Leadership Behaviors of Middle Level Principals of Exemplary Suburban Middle Schools PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Leadership Behaviors of Middle Level Principals of Exemplary Suburban Middle Schools PDF full book. Access full book title Leadership Behaviors of Middle Level Principals of Exemplary Suburban Middle Schools by Kevin C. Duckworth. Download full books in PDF and EPUB format.
Author: Kevin C. Duckworth Publisher: ISBN: Category : Leadership Languages : en Pages : 133
Book Description
This mixed methods study analyzed the perceptions of teachers and principals regarding the leadership behaviors displayed by the principal that contributed to exemplary school status. Qualitatively, subjects provided perceptions of leadership behaviors through interview responses and site visits. Teachers' (N=74) and principals' (N=5) perceptions indicated agreement between the behaviors that impacted exemplary school status. Quantitatively, subjects provided perception data regarding the leadership behaviors displayed by the principal that contributed to exemplary school status through survey data. Teachers and principals attributed the leadership behaviors identified in the Factors: Organizational Direction, Interactive Processes, Student Relations, Instructional Improvement and Curriculum Improvement as strengths that were critically important in achieving exemplary middle school academic status. Overall, perception data indicated that middle schools that are achieving exemplary academic performance are led by administrators who hold the self-perception that they are highly effective and are also perceived as highly effective by their faculty and staff members.
Author: Kevin C. Duckworth Publisher: ISBN: Category : Leadership Languages : en Pages : 133
Book Description
This mixed methods study analyzed the perceptions of teachers and principals regarding the leadership behaviors displayed by the principal that contributed to exemplary school status. Qualitatively, subjects provided perceptions of leadership behaviors through interview responses and site visits. Teachers' (N=74) and principals' (N=5) perceptions indicated agreement between the behaviors that impacted exemplary school status. Quantitatively, subjects provided perception data regarding the leadership behaviors displayed by the principal that contributed to exemplary school status through survey data. Teachers and principals attributed the leadership behaviors identified in the Factors: Organizational Direction, Interactive Processes, Student Relations, Instructional Improvement and Curriculum Improvement as strengths that were critically important in achieving exemplary middle school academic status. Overall, perception data indicated that middle schools that are achieving exemplary academic performance are led by administrators who hold the self-perception that they are highly effective and are also perceived as highly effective by their faculty and staff members.
Author: M. Christopher Marchese Publisher: ISBN: Category : Leadership Languages : en Pages : 128
Book Description
This study investigated the perceptions of leadership behaviors at the middle level by superintendents and principals. An inventory was used as the primary source of quantitative data for this study. Qualitative data were obtained through interviews of superintendents and principals using open-ended probes tied to five identified leadership themes. Seventeen superintendents and fifteen principals from schools within the southeastern region of Pennsylvania participated in this survey. In addition to participant survey responses, this study also utilized the Pennsylvania Department of Education funding formula, called the Market-Value Aide Ratio (MV/AR), to find if school district wealth/socio economics are a factor in perceived leadership behaviors. Using Kouzes and Posner's Leadership Practices Inventory, 3rd Ed. (2003a), superintendents and middle school principals identified behaviors described in the theme titled Encourage the Heart with the highest frequency response rate. Superintendents and middle school principals identified giving members of the team significant appreciation and support for their contributions as the most observable or perceived behaviors of leadership within the theme of Encourage the Heart. In contrast, the respondent data compared to the Market Value Aide Ratio identified behaviors described in the theme titled Inspire a Shared Vision as the least frequently performed behaviors in poorer school districts.
Author: Jerry Valentine Publisher: National Association of Secondary School Principals(NASSP) ISBN: Category : Education Languages : en Pages : 194
Book Description
The National Association of Secondary School Principals periodically studies practices and characteristics of secondary schools to help inform educators and shape policy. Such studies of middle-level education were conducted in 1966 and 1981. As middle-level education moved into the 1990s, many new questions about education and leadership needed to be asked and old ones revisited: What are the differences in views and preparation of school leaders? Has middle-level school leadership changed? Has the "leadership team" concept emerged? And what middle-level school programs are successful? This study examines these questions by asking middle-level school principals, assistant principals, and leadership team members about personal characteristics, job roles and tasks, and professional beliefs. Also examined are programs, practices, and trends in middle-level schools. Information from this survey of 2,000 middle-level schools in the 1991-92 school year is presented and compared, where applicable, with findings from six previous surveys going back to 1966. In addition to an introduction, this study includes chapters on personal and professional characteristics, school leadership, educational programs, issues and trends, and leadership profiles. An appendix includes sample questionnaires used in the survey. (Contains 34 references.) (JPT)
Author: Annie Peters Wimbish Publisher: ISBN: Category : Academic achievement Languages : en Pages : 254
Book Description
The purpose of this study was to determine if there was a significant difference between leadership behaviors of principals employed in middle schools identified as Schools of Excellence and leadership behaviors of principals employed in schools identified as Schools of Progress. The influences of principal demographic variables of gender, experience and education level, as well as school size, were also studied. The population of this study included all of the 80 middle school principals of identified 2002-2003 Schools of Excellence and all 90 middle school principals of identified 2002-2003 Schools of Progress. A total of 61 principals returned accurately complete survey instruments. Each principal participated by completing a Leader Behavior Description Questionnaire - Form XII Self and Demographic Form. The data analyses for this study were accomplished through the application of analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The conclusion of the study indicated that there was a statistically significant difference between the leadership behaviors in principals employed in middle schools identified as Schools of Excellence and Schools of Progress as perceived by principals on the scale of Superior Orientation. There was no statistically significant difference between the perceptions of principals as related to principals' gender, experience, education level, and school size.
Author: Kathleen Marie Brown Publisher: ISBN: Category : Education Languages : en Pages : 224
Book Description
An honest and insightful look at the real world of middle school leadership. Grounded in the belief that schools should be responsive to the developmental needs of their students, the authors explore the distinct nature of the middle school, the appropriate responses required from middle school principals, and introduce a model for developmentally responsive leadership.
Author: Donald C. Galster Publisher: ISBN: Category : Curriculum change Languages : en Pages : 349
Book Description
As expectations for improvements in public K-12 education continue, principals and teachers need to collaborate for continuous school improvement. Innovative change is needed to meet the needs of students. Michael Fullan's change theory (1993) identified many inhibitors to change, such as the human tendency to avoid change due to vulnerability and fear, high stakes accountability, parent pressure and, in contrast, maintenance of the status quo. In Wisconsin, the passage of Act 10 posed new threats to innovation. Both Robert Marzano (2004) and Kathleen Cotton (2003) explored principal practices and behaviors associated with student learning, but it is important to extend that research to understand the impact of principal behavior in high performing schools. The purpose of this study was to explore the impact of middle school principal practices and behaviors on innovative instructional practices of middle school teachers working in high performing, high pressure school environments where risk-taking and innovation can sometimes be challenged and inhibited by the pressures associated with failure and vulnerability. Seven high performing middle schools were identified using data where students scored 90% proficient or above on state standardized tests in reading and math. The staffs of all seven schools took a reliable survey measuring school culture and three were selected for study. Each staff identified faculty for interviews in addition to the principal. Finally, a confirmatory focus group was held in order to reinforce and deepen understanding of the findings. Six key principal leadership behaviors and practices were identified. Five main themes including relational practices, shared leadership, support of risk-taking, role modeling and observation, feedback and evaluation emerged from the interviews. During the confirmatory focus group, two additional themes emerged as `assumed high expectations, ' and `balancing focus on student learning and staff emotional support.' One of the seven themes, teacher observation, feedback and evaluation, was not deemed as supportive or effective in supporting innovation given the perspective of teachers.
Author: Latoya M. Garrett Publisher: ISBN: Category : Leadership Languages : en Pages :
Book Description
The principal of a campus plays a critical role in the success of the school. Principals must utilize leadership strategies that make an impact and improve student achievement. There are a variety of strategies that can be utilized by leadership and this study explored the strategies that are used most often. The purpose of this study was to examine the leadership strategies utilized by middle school principals in one suburban district, specifically which strategies are utilized most often and the ways in which those strategies varied depending on the schools’ socioeconomic status and level of student achievement. This study utilized the Principal Instructional Management Rating Scale (PIMRS) to collect data. A large Texas suburban school district with 14 middle schools was surveyed. Eight of the 14 principals elected to participate and complete the survey instrument. First, mean scores per question and subscale of the PIMRS were calculated to determine the most and least utilized strategy by all principal groups. Next, mean scores were analyzed to determine differences in scores based on school demographics and assessment scores. Third, standard deviations were calculated to determine the amount of variance in ratings on each question and subscale. Standard deviations were compared to determine the extent to which the principal ratings vary and the amount of dispersion in ratings based on demographic or assessment scores. The results showed principals rated the strategy of framing school goals the highest and of providing incentives for learning the lowest. This was consistent when compared across all principal groups. The amount of dispersion of scores varied based on question. Similarities exist in the use of strategies among principals regardless of school type. Further studies should investigate the amount of variance and dispersion of ratings.
Author: R. Anthony Johnson Publisher: ISBN: Category : Middle school teachers Languages : en Pages : 362
Book Description
A need for greater understanding of teachers' (N= 530) perceptions of the leadership behaviors of principals in Title I middle schools (n = 13) is prevalent exists. The researcher used the "Audit of Principal Effectiveness" survey to collect data. The researcher also used Hierarchical Linear Modeling as the quantitative analysis. Significant teacher-level variables were teacher age, years the teacher worked for current principal, and teacher gender. Significant school-level variables were principal gender, principal teaching experience, and percentage of low-income students scoring proficient in mathematics. Principals should understand how teacher- and school-level variables affect the principals' perceived leadership behaviors. This study has implications for university personnel, school district personnel, school principals, and hiring committees.
Author: Kevin C. Duckworth
Author: Kevin C. Duckworth
Author: M. Christopher Marchese
Author: Jerry Valentine
Author: Sally N. Clark
Author: Jerry W. Valentine
Author: Annie Peters Wimbish
Author: Kathleen Marie Brown
Author: Donald C. Galster
Author: Latoya M. Garrett
Author: R. Anthony Johnson