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Author: Mary Margaret Longloy Publisher: ISBN: Category : Languages : en Pages : 163
Book Description
The following recommendations are based on the findings and conclusions: (1) The principal must maintain confidentiality and be a good listener. (2) Principals should establish a professionally personal relationship with each teacher. (3) Principals should be aware that: (a) male teachers are less trusting than female teachers, (b) teachers' years of experience has no bearing on building trust, and (c) elementary teachers are generally more trusting than secondary teachers.
Author: Mary Margaret Longloy Publisher: ISBN: Category : Languages : en Pages : 163
Book Description
The following recommendations are based on the findings and conclusions: (1) The principal must maintain confidentiality and be a good listener. (2) Principals should establish a professionally personal relationship with each teacher. (3) Principals should be aware that: (a) male teachers are less trusting than female teachers, (b) teachers' years of experience has no bearing on building trust, and (c) elementary teachers are generally more trusting than secondary teachers.
Author: Katie Tosh Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
Effective principal leadership practices improve school organization, teaching, and student achievement outcomes. These practices include framing and communicating a school's goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, and this mismatch in perception could have negative consequences. Numerous studies in the fields of human resources and organizational management reveal that leader self-awareness-when leader self-perception is in agreement with what subordinates perceive-is directly related to leadership effectiveness. The degree to which leaders rate themselves more highly than do subordinates correlates with diminished organizational outcomes, including reduced subordinate job satisfaction and productivity. Specific to education, negative teacher perception of school leadership correlates with teacher burnout and reduced teacher collaboration. We used data from the RAND Corporation's web-based American Educator Panels to gather nationally representative evidence of whether perceptions of school leadership practices vary by educator position. We find that principals almost universally rate themselves as effective, but a minority of teachers disagree.
Author: Publisher: ISBN: Category : Electronic books Languages : en Pages : 116
Book Description
Principals are in the greatest hierarchical position of authority within the school community and have the second greatest impact on student achievement, second only to teachers. If they hope to lead an effective organization through successful reform efforts, then they must understand how effective leadership behaviors and trust intertwine and impact the school. The quantitative study surveyed 329 certificated secondary classroom teachers from middle, high, and atypical schools in one large, urban, Southern Californian district. Bivariate intercorrelational scale, analysis of variance, and stepwise regression analyses were utilized to analyze responses from the paper questionnaire. Findings revealed the following: (a) strong positive correlations between trust and effective leadership behaviors; (b) leadership behaviors impacted the perception of the principal’s trustworthiness; (c) trust behaviors impacted the perception of principal’s ability to lead effectively; (d) teacher demographics impacted the perception of the principal’s trustworthiness and leadership ability; and (e) trust and effective leadership behaviors have mutually dependent, reciprocal relationships. Therefore, effective principals understand the developing trusting relationships with teachers is a worthwhile
Author: Linda Darling-Hammond Publisher: John Wiley & Sons ISBN: 0470579951 Category : Education Languages : en Pages : 426
Book Description
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Author: Bruce Jesse Biddle Publisher: R&L Education ISBN: 9781578861934 Category : Education Languages : en Pages : 324
Book Description
Here, the authors address questions about the utilization of knowledge from social research and offer evidence that challenges allegations about the 'awful reputation' of educational research and its supposed lack of impact.
Author: Justin Barrett Publisher: ISBN: Category : Educational change Languages : en Pages : 234
Book Description
In the United States, public schools have failed minority and low-income students at both the state and district level. Because of the increasing achievement gap, there is a continual search to find solutions to improve achievement, particularly for underprivileged students attending underfunded and failing public schools. One important solution that numerous districts have attempted is school turnarounds, which use comprehensive interventions to save failing schools from closing. The purpose of this study was to determine how principals perceive their role and leadership in the context of school turnarounds. Using the Mid-continent Research for Education and Learning’s (McREL) balanced leadership framework and what has been coined the seven Critical Success Factors (CSFs) this study examined how leadership practices affect student academic success in Texas public schools undergoing turnarounds. Interviews with 10 principals of identified turnaround campuses were conducted. The responses of the surveyed participants revealed three primary findings: (1) robust teacher hiring and training systems are critical to successful school turnaround and improved student success; (2) principals who rely on reliable data to inform changes, guide teachers, and improve student outcomes are more likely to be successful at turning a school around; and (3) principals who draw on their past experiences to inform their leadership choices are best positioned to positively impact the school community and its network of stakeholders
Author: Catherine H. Augustine Publisher: Rand Corporation ISBN: 0833048910 Category : Business & Economics Languages : en Pages : 179
Book Description
Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
Author: Mary Margaret Longloy
Author: Mary Margaret Longloy
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Author: Katie Tosh
Author: Christopher Day
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Author: Linda Darling-Hammond
Author: Bruce Jesse Biddle
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Author: Justin Barrett
Author: Catherine H. Augustine