Author: Krista Lea Calvert
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 368
Book Description
Purpose of the study . The purpose of this study was to determine the relationship between the teachers' perception of level of implementation of the four priorities of the Basic School and teacher perception of principal effectiveness. The specific objectives of this study were: to determine teacher perception of the level of implementation of the four priorities in 21 schools formally involved in the Basic School network for over three years, to determine teacher perception of principal effectiveness within 12 dimensions and indicators of effective leadership in 21 schools formally involved in the Basic School network for over three years, and to examine the relationship between implementation of the Basic School framework and effective leadership in 21 schools formally involved in the Basic School network for over three years. Two instruments were developed, the Four Priorities of the Basic School: Teacher Perception Instrument to assess implementation of the Basic School framework, and the Dimensions of Principal Leadership Instrument to assess teacher perception of principal effectiveness. Procedure . The entire population of certified staff members in each of the 21 schools affiliated with the Basic School National Network for three or more years was asked to participate in the study. Five hundred eighty-five surveys were mailed out with a return of 327. Eighty percent of the certified teachers from the 14 participating schools returned completed surveys. The data gathered were then subjected to validity, reliability and correlational statistical analyses. Findings. The results of this study indicate that both instruments--the Four Priorities of the Basic School: Teacher Perception Instrument and the Dimensions of Principal Leadership Instrument --are reliable instruments. Each instrument is also strong in convergent validity while showing weakness in construct and discriminant validity. The results of this study establish that there is a relationship between implementation of the Basic School priorities for school renewal and teacher perception of principal effectiveness. However, the attempt to explain the degree to which selected underlying background variables contributed to explaining this relationship was only partially successful.
The Relationship Between Perceived Effectiveness of Principal as Leader and Level of Implementation of the Four Priorities of the Basic School
Author: Krista Lea Calvert
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 368
Book Description
Purpose of the study . The purpose of this study was to determine the relationship between the teachers' perception of level of implementation of the four priorities of the Basic School and teacher perception of principal effectiveness. The specific objectives of this study were: to determine teacher perception of the level of implementation of the four priorities in 21 schools formally involved in the Basic School network for over three years, to determine teacher perception of principal effectiveness within 12 dimensions and indicators of effective leadership in 21 schools formally involved in the Basic School network for over three years, and to examine the relationship between implementation of the Basic School framework and effective leadership in 21 schools formally involved in the Basic School network for over three years. Two instruments were developed, the Four Priorities of the Basic School: Teacher Perception Instrument to assess implementation of the Basic School framework, and the Dimensions of Principal Leadership Instrument to assess teacher perception of principal effectiveness. Procedure . The entire population of certified staff members in each of the 21 schools affiliated with the Basic School National Network for three or more years was asked to participate in the study. Five hundred eighty-five surveys were mailed out with a return of 327. Eighty percent of the certified teachers from the 14 participating schools returned completed surveys. The data gathered were then subjected to validity, reliability and correlational statistical analyses. Findings. The results of this study indicate that both instruments--the Four Priorities of the Basic School: Teacher Perception Instrument and the Dimensions of Principal Leadership Instrument --are reliable instruments. Each instrument is also strong in convergent validity while showing weakness in construct and discriminant validity. The results of this study establish that there is a relationship between implementation of the Basic School priorities for school renewal and teacher perception of principal effectiveness. However, the attempt to explain the degree to which selected underlying background variables contributed to explaining this relationship was only partially successful.
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 368
Book Description
Purpose of the study . The purpose of this study was to determine the relationship between the teachers' perception of level of implementation of the four priorities of the Basic School and teacher perception of principal effectiveness. The specific objectives of this study were: to determine teacher perception of the level of implementation of the four priorities in 21 schools formally involved in the Basic School network for over three years, to determine teacher perception of principal effectiveness within 12 dimensions and indicators of effective leadership in 21 schools formally involved in the Basic School network for over three years, and to examine the relationship between implementation of the Basic School framework and effective leadership in 21 schools formally involved in the Basic School network for over three years. Two instruments were developed, the Four Priorities of the Basic School: Teacher Perception Instrument to assess implementation of the Basic School framework, and the Dimensions of Principal Leadership Instrument to assess teacher perception of principal effectiveness. Procedure . The entire population of certified staff members in each of the 21 schools affiliated with the Basic School National Network for three or more years was asked to participate in the study. Five hundred eighty-five surveys were mailed out with a return of 327. Eighty percent of the certified teachers from the 14 participating schools returned completed surveys. The data gathered were then subjected to validity, reliability and correlational statistical analyses. Findings. The results of this study indicate that both instruments--the Four Priorities of the Basic School: Teacher Perception Instrument and the Dimensions of Principal Leadership Instrument --are reliable instruments. Each instrument is also strong in convergent validity while showing weakness in construct and discriminant validity. The results of this study establish that there is a relationship between implementation of the Basic School priorities for school renewal and teacher perception of principal effectiveness. However, the attempt to explain the degree to which selected underlying background variables contributed to explaining this relationship was only partially successful.
Managerial Effectiveness and Effective Functioning of the B.Ed. College Principals
Author: Dr. M. Ramakrishna Reddy
Publisher: Lulu.com
ISBN: 1365749576
Category : Education
Languages : en
Pages : 363
Book Description
Education is an instrument of social change. It is a process which brings about modifications in the behaviour of society. It helps individuals to develop their own perspectives on the world around them and pushes them to think both creatively and conceptually about many different subjects. It enables individuals to effectively participate and contribute to the progress of humanity.
Publisher: Lulu.com
ISBN: 1365749576
Category : Education
Languages : en
Pages : 363
Book Description
Education is an instrument of social change. It is a process which brings about modifications in the behaviour of society. It helps individuals to develop their own perspectives on the world around them and pushes them to think both creatively and conceptually about many different subjects. It enables individuals to effectively participate and contribute to the progress of humanity.
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
Book Description
School Leadership That Works
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Analyzing Teachers' Perceptions on Principal Effectiveness Through Leadership Style, Gender, and Educational Level of a School Building
Author: Marie A. Netto
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Since a building principal is the most important employee in a school building with regards to setting educational standards and creating culture, it is important for this leader to consider leadership style and to recognize the importance of teachers' perceptions on effectiveness. The purpose of this ex post facto study was to explore the relationship between the leadership style of building principals and perceived effectiveness of those leaders. Subtopics of this study considered the relationship that gender, leadership style, and educational level of the school building (elementary vs. secondary) have on perceived effectiveness of leaders. Data were collected via Bass & Avolio's web-based survey entitled the Multifactor Leadership Questionnaire (MLQ) from a sampling of elementary and secondary building principals in Nassau and Suffolk County districts and at least five faculty members from each principal's school. In total, 38 building principals and 236 teachers participated in the study. Descriptive statistics were compiled on the demographic data obtained, and two-way Analysis of Variance (ANOVA) tests and an Independent Samples t-test were run using SPSS to understand if there was any significant relationship between gender, type of school and leadership styles or between leadership style, gender, type of school and the perceived effectiveness of the building principal. Further, this study explored if there was a statistically significant difference between the perceptions about leadership style and effectiveness between principal participants and teacher raters. Results of the study revealed non-significant associations for all research questions; however, statistically significant simple main effects found that at the elementary level, female principals were considered significantly more transformational than male principals. Findings also indicated that teachers on both educational levels perceived their male principals to exhibit more laissez-faire leadership behaviors than female principals, and there was a statistically significant difference in effectiveness scores between elementary and secondary school levels for male principals with elementary school teachers rating their male principals as more effective. Through these findings, certain strategies can be ascertained to help current leaders reflect on practice, to better prepare future leaders, and to contribute to the discourse about gender, school type, and leadership in education.
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Since a building principal is the most important employee in a school building with regards to setting educational standards and creating culture, it is important for this leader to consider leadership style and to recognize the importance of teachers' perceptions on effectiveness. The purpose of this ex post facto study was to explore the relationship between the leadership style of building principals and perceived effectiveness of those leaders. Subtopics of this study considered the relationship that gender, leadership style, and educational level of the school building (elementary vs. secondary) have on perceived effectiveness of leaders. Data were collected via Bass & Avolio's web-based survey entitled the Multifactor Leadership Questionnaire (MLQ) from a sampling of elementary and secondary building principals in Nassau and Suffolk County districts and at least five faculty members from each principal's school. In total, 38 building principals and 236 teachers participated in the study. Descriptive statistics were compiled on the demographic data obtained, and two-way Analysis of Variance (ANOVA) tests and an Independent Samples t-test were run using SPSS to understand if there was any significant relationship between gender, type of school and leadership styles or between leadership style, gender, type of school and the perceived effectiveness of the building principal. Further, this study explored if there was a statistically significant difference between the perceptions about leadership style and effectiveness between principal participants and teacher raters. Results of the study revealed non-significant associations for all research questions; however, statistically significant simple main effects found that at the elementary level, female principals were considered significantly more transformational than male principals. Findings also indicated that teachers on both educational levels perceived their male principals to exhibit more laissez-faire leadership behaviors than female principals, and there was a statistically significant difference in effectiveness scores between elementary and secondary school levels for male principals with elementary school teachers rating their male principals as more effective. Through these findings, certain strategies can be ascertained to help current leaders reflect on practice, to better prepare future leaders, and to contribute to the discourse about gender, school type, and leadership in education.
Relationship Between Self-actualization and Perceived Effectiveness Among Principals and Teachers
Author: Buel Nathan Bowlan
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 318
Book Description
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 318
Book Description
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Improving Principal Effectiveness
Author: Kenneth A. Leithwood
Publisher: OISE Press, The Ontario Institute for Studies in Education
ISBN:
Category : Education
Languages : en
Pages : 312
Book Description
Publisher: OISE Press, The Ontario Institute for Studies in Education
ISBN:
Category : Education
Languages : en
Pages : 312
Book Description
The Relationship Between the Perceived Instructional Leadership Skills of Four Elementary Principals and the Effectiveness of Their Schools
Author: Christine D. Thomas-Hodge
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 224
Book Description
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 224
Book Description
The Relationships Between the Value Orientations, Leader Behavior, and Effectiveness of Secondary School Principals in Selected Middle Sized School Systems
Author: John Charles Hefty
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 336
Book Description
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 336
Book Description