discipline than on instruction, even though discipline was inversely related to elements of distributed leadership, while time spent on instruction was positively correlated with all elements of distributed leadership. Combined, the results of the present study highlight the importance of distributed leadership and time allocation among high school assistant principals.
Author: Mardel Smith Higginson
Author: Mardel Smith Higginson
Author: Christine D. Thomas-Hodge
Author: Moosung Lee
Author: Wendy Eldredge
Author: George Andrew Wells
Author: Stephen Cline Keith
Author: Philip Hallinger
Author: 
Author: Jonathan L. Purser
Author: