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Dissertations / Theses on the topic 'Educational leadership Teacher participation in administration Teachers'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Sturm, Paul Ridgway. "Understanding teacher leadership in context a qualitative, heuristic study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/p_sturm_071209.pdf.

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Akert, Nancy I. Martin Barbara N. (Barbara Nell) 1952. "The perceptions of teachers and principals in regard to teacher leadership and school improvement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6849.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Martin. Vita. Includes bibliographical references.

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McLeod, Ian Alexander. "Leaving the ship but staying on board : a multiple case study of the voluntary shift from leader to teacher within the same educational institution : a thesis submitted to AUT University in partial fulfilment of the degree of Master of Education (MEd), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/676.

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The New Zealand education system has undergone some two decades of substantial reform. There can be little doubt that this has brought significant change to the nature of what is expected of people occupying positions of leadership in schools and educational institutions (Ball, 2007; Bottery, 2004; Codd, 2005). Against this contextual backdrop, and in the researcher’s experience as a teacher and former holder of a position of leadership, there is an observable phenomenon of educational leaders stepping aside from position and yet continuing to work as teachers within the same workplace. Despit

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Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.

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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study i

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Pierce, Molly Kelley. "A determination of the reliability and construct validity of the Leadership Capacity School Survey." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4692.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.

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Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.

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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.

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Muronga, Michael Muduva. "The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003571.

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The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structur

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Horton, Amy B. Mrs. "A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3276.

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Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education,

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Hanghuwo, Maria Nahambo. "Teacher leadership practice : a case study of a public primary school in a semi-urban area of the Otjozondjupa Region, central Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017341.

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The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive tea

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Zokka, Thomas Kayele. "An exploration of teacher leadership : a case study in a Namibian urban primary school." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001809.

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After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that

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John, Daisy Mary. "Developed teacher leadership in a township high school : an interpretive case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018548.

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South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who p

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Mancoko, Melikhaya Kenneth. "The enactment of teacher leadership in a township high school : a restricted form." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019886.

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Whilst the concept of teacher leadership is not new in the international literature (Grant, 2006), research on the topic of teacher leadership is emerging slowly as a new area of research interest in South Africa (Grant, 2006; Grant, 2005; Singh, 2007). Teacher leadership is basically about teachers who are leaders within and outside the classroom, who identify with and contribute to a community of teacher learners and leaders, influence others to improve their teaching practice and accept responsibility for realising the goals of their organisation (Katzenmeyer & Moller, 2001 in Grant, 2006).

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Adediji, John Oluwole. "An exploration of leadership practices: a case study in a public high school in Nigeria." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001955.

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The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing co

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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.

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Seeli, Fusi David. "Managing ineffective secondary schools in Lejweleputswa district." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/197.

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Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013<br>In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa dist

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Areias, Sean Matthew. "Supports for Teacher Leadership| Teachers' Perceptions in American-Sponsored Overseas Schools in Africa." Thesis, Lehigh University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10192327.

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<p> A competitive international school market is influential to the increased pressure on American-sponsored overseas schools to recruit and retain high-quality teachers. Teachers who feel they have more input into school decisions are more likely to desire employment at such schools, or once at the school, are more likely to stay for a longer period (Ingersoll, 2001; Mancuso, 2010). Purposefully developing teacher leadership in international schools may be a way to recruit and retain the best teachers (Weston, 2014), who positively influence school effectiveness and student learning results

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Williams, Robert Eugene. "Administrator and teacher perceptions of the qualities of effective teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154191.

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Williams, Willie E. "Principal Leadership Style, Teacher Motivation, and Teacher Retention." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6148.

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The problem of teacher turnover in the United States has received significant attention from policymakers and district leaders. Improving teacher motivation is a concern and challenge for principals because they are faced with retaining highly qualified and capable teachers in the classroom. Researchers have indicated that principals can play a crucial role in motivating teachers. This nonexperimental correlational study used Deci and Ryan's self-determination theory and the leadership theories of Burns, Avolio, and Bass as a framework to address 2 research questions. The first research questi

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Smith, Debra Ellen Levine. "An examination of teachers' participation in teacher leadership in a rural district in Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/debra_e_smith/Smith_Debra_E_200705_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Barbara J. Mallory. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 168-182) and appendices.

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DeMasters, Gretchen A. "Relationship between Teachers' Use of Cognitive Coaching SM in the Classroom and Teacher Efficacy." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840530.

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<p> Leaders in today’s public schools must offer professional development to provide support to teachers without overwhelming them or adding more to their plates (Preciado, 2015). With ever-expanding responsibilities and accountability for teachers in the classroom, providing much-needed support is a top priority (Preciado, 2015). Teacher attrition is costly to school districts, and it is largely due to lack of support for teachers (Neason, 2014). Edwards (2015) reported teachers who grow in efficacy stay a longer length of time in one district, increase their implementation of new teach

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Creasap, Sally A. "The effects of mentoring and sustained reflection on educational leadership practice a case study of a novice principal and mentor participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060886269.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 242 p.; also includes graphics Includes bibliographical references (p. 229-242). Available online via OhioLINK's ETD Center

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Williams, Kelly M. "Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2503.

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Effective leadership has a positive impact upon schools and student achievement. Teacher inclusion in leadership efforts has grown during a time of school reform. In order to sustain and define teacher leader responsibilities, efficacious teachers need to be supported by school and district administrators. A case study was used to understand the dynamics of self-efficacy as it pertains to teacher leaders in the Oak Ridge School District in Oak Ridge, Tennessee. Purposive sampling was used to select 5 teacher leaders and 2 district administrators for the case study. Interviews along with observ

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Woods-Murphy, Maryann. "Perceptions of Highly Recognized Teachers about Approaches to Teacher Leadership." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1811.

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State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communit

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Ollison, Jacquelyn. "Improving Teacher Retention by Addressing Teachers' Compassion Fatigue." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3602.

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California is experiencing a massive teacher shortage, and urban schools are disproportionately affected by it negatively. Retention efforts to date have not included strategies to address Compassion Fatigue (burnout and secondary trauma) teachers experience when working with traumatized students at urban schools. This dissertation explores whether Compassion Fatigue is an unaddressed reason for teacher attrition at urban schools. A mixed method practical action research approach using the Professional Quality of Life Scale Version Five (ProQOL 5) and qualitative interviews, portions of whi

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Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learni

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Pare, Pamela. "Prolonged teacher stress as a function of teachers' perceptions of principal leadership style adaptability and teachers' belief systems." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618667.

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The purpose of this study was to investigate the relationship among prolonged teacher stress (or burnout), teachers' perceptions of leadership style adaptability, and teacher irrational belief systems.;The York County School Division was chosen because of the relative availability of subjects. Three surveys measuring teachers' perceptions of leadership style and style adaptability, teachers' irrational belief systems, and prolonged teacher stress, were disseminated among elementary classroom teachers in the county. Out of 100 elementary school teachers surveyed, there were 71 responses.;Three

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Chirume, Erasmus. "A Study of Educational Leadership: The Principals' and Teachers' Perceptions of Teacher Leadership Dynamics in Southeast Ohio." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214860712.

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Beer, Shirley Hill. "The effects of sex of teacher, sex of scenario principal and leadership style on the performance ratings of scenario principals by teachers." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1463.

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This study was designed to address questions regarding the effects of sex and leadership style on teacher perceptions of principal effectiveness. On a researcher-designed instrument, middle school teachers rated the effectiveness of a scenario principal's response in several situations. The responses reflected varying levels of Task and Relationship Behavior. The design incorporated two between subjects factors (Teacher Sex and Principal Sex) and one within subjects factor (Leadership Style) which was treated as a repeated measure. An analysis of variance revealed no significant effects except

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Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.

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The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high s

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Romero, Merced Jr. "The impact of educational policy changes upon elementary school teachers' instructional practices." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/53.

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To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional pra

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Holliman, Stephanie Layne. "Exploring the effects of empowerment, innovation, professionalism, conflict, and participation on teacher organizational commitment." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3468.

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Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in complex organizations and a significant predictor of retention. This study examined the extent to which empowerment, innovation, professionalism, perceived level of interpersonal conflict, and participation were associated with teachers' organization

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Sun, Chao. "Attitudes of chinese preschool teachers towards inclusion of students with special needs in relation to teacher self-efficacy and school climate." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/35.

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The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers’ self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)’s theory of self-eff

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Hu, Yue. "The Relationship Between Job Burnout of Kindergarten Teachers in Shanghai and their Personality Traits." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/33.

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With the aim of extending prior findings to a new population, the present study, used quantitative research design methodologies to examine the possible correlations between job burnout of kindergarten teachers in Shanghai and their personality traits as well as their demographic characteristics. An online survey was completed by 140 full-time kindergarten teachers in Yangpu District, Shanghai, who reported their demographic information, perceived burnout levels as measured by the Maslach Burnout Inventory—Educators Survey (MBI-ES)(Maslach, Jackson &Schwab, 1996), and personality factors measu

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Ziolkowski, Carol Anne H. "An Examination of What Principals Do to Create a Positive School Climate for Teachers in Elementary Schools and How Teachers Perceive Those Efforts." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3734.

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Abstract AN EXAMINATION OF WHAT PRINCIPALS DO TO CREATE A POSITIVE SCHOOL CLIMATE FOR TEACHERS IN ELEMENTARY SCHOOLS AND HOW TEACHERS PERCEIVE THOSE EFFORTS By Carol Anne H. Ziolkowski, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2015 Director: Whitney Sherman Newcomb, Ph.D. Professor, Department of Educational Leadership School of Education This qualitative study of elementary school climate explored the actions principals take to create or maintain a pos

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Newman, Thomas Sebastian Mark. "The use of sandtray with teachers within the context of school development : a case study /." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1138.

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Methner, Gereon V. "Perceptions of Administrative Support and Follower Readiness in Middle School Teachers." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383582751.

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Hackett-Villalobos, Karen. "Training beginning teachers how to engage families: A case study." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/30.

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This qualitative study focuses on how beginning teachers attain skills to engage families in the educational process. Historical rationale, theoretical frameworks, and key research findings for family engagement training during the last three decades were reviewed, studied, and analyzed for themes. A review of scholarly literature is incorporated into this inquiry to provide a lens into the scope of existing family engagement research regarding the ways in which teachers are trained how to partner with families. This study also includes discussion and analysis of state and federal policies and

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Jury, Tanya Jo. "PRINCIPAL BEHAVIORS THAT FOSTER COLLECTIVE EFFICACY AMONG TEACHERS IN RURAL SECONDARY SCHOOLS IN KENTUCKY." UKnowledge, 2019. https://uknowledge.uky.edu/edl_etds/26.

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The purpose of this study was to examine principal behaviors, identified by teachers and principals, which foster collective efficacy among teachers. As instructional leaders of a school, principals are expected to lead their schools. Behaviors exhibited by the principal can either help or hinder the success of the school and teachers and students in that school. This study will assist principals, aspiring principals, and instructors of principal preparation programs in knowing what behaviors are necessary to foster collective efficacy in their schools, leading to greater success for that scho

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Dyches, Tina Taylor Morreau Lanny E. Lian Ming-Gon John. "Effects of an accommodation planning guide on teachers' recommendations of services, adaptations and accommodations for students with disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633392.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Dianne Ashby, Jeffrey Bakken, Margaret Shaw-Baker. Includes bibliographical references (leaves 154-168) and abstract. Also available in print.

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Hand, Victoria Sanderlin. "Perceptions and Concerns of Novice Secondary Teachers in Louisiana: The Relationship of Novice Secondary Teacher Stress to Their Perception of Principal Leadership." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1020.

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The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted perm

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Parman, Kristan D. "School Reform and Coaching| Identifying Structures for Successful Implementation of a Data Informed Decision-Making Program." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722773.

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<p> During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer ne

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Morton, Cleion L. "Exploring teacher emotional intelligence and its impact on school climate." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17313.

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Doctor of Education<br>Department of Educational Leadership<br>Robert Shoop<br>Teachers and administrators are struggling. They must do more with less. Children come to school from a variety of backgrounds and experiences. These issues, as well as numerous others, provoke emotions that run rampant—sometimes out of control and sometimes minimized to the point of being destructive. In turn, the school climate and learning environment is affected. Teachers need support to enhance their understanding of emotional intelligence (EI). Application of EI competencies can positively influence scho

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Goss, Emilie Alice, Julie Diane Orr, and Barbara Anne Osburn. "IMPACTT: Involving more parents and community members together with teachers in support of education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1369.

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Involving parents and community in education is vital to the success of academic excellence. It is essential that adults be involved in the education and socialization of their children for the next generation.

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Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.

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Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descrip

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Scholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.

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Bibliography: pages 53-58.<br>Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the d

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Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.

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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fulla

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Washington, Michelle Latrice. "Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2772.

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The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional

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King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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Carr, Susie J. "Developing a Measure of Teachers' Perceptions of Organizational Invisibility." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377015800.

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