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Journal articles on the topic 'Elementary school principals – Texas'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Erlandson, David A., and Geoffrey Lyons. "The Jobs of British Primary Headteachers and Texas Elementary Principals." Journal of School Leadership 5, no. 5 (1995): 418–47. http://dx.doi.org/10.1177/105268469500500502.

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A study of the jobs of 255 headteachers in England and Wales was replicated with twenty elementary school principals in Texas. These studies examined the most important and most time-consuming tasks of the headteachers’ and principals’ jobs, the context factors of the jobs, and the work-related personality characteristics of the job incumbents. The results of the study have been used as a tool for the professional development of the twenty principals; they also suggest direction for further exploration of comparisons and contrasts between jobs of headteachers and principals.

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DeMatthews, David E., and David S. Knight. "Denying Special Education to Students in Need: A Case of Accountability, Compliance, and Fear in a Texas Elementary School." Journal of Cases in Educational Leadership 22, no. 1 (2019): 55–72. http://dx.doi.org/10.1177/1555458918786988.

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Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency’s district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.

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Kearney, W. Sean, and Page Smith. "Student Bullying, Teacher Protection, and Administrator Role Ambiguity." Journal of School Leadership 28, no. 3 (2018): 374–400. http://dx.doi.org/10.1177/105268461802800305.

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This investigation examines the impact teacher protection and principal role ambiguity have on elementary school student bullying. Data were collected from 1,554 teachers and 198 campus administrators from 104 elementary schools in Texas. HLM analyses are employed to identify the effect that teacher protection, administrator role ambiguity, school size, and socioeconomic status have on student bullying. The findings indicate when teachers espouse a belief in protecting students from bullying and administrators clearly understand their roles, bullying incidents decrease. Thus, enhancing teacher protection and administrator role clarity may serve as useful tools to help educators reduce incidents of school bullying.

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Mountain, Lee. "Doing Homework on a Telecommunications Network." Journal of Educational Technology Systems 21, no. 2 (1992): 103–7. http://dx.doi.org/10.2190/8hew-4r68-ttte-9n94.

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In Texas, elementary school pupils are doing homework on a telecommunications network. A professor, a principal, and a production manager for a telecommunications network spearheaded this innovative use of an educational technology system. They got a pilot project started in one innercity school in 1991, and it has already spread to six surrounding school districts. The endeavor now involves parents, elementary teachers and administrators, university faculty and students, telecommunications technologists, videotex writers, and business sponsors. The children in the pilot program averaged two hours a week of extra-credit homework on the network during the school months. During their summer vacation, these children were allowed to keep equipment for accessing the telecom network at home. In June and July their average time online increased to over two hours a week on videotex programs that exercised math, writing, and reading. For this group, an educational technology system that involved doing homework on a telecommunications network definitely increased academic time on task.

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Heiman, Daniel, and Elizabeth Murakami. "“It Was Like a Magnet to Bring People In”: School Administrators’ Responses to the Gentrification of a Two-Way Bilingual Education (TWBE) Program in Central Texas." Journal of School Leadership 29, no. 6 (2019): 454–72. http://dx.doi.org/10.1177/1052684619864702.

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This critical ethnographic study investigated how gentrification processes shaped an elementary school’s community and two-way bilingual education (TWBE) program in Central Texas. Findings revealed how these gentrification processes impacted the principal and vice principal at the ontological and epistemological levels, as their ways of being and knowing around their TWBE program were altered as a dual gentrification process pushed in new customers thirsting for bilingualism and pushed out Spanish-speaking families due to rapidly rising rents. Implications highlight the urgency for administrators to develop critical consciousness around the original race radical vision of bilingual education.

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Istiqomah, Nurul. "Problem Based Learning (PBL) Learning Model Of Indonesian Learning Outcomes For Class II SD Students." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (2020): 562. http://dx.doi.org/10.20961/shes.v3i4.54360.

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<p><em>The aim is to improve learning outcomes of Indonesian language material listening to conversational texts related to culture, sorry. Problem based learning model for second grade elementary school students. This type of research is a class research group, the research subject of teachers and students. Sources of data used are: students, teachers, principals, notes/documents of observations, learning outcomes tests. Data collection techniques with observation (observation), documentation, and tests. The results of this study indicate an increase in Indonesian language learning outcomes. This can be seen from the average value of 76.9 in the first cycle, with a learning completeness percentage of 70% 16 students who completed their studies. Then there was an increase in the class average score of 82.2 in the second cycle, with a percentage of learning completeness 87%, students who finished learning asthma as many as 20 students. The conclusion is that the problem based learning model can improve learning outcomes of Indonesian language material. Listening to text conversations related to culture, apologize to second grade elementary school students.</em></p>

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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.

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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis.  Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

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Porter, Ann W., Donald K. Lemon, and Richard G. Landry. "School Climate and Administrative Power Strategies of Elementary School Principals." Psychological Reports 65, no. 3_suppl2 (1989): 1267–71. http://dx.doi.org/10.2466/pr0.1989.65.3f.1267.

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This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

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9

Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

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10

Taylor, Jennifer P., Debbie MacLellan, Jane Mary Caiger, et al. "Implementing Elementary School Nutrition Policy: Principals’ Perspectives." Canadian Journal of Dietetic Practice and Research 72, no. 4 (2011): e205-e211. http://dx.doi.org/10.3148/72.4.2011.e205.

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Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.

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Apodaca-Tucker, Mary T., and John R. Slate. "School-Based Management: Views from Public and Private Elementary School Principals." education policy analysis archives 10 (April 28, 2002): 23. http://dx.doi.org/10.14507/epaa.v10n23.2002.

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In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.

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Jacobson, John, D. Ray Reutzel, and Paul M. Hollingsworth. "Reading Instruction: Perceptions of Elementary School Principals." Journal of Educational Research 85, no. 6 (1992): 370–80. http://dx.doi.org/10.1080/00220671.1992.9941140.

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Price, James H., Sharon M. Desmond, and Cathleen M. Stelzer. "Elementary School Principals' Perceptions of Childhood Obesity." Journal of School Health 57, no. 9 (1987): 367–70. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03225.x.

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Ferrandino, Vincent L. "Challenges for 21st-Century Elementary School Principals." Phi Delta Kappan 82, no. 6 (2001): 440–42. http://dx.doi.org/10.1177/003172170108200606.

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Mitchell, Coral, and Joyce B. Castle. "The Instructional Role of Elementary School Principals." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 3 (2005): 409. http://dx.doi.org/10.2307/4126477.

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Brock, Barbara L. "A Planning Tool for Elementary School Principals." Contemporary Psychology 48, no. 1 (2003): 113–14. http://dx.doi.org/10.1037/000738.

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Bridgeland, William M., and Edward A. Duane. "Elementary-school principals and their political settings." Urban Review 19, no. 4 (1987): 191–200. http://dx.doi.org/10.1007/bf01112054.

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Lock, Robyn S., Susan K. Telljohann, and James H. Price. "Characteristics of Elementary School Principals and Their Support for the Physical Education Program." Perceptual and Motor Skills 81, no. 1 (1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.

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The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.

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Yu, Eun-Kyoung. "Perceptions about Becoming Principals and Leadership of American Elementary School Principals." Journal of Korean Women's Studies 33, no. 3 (2017): 389–425. http://dx.doi.org/10.30719/jkws.2017.09.33.3.389.

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Murakami, Elizabeth T., and Monika Törnsen. "Female secondary school principals." Educational Management Administration & Leadership 45, no. 5 (2017): 806–24. http://dx.doi.org/10.1177/1741143217717273.

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This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leaders in upper secondary schools can be evaluated negatively. These considerations relate to the way in which female principals are recruited, hired, and weighed when appraised, where their contributions may not be fully incorporated to establish equitable processes and procedures to sustain their success in educational leadership.

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Rojas-Guyler, Liliana, Julie Sparks, and Keith A. King. "School Principals’ Perceptions of Students Walking and Bicycling to School." Californian Journal of Health Promotion 5, no. 3 (2007): 51–61. http://dx.doi.org/10.32398/cjhp.v5i3.1250.

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Background. The purpose was to identify presence of restrictive policies, frequency of active commuting to school, beliefs of childhood health and perceived enabling and restrictive factors with regard to students walking/bicycling to school as observed by elementary and middle school principals. Methods. The study used a non-experimental quantitative survey research method. The census consisted of all public and private, elementary and middle schools in three counties in a Midwestern region (n=96). Results. A total of 71 principals completed the survey (74% response rate). Analyses indicated that the actual number of students walking/bicycling to school did not significantly differ between schools with a restrictive policy and schools with no restrictive policy. Overall, the actual number of students walking/bicycling to school was largely underestimated by principals. In addition, principals at schools with higher walking/bicycling rates were significantly more likely to report that students should consider walking/bicycling if residing within one mile, had significantly more enabling environments, and had significantly less restrictive environments.

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Brown, Eboni, and Krishna Bista. "Perceptions of Elementary Principals on Compass Evaluation System." Journal of School Leadership 28, no. 4 (2018): 539–61. http://dx.doi.org/10.1177/105268461802800405.

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This study explores the perceptions of elementary school principals on the Compass teacher evaluation system in a Southern Louisiana school district in the United States. There were seven themes that emerged from the qualitative data analysis: compliance, subjectivity, accountability, expectation, confinement, inconsistency, and helpfulness. Data analysis led to the following major findings: (a) all principals comply with the functions of Compass; (b) principals experience subjectivity when using the Compass teacher evaluation system; (c) principals believe that Compass holds teachers accountable for their performances; (d) principals would like Compass to be consistent, unambiguous, and not place limitations on teacher practices; and (e) principals experience a lack of involvement and support from the central office.

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Kemal, Isthifa, and Eddy Setyanto. "The Effectivenes of Managerial Skills of State Elementary School Principals in East Jakarta." Jurnal Ilmiah Peuradeun 5, no. 2 (2017): 157. http://dx.doi.org/10.26811/peuradeun.v5i2.133.

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The purpose of this study is to determine the effectiveness of managerial skills of state elementary school principals in east Jakarta. The research involved 238 state elementary schools in east Jakarta and it had been selected from the target population of 588 state elementary school principals by using qualitative approach with path analysis methods. The research hypothesis testing showed that managerial knowledge had a positive direct effect on effective management. Therefore to improve the effectiveness of managerial skills of state elementary school principals in east Jakarta, thus management knowledge of education needed.

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Kincal, Remzi Y., and Halil Isik. "Elementary School Principals’ Level of Practicing Democratic Values." International Journal of Educational Reform 14, no. 3 (2005): 326–33. http://dx.doi.org/10.1177/105678790501400305.

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Esplin, Nathan L., Courtney Stewart, and Travis N. Thurston. "Technology Leadership Perceptions of Utah Elementary School Principals." Journal of Research on Technology in Education 50, no. 4 (2018): 305–17. http://dx.doi.org/10.1080/15391523.2018.1487351.

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Lochmiller, Chad R., and John L. Mancinelli. "Principals’ instructional leadership under statewide teacher evaluation reform." International Journal of Educational Management 33, no. 4 (2019): 629–43. http://dx.doi.org/10.1108/ijem-06-2017-0151.

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Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

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Hynes, Michael C. "Principles for Principals." Arithmetic Teacher 36, no. 1 (1988): 37–38. http://dx.doi.org/10.5951/at.36.1.0037.

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This is the first installment of a column that will focus on issues related to elementary and middle school mathematics. Each month a principal will be highlighted and principles for administrative involvement in mathematics instruction will be preented.

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Harris, Sandra, and Conley Hathorn. "Texas Middle School Principals' Perceptions of Bullying on Campus." NASSP Bulletin 90, no. 1 (2006): 49–69. http://dx.doi.org/10.1177/0192636505284527.

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Praisner, Cindy L. "Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities." Exceptional Children 69, no. 2 (2003): 135–45. http://dx.doi.org/10.1177/001440290306900201.

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A survey of 408 elementary school principals was conducted to investigate relationships regarding attitudes toward inclusion, variables such as training and experience, and placement perceptions. Results indicate that about 1 in 5 principals' attitudes toward inclusion are positive while most are uncertain. Positive experiences with students with disabilities and exposure to special education concepts are associated with a more positive attitude toward inclusion. Further, principals with more positive attitudes and/or experiences are more likely to place students in less restrictive settings. Differences in placement and experiences were found between disability categories. Results emphasize the importance of inclusionary practices that give principals positive experiences with students of all types of disabilities as well as provide principals with more specific training.

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Avissar, Gilada, Shunit Reiter, and Yona Leyser. "Principals' views and practices regarding inclusion: the case of Israeli elementary school principals." European Journal of Special Needs Education 18, no. 3 (2003): 355–69. http://dx.doi.org/10.1080/0885625032000120233.

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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

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Fahmi, Cut Nurul, Eli Nurliza, Murniati AR, and Nasir Usman. "The Analysis of Supervision Perception at the Elementary School in Aceh Besar, Indonesia." International Journal of Social Sciences and Humanities Invention 5, no. 8 (2018): 4937–39. http://dx.doi.org/10.18535/ijsshi/v5i8.05.

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This research aimed to examine the school supervisors, principals and teachers’ perception towards the supervision implementation conducted by the supervisors from the education authority. This study used a descriptive method using a qualitative analysis approach. The findings of this study showed that the supervisors’ perception to the supervision implementation toward the principals and teachers was in line with the supervision principles and it has contributed to the quality of education. Meanwhile, the principals and teachers’ perception to the supervision implementation conducted by the school supervisors was different. The principals and teachers’ perception showed that the school supervisors only examined for the completion of the learning administration without concerning about the optimal guidance and coaching, therefore, the contribution of school supervisors did not meet the principals and teachers’ expectations.

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Mangin, Melinda M. "Transgender Students in Elementary Schools: How Supportive Principals Lead." Educational Administration Quarterly 56, no. 2 (2019): 255–88. http://dx.doi.org/10.1177/0013161x19843579.

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Purpose: Increased awareness and acceptance of transgender people in the United States is reflected in our nation’s schools. Unfortunately, educational leaders do not typically receive training related to transgender youth and educators express fear about working with transgender students. The purpose of this study is to examine the experiences of school leaders whom parents characterize as supporting their transgender children. Method: Qualitative interviews were conducted with supportive principals from 20 elementary schools across six states. Findings: The findings indicate that supportive principals (a) employed a child-centered approach to decision making, (b) leveraged learning and knowledge to create a positive elementary school experience for transgender children, and (c) characterized their experience as professionally and personally beneficial. Implications: These findings indicate that, in the context of a supportive principal, both the school community and the transgender student can have positive experiences. At the same time, the findings demonstrate that disrupting binary gender norms and shifting the larger school culture to be more gender inclusive is a formidable task. Results from this study may be helpful to elementary principals who hope to create accepting school environments for transgender students or for preparation programs that want to develop supportive principals.

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Nasir, Irdayanti Mat, Nunuk Hariyati, Suyud Suyud, Diani Fitriana Susmita, and Dwi Esti Andriani. "Leadership Strategies of Elementary School Principals in Developing Teacher Professionalism." Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan 2, no. 1 (2020): 1–21. http://dx.doi.org/10.21831/jump.v2i1.30675.

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Principal leadership plays a vital role in school effectiveness through its direct effect on teachers. This study aimed to explore the leadership strategies performed by school principals to develop teacher professionalism at elementary schools. The theoretical underpinnings of interpretivism guided this study. It employed in-depth semi-structured interviews and document analysis to collect data. The interviews were conducted with nine elementary school principals in Klaten district, Indonesia. Data were analyzed using the grounded theory data analysis method, specifically the use of constant comparison through open coding. The 'open-coded' data were then analyzed using the analytic induction technique. The results show that the principals employ a wide range of leadership strategies to develop teacher professionalism. The strategies include providing exemplary behavior and attitude, fostering work discipline, motivating teachers, providing educational supervision, and encouraging teachers to participate in continuing professional development programs.

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Milon, Libi, and Orly Shapira-Lishchinsky. "Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior." International Journal of Educational Management 35, no. 4 (2021): 741–53. http://dx.doi.org/10.1108/ijem-06-2020-0295.

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PurposeThe purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.Design/methodology/approachFour hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.FindingsResults indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.Research limitations/implicationsThis study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.Originality/valueThe new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

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M. Fresco, Ed. D, Jeffry. "ELEMENTARY SCHOOL PRINCIPALS LEADERSHIP QUALITIES AND THEIR QUALITY SUPERVISION." International Journal of Advanced Research 8, no. 5 (2020): 785–96. http://dx.doi.org/10.21474/ijar01/10987.

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Erdogan, Cetin. "Responsibilities of Elementary School Principals in Turkey:Perceptions and Expectations." Anthropologist 20, no. 1-2 (2015): 306–18. http://dx.doi.org/10.1080/09720073.2015.11891737.

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De La Cruz Albizu, Pedro J. "Exploring New York City elementary school principals’ language ideologies." Language and Education 34, no. 6 (2020): 503–19. http://dx.doi.org/10.1080/09500782.2020.1772817.

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Baranick, William A., and Paul L. Markham. "Attitudes of Elementary School Principals Toward Foreign Language Instruction." Foreign Language Annals 19, no. 6 (1986): 481–89. http://dx.doi.org/10.1111/j.1944-9720.1986.tb01038.x.

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Bromberg, Samuel D., Nancy S. Elman, and Thomas B. Meade. "Group training in communication skills for elementary school principals." Journal for Specialists in Group Work 10, no. 1 (1985): 38–44. http://dx.doi.org/10.1080/01933928508411796.

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Al-Motery, Dr Sana E. "Educational leadership practices of elementary school principals in Kuwait." Journal of Educational & Psychological Sciences 16, no. 2 (2015): 555–86. http://dx.doi.org/10.12785/jeps/160216.

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Fathinnaufal, Martsel, and Dian Hidayati. "The Implementation of Character Education In Elementary School." Journal of Educational Management and Leadership 1, no. 2 (2020): 31–38. http://dx.doi.org/10.33369/jeml.1.2.31-38.

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The purpose of this study was to analyze the implementation of character education at 006 State Elementary School. The type of research used was qualitative. The subjects in this study were principals. Data collection techniquesin this study used interview techniques and data documentation, besides the data analysis techniques through data collection and data reduction. The results of this study were: Implementation of character education in Public Elementary School 006 has been going well, this based on the results of interviews with principals that in the civilization process students pray before starting learning activities, taking pickets alternately with classmates, reviving greetings culture greet and smile, visit sick friends, donate to areas affected by natural disasters, conduct Dhuhr prayer at school, commemorate national and religious holidays and this is also supported by extracurricular activities that reflect character education such as scouts, art, dance, and sports.

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Dor-Haim, Peleg, and Izhar Oplatka. "The implications of loneliness among school principals." International Journal of Educational Management 35, no. 4 (2021): 803–14. http://dx.doi.org/10.1108/ijem-12-2020-0564.

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PurposeThis paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?Design/methodology/approachSemi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to collect and analyze the data.FindingsData analysis resulted in four overarching themes, which captured the subjective consequences of principals' experiences of loneliness at work: a negative effect on work performance, emotional distress, physical health consequences and a positive perspective on loneliness.Originality/valueExpanding upon the current knowledge regarding principals' perceived outcomes of loneliness may help to deepen our understanding of principals' emotional experiences and functioning at work. This examination is of great value as previous research has demonstrated the central role of principals on school success.

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Widodo, Hendro. "Kepemimpinan Kepala Sekolah Perempuan di Sekolah Dasar Muhammadiyah Kabupaten Sleman [Female Principal Leadership at Muhammadiyah Elementary School, Sleman Regency]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (2019): 127. http://dx.doi.org/10.21070/pedagogia.v8i1.1871.

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This study aims to determine conceptual skills, human relationship skills and technical skills of female school principals in improving the performance of Muhammadiyah elementary school teachers throughout Sleman Regency. The research approach used in this study is a qualitative approach. The determination of the research subject was done by purposive sampling technique. Data collection techniques were carried out using interviews, observation, questionnaires and documentation. The results of the study concluded that the conceptual skills of female principals in Muhammadiyah Elementary School, Sleman Regency included in very good categories (87%). Similarly humanitarian skills are in the very good category (84%). While technical skills are in good category (77%). This means that the technical skills of female principals in Muhammadiyah Elementary School in Sleman Regency are lower than the conceptual skills and humanitarian skills.

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Cascadden, Dean S. T. "Principals as Managers and Leaders: A Qualitative Study of the Perspectives of Selected Elementary School Principals." Journal of School Leadership 8, no. 2 (1998): 137–70. http://dx.doi.org/10.1177/105268469800800205.

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The primary purpose of this study was to explore how selected elementary school principals described and defined their work in terms of leadership and management. There were three subareas of investigation under this primary purpose: a) exploring the principals’ conceptions about the constructs of leadership and management; b) exploring the principals’ beliefs about the role of their personal philosophies, goals, or values in relation to their practice; and c) using content analysis to explore the language that principals used to describe themselves, their work, and their schools. Thetheoretical perspective adopted for this study was that organizations are constructed, human, social entities, and the focus of this study was to describe the role of the elementary school principalfrom the perspective and voice of the participants. The data collection was accomplished using semistructured interviews of eight selected elementary school principals. Results consist of the principals’ stories (hermeneutic) and analyses (dialectic), generating common themes and patterns. Four major issues were identified and discussed: a) role conflicts, b) “being there,” c) evolving from managers to leaders, and d) balancing culture and distributed decision making. These themes were alsodiscussed in relation to the existing literature on leadership, management, and the elementary school principalship. The paper concludes with a discussion of the implications of this study for educational administration focusing on a) the contrast of visionary leadership and democratic leadership, b) the role of theory in administrator preparation, and c) implications for practice—a personal postscript.

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Syamsuri, Puji. "THE INFLUENCE OF ORGANIZATIONAL CULTURE, WORK MOTIVATION, AND ORGANIZATIONAL COMMITMENT TO THE PERFORMANCE OF PRINCIPALS." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 4, no. 2 (2017): 1–8. http://dx.doi.org/10.21009/ijer.04.02.01.

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The purpose of this study was to determine the influence of organizational culture, work motivation, and organizational commitment to the performance of principals of elementary school in Samarinda. The results of the study findings that: (1) Organizational cultures have directly positive effect to the performance of principals, (2) Work motivation have directly positive effect to the performance of principals, (3) Organizational commitment have directly positive effect to the performance of principals, (4) Organizational culture have directly positive effect to the organizational commitment, (5) Work motivation have directly positive effect to the organizational commitment. This research was carried out in the environment of Samarinda Government that involving 60 principals of elementary school in Samarinda as the study samples. The determination of study samples was done by using random sampling. The data collection using instrument with a Likert scale of measurement consist of 5 answer options and the data analysis using path analysis technique. Based on the study, organizational culture, work motivation, and organizational commitment have directly positive effect to the performance of principals. Therefore the variables of the study are recommended to the Government of Samarinda to increase the performance of elementary school in Samarinda. Keywords: Organizational Culture, Work Motivation, Organizational Commitment and Performance of Principals, Education Office of Samarinda City.

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Prasetyo, Aris Kukuh, and Yari Dwikurnaningsih. "Performance Evaluation of Principals of Public Elementary Schools." International Journal of Elementary Education 4, no. 2 (2020): 235. http://dx.doi.org/10.23887/ijee.v4i2.26595.

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This study aimed to evaluate the performance of public-school principals in Tuntang District. The subjects of this study were the heads of SD Negeri 01 Tomplakan and SDN Tlompakan 03 using qualitative data collection techniques through interviews and observations. Data triangulation using technique triangulation and source triangulation. Triangulation of techniques through interviews, documentation studies, and observations. Triangulation of sources from the results of interviews of principals was matched with the results of interviews of supervisors, teachers, and school committees, with the same questioning instrument. The data analysis technique used is qualitative with qualitative interview data from research results at SD Negeri 01 Tomplakan out of 13 competencies, 10 competencies are able, and 3 competencies that are less capable while SDN Tlompakan 03 there are 11 capable competencies and 2 competencies that are less able. The ability of principals to the maximum is in aspects of developing school planning, developing organizations, leading schools, creating a conducive school culture, management of teachers and staff, infrastructure, community relations, managing students, curriculum and special service units, information systems, and monitoring evaluation. Conclusions from this study the headmaster has been able to carry out his managerial competence well despite having to improve his administration and use of IT in schools. Recommendations from the results of this research that are "poor" need to be improved by adding administrative staff in elementary schools and conducting training in the use of IT.

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Reardon, R. Martin. "Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development." Leadership and Policy in Schools 10, no. 1 (2011): 63–83. http://dx.doi.org/10.1080/15700760903511798.

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E. Nir, Adam, and Lior Hameiri. "School principals’ leadership style and school outcomes." Journal of Educational Administration 52, no. 2 (2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.

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Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.

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GÜL, İbrahim. "PERCEPTIONS OF SCHOOL ENVIRONMENT RELATIONSHIPS IN THE DEVELOPMENT OF ELEMENTARY SCHOOL PRINCIPALS." Ondokuz Mayis Univ. Egitim Fakultesi Volume 32, Volume 32 Issue 1 (2013): 165–92. http://dx.doi.org/10.7822/egt7.

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