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1
Trimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.
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This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Pelletier, Kelly. "An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5847.
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The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
3
Bernier, Christopher S. "Florida superintendents' views related to the involuntary removal of school principals." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4846.
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This study sought to determine how external influences designed to improve student achievement and school performance such as No Child Left Behind Act of 2001, The Florida A+ Program, and the Differentiated Accountability model impacted Florida school superintendents' prioritization of the Florida Principal Leadership Standards. In the study, major questions addressed concerned (a) the demographic characteristics of the school principals and superintendents involved in the removal of a school principal within the state of Florida; (b) the relationship between the problems a principal encountered and the Florida Principal Leadership Standards; (c) the Florida Principal Leadership Standards that were most often cited and rated most important by school superintendents when determining reasons to remove a school principal within Florida; (d) principal's years of experience as a predictor of principal competence; (e) sources of information that were most important in providing awareness of principal problems; (f) interventions, if any, that were provided to principals to assist them in improving prior to the decision to remove them; and (g) principal career outcomes that were most to likely occur following a superintendent's decision to remove a school principal. Utilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c) instructional leadership, (d) managing the learning environment, and (e) community and stakeholder partnerships.ID: 029810457; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 210-217).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
4
Ruiz, Eddie. "Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5853.
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The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
5
Rateno, Christopher J. "Ohio Principals’ Perceptions on Their Technology Literacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1558104758968746.
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Muse, Marcia. "Principals Give Voice to the ISLLC Standards--An Investigation of Leadership Job Priorities." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/2020.
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Due to the increasing demands on educational administrators it has become essential that leadership priorities be established. This study investigated elementary school principals' job responsibilities and how the school administrator prioritized the many facets of the job. The literature supported the continued escalation of job demands on the school principal. Thus with growing accountability, it is essential that school leaders learn to balance the responsibilities of being the instructional leader and the school manager. A purposeful sample of 25 elementary school principals in central Virginia was used in a qualitative study. Principals from small (0-350), medium (351-750), and large (751-1200) sized schools participated in the research. The data did not support any trends or patterns related to school size and the work of the elementary principal. In addition, the research regarding the fulfillment of the ISLLC Standards (Interstate School Leaders Licensure Consortium) suggested that localities should correlate their local professional responsibilities and qualities with the national standards in order to help with the use of a common language when discussing principal job qualities and responsibilities. The study also suggested that although instructional leadership was a principalship priority, it was often overshadowed by the school managerial demands. Each participant maintained one-day logs of activities and the results supported the interview responses in the area of instructional leadership. The principals' day included a variety of situations that interrupted the scheduling of classroom observations. Principals shared that they wanted to be more of an instructional leader yet management demands often prevented them from being actively involved in the classroom. Elementary leaders described the frustrations of time management and the desire to have more "human resources" available to assist them with the very demanding job. In addition, school administrators explained various methods used to prioritize the job responsibilities in order to "run the school". This research study explored how principals described their jobs and their leadership with hopes of discovering what might be done to encourage more qualified applicants.
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Lucas, Brian. "Principals as Partners in Change: Insights on Common Core State Standards Implementation." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/467.
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Since the introduction of the Common Core State Standards (CCSS) in 2010, the education world has experienced a paradigm shift in the pedagogical expectations of educators, and there have been a decidedly mixed results on the implementation of the new standards. This qualitative study explored the experiences of several school administrators across urban and suburban school settings in their implementation of the CCSS. Set within a practitioner-based framework of Dr. Michael Fullan’s drivers of change, this study examined the common large-scale change implementation strategies that were successful and those that provided the most obstacles to administrators, and identifies specific actions on the part of administrators that led to a successful change. This study used semistructured interviews to gather the experiences of five school administrators, and the data were analyzed using a general inductive analysis to determine common themes that emerged from the interview data.
The findings revealed that administrators worked through the resistance of staff, the bureaucratic difficulties, and their own steep learning curves to lead the charge. They reported success in leading the work through taking on ownership of the change, diving into the learning right alongside their teachers, chunking the roll-out into more manageable parts, and admitting their own status as learners. Administrators took risks in plain view of their teachers, encouraged teacher leadership, and appreciated incremental progress in their adult learners. This study found specific actions that school leaders can employ to aid their endeavors to lead as inevitable change comes their way.
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Taylor, John R. "Job satisfaction among high school assistant principals in seven Florida counties." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001932.
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Ritchie, Andrew L. "Media literacy standard implementation in Florida perceptions of high school principals and language arts curriculum leaders." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4828.
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The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported "strongly agree" or "agree" with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.ID: 030646254; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 133-141).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Mitchell, Keva Latrice. "Perceptions from the Principals’ Desks: African American Elementary Principals and Reading Curriculum and Instruction in a Central Florida County." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000398.
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Fisher, Thomas. "A COMPARISON OF THE PERCEIVED LEADERSHIP CHARACTERISTICS OF CENTRAL FLORIDA MIDDLE AND HIGH SCHOOL PRINCIPALS AND SCHOOL ACHIEVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2315.
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The purpose of this inquiry was to examine the possible extent to which specific, identifiable leadership characteristics of Central Florida school principals differ between middle and high school administrators, and to examine if these leadership characteristics display a relationship, either positively or negatively, with the obtainment of student scores on state measures of education accountability (FCAT reading scores). Data from the research sample were collected through the administration of a modified version of the Audit of Principal Effectiveness (APE), a survey instrument developed by Dr. Jerry Valentine through the Middle Level Leadership Center at the University of Missouri-Columbia (Valentine & Bowman, 1984). The survey instrument used for this study contained 52 statements regarding principal leadership characteristics divided into two domains (organizational environment and educational program). The organizational environment domain (questions 1-37) establishes the ability of the principal to nurture the on-going climate of the school through development of positive interpersonal relations among the staff members and effective daily operational procedures for the school. The second domain, educational program, ascertains the principal's ability to serve as the educational leader of the school through active involvement in instructional leadership and curriculum development. Teachers were asked to rate their principal on a 9-point Likert-type scale (1 = not effective, 5 = moderately effective, 9 = very effective) on the extent they perceived the principal to be effective in that leadership skill. A sufficient number of surveys (minimum of 7) were returned from teachers at 60 schools (35 middle schools and 25 high schools) out of a possible 104 for a response rate of 57.7%. The investigation found the following: 1) There was no statistically significant difference between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the (APE) between middle schools and high schools; 2) There was no statistically significant correlation, when middle school and high school principals were treated as one group, between the mean scores representing teacher perceptions of principal leadership on either the organizational environment or educational program domains of the APE and student achievement; 3) There was a statistically significant negative (inverse) correlation between FCAT reading percentage and low-SES percentage for all schools; 4) As teacher rating mean scores on the APE organizational environment domain increased, the negative (inverse) correlation between FCAT reading percentage and low-SES percentage decreased but not at statistically significant levels; and 5) A positive correlation between teacher rating mean scores and FCAT reading percentage was indicated for high school principals on both the organizational environment and educational program domains of the APE. These correlations were not statistically significant at the higher alpha required for multiple correlation tests, but they were positive and the correlation for the organizational environment domain approached significance.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Bugden, Lisa Fuehrer. "PRINCIPALS APPLICATION OF KNOWLEDGE TO THE STRUCTURE AND SUPPORT OF SPECIAL EDUCATION PROGRAMS IN FLORIDA MIDDLE SCHOOLS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4241.
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This study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and staff who work within the programs. In addition, various personal and school factors were analyzed to determine if any of these variables were significant in explaining any differences that were found between the principals' knowledge and application of their knowledge. Finally, the principals' innovativeness was determined, and the factors in common to the groups of principals who were most and least innovative were analyzed. When the data were analyzed, a statistically significant difference was found between reported knowledge and application of knowledge. None of the school and personal variables explained this difference. A statistically significant difference existed between the two groups of principals found to be most and least innovative. When analyzed, several school and personal variables were found to possibly explain the difference, and a profile was proposed for each group. The variables included gender, subject area taught, number of years as a professional educator, number of years since completing educational leadership training, number of years as a principal, primary source of information for structuring the special education program at their school, school size, district size, and types of classes offered to students with disabilities. Further research is needed to confirm these profiles and recommendations for future research are included.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Hallissey, Megan. "An Examination of Principals' Leadership and Its Impact on Early Elementary Grades." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1359.
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This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals’ understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources – school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. Results indicate principals have minimal training in early childhood pedagogy which may impact teacher evaluations and hiring practices. Results also suggest principals’ explicit leadership decisions conflict with DAP (utilization of external rewards, elimination of art, elimination of play, insufficient reporting measures, etc.). These leadership decisions may inhibit student growth, learning, and development including opportunities for self-regulation. Principals’ implicit leadership decisions may also be promoting inappropriate instructional practices (i.e., prescribed curriculum, teacher-directed whole group instruction, lengthy computerized testing, etc.), but data suggests external influences could be a factor as well. Policy implications and practice recommendations are included.
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McCullers, John. "Self-Efficacy Beliefs of Florida School Principals Regarding Federal and State Accountability Measures." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3450.
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This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Nesmith, Leo Jr. "The vestiges of Brown| An analysis of the placements of African American principals in Florida public schools (2010-2011)." Thesis, Florida Atlantic University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576257.
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The purpose of this study was to examine and describe the relationship between a school’s percentage of African American students enrolled and the placement of an African American principal for all of Florida’s K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school’s level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida.
Data were collected and analyzed using quantitative methods for 2,705 schools that served as the units of analysis. Using correlational analysis, the study found that a significantly positive and moderately strong relationship existed between a school’s percentage enrollment of African American students and the placement of an African American principal. Moreover, only socioeconomic status significantly moderated this relationship. Lastly, principal race significantly related to each of the moderator variables except for African American district superintendents.
The study’s conceptual framework consisted of legal, organizational, and human level theories that underlie the placement of public school principals in our post-civil rights era. From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. At the organizational level, the race of a principal seemed to carry the greatest value in determining inequities at high school level placements, and in schools based on levels student achievement and student poverty. Through the lenses of the ASA and RMT frameworks that make up the human resource theory, this study found White superintendents were less apt to place African American principals in majority African American schools than African American, and especially Hispanic, superintendents.
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Benak, David Rhys. "An analysis of mathematics instructional leadership behaviors among Indiana secondary school principals supportive of the implementation of the NCTM Standards." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233195.
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The purpose of this study was to investigate the degree to which Indiana secondary school principals engaged in mathematics instructional leadership behaviors that supported the implementation of the NCTM Standards.A self-reporting survey was sent to 300 randomly chosen secondary school principals, from a population of 672 public school secondary principals in the State of Indiana during the 2000-2001 school year. A total of 151 usable surveys were returned for a response rate of 50.3 percent. The 151 secondary school principals who returned the questionnaires were 22.5 percent of the population.The survey instrument was an adaptation of questionnaires developed by Horizon Research Incorporated, 1992; Cauley, Van de Walle, and Hoyt, 1993; and Horizon Research Incorporated; 1994. The survey instrument was designed to ascertain demographic information on the principal's school, personal background information on the principal, as well as information concerning the mathematics instructional leadership behaviors of the principal.The major findings from this study were:1. Principals who had more positive attitudes towards the NCTM Standards were more likely to have engaged in a higher degree of support for teachers who implemented the NCTM Standards. Also, principals who had more positive attitudes towards the NCTM Standards were more likely to provide a greater degree of direction to staff members with respect to the implementation of the NCTM Standards.2. Female principals engaged in mathematics instructional leadership behaviors to a greater degree than did male principals.3. Principals from urban schools engaged in mathematics instructional leadership behaviors to a greater degree than did principals from rural schools.Department of Educational Leadership
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Arnold, Jason Dean. "Leadership Style and Readiness to Lead: Perceptions of Florida Level 1 Educational Leadership Preparation Program Participants." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/509.
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The present study examined the relationship between aspiring school principals’ self-perceived competency regarding expected leadership behaviors as indicated by the domains identified in the 2011 Florida Principal Leadership Standards and their perception of their leadership style as indicated by the Multifactor Leadership Questionnaire (Bass & Avolio, 1994). The conceptual frameworks of this study included leadership style, as defined and conceptualized by Bass and Avolio’s Full Range Leadership Model and measured by the Multifactor Leadership Questionnaire (MLQ), and leadership behavior, as defined through the domains of the Florida Principal Leadership Standards (FPLS, 2011). Both the MLQ and the FPLS questionnaire served as data collection instruments. The three main leadership styles measured by the MLQ (including transformational, transactional, and laissez-faire leadership) served as the independent variables, and the four leadership domains measured by the FPLS questionnaire (i.e., student achievement, instructional leadership, organizational leadership, professional and ethical behavior) served as the dependent variables.
The research sample included participants currently enrolled in a state-approved Level 1 Educational Leadership Program and were recruited to participate from 3 state universities in Florida. Both survey instruments were administered via a single, anonymous link embedded in an email containing both an introduction and description of the research study and informed consent. Of 200 potential participants, 48 respondents or 24% of the original sample returned completed surveys.
Using canonical correlation analysis, the study found that the degree of respondents’ self-perceived ability to competently perform the leadership behaviors as identified by the four 2011 FPLS domains could be explained to some degree by respondents’ self-perceived leadership style (as identified on the MLQ). Two canonical roots were interpreted. The MLQ predictor variables accounted for 48% of the variance in the FPLS subscale scores (root 1 Rc2 =.48; p < .001). For this root, transformational leadership was the primary independent variable accounting for variance across all 4 FPLS domains. Canonical root 2 (Rc2 = .117) accounted for a moderate amount of the shared variance between the two sets (i.e., 12%) and was not statistically significant (p > .05). The correlation in this root was due primarily to a direct relationship between MLQ transactional leadership and the professional and ethical behavior domain of the FPLS. Additionally, the findings indicated that participants of Level 1 Educational Leadership programs felt confident in their ability to competently perform the expected behavioral indicators of the 2011 FPLS domains.
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Stosich, Elizabeth Leisy. "Learning to Teach to the Common Core State Standards: Examining the Role of Teachers’ Collaboration, Principals’ Leadership, and Professional Development." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121780.
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Recent research on the relationship between standards and teachers’ practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. My dissertation extends this line of research, using a comparative case study of three-high poverty urban schools to examine the nature of teachers’ learning about the Common Core State Standards and the processes and conditions that support this work. I take a situated perspective, exploring how teachers engage in professional learning in their school context. Chapter one explores the potential for collaboration in teacher teams to support this learning. It argues that collaborative practices that encourage joint examination of instruction and student learning against standards support teachers in noticing and attending to differences between their current practice and standards. In addition, it examines the role of teachers’ instructional knowledge and principals’ leadership in supporting teachers’ collaboration around standards. Chapter two examines how principals encourage and constrain professional learning as they frame school improvement efforts. It argues that teachers are more likely to revise their instruction to align with the new standards when principals frame the challenge presented by standards as one that requires learning to work with students and content in new ways rather than simply one that requires teachers to execute specific pedagogical approaches. Finally, chapter three explores the efforts of a professional development network to build both teacher and school capacity for teaching the Common Core State Standards and proposes a set of principles to guide future efforts to design professional development that builds capacity for teaching to ambitious standards in high-poverty schools.
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Bouton-Wales, Danielle. "The instructional leadership behaviors of middle level principals in implementing the common core math standards and its impact on the math achievement at their school." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242710.
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The Common Core Math Standards are more rigorous than previous state standards and represent a large shift in both content and pedagogy across the grade levels. With the pressure on principals to implement the more rigorous Common Core Math Standards and to ultimately raise student achievement, it is important to look at the role of the principal as instructional leader in facilitating standards implementation. This quantitative study explored the leadership actions of middle level principals in implementing the Common Core Math Standards and how those actions related to improvement in math instruction and student achievement as measured by the change in the percentage of students scoring at or above proficiency for the building on the New York State Common Core Mathematics Tests from 2013 to 2015. The researcher used an electronic survey to ask middle level principals across New York State, with the exclusion of non-public schools and schools in the five large city districts, about their actions to support the implementation of the Common Core Math Standards, to assess and respond to their teachers’ implementation of the Common Core Math Standards, and to support the ongoing growth of their math teachers in general. From the responses, middle level principals demonstrated a trend for a deeper level of involvement with actions that required a more organizational or managerial leadership role than with actions that required the principal to act in more of an instructional leadership capacity. This study also found a statistically significant positive correlation between the actions middle level principals utilized to support their staff in the implementation of the Common Core Math Standards and student achievement. From the results of this study, the researcher recommends more comprehensive structures and supports to help increase the capacity of principals and districts to be able to navigate this significant shift in instruction required by the Common Core Math Standards. Skilled leadership is an important part of guiding staff learning and improving instruction and as Cotton (2003) found, “studies have shown that principals who are knowledgeable about and actively involved with their school’s instructional program have higher-achieving students than principals who manage only the non-instructional aspects of their schools” (p. 25).
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Uugwanga, Nicodemous Natangwe. "The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3787_1256290783.
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After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.
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La, Cava Gonzalo. "A Study of the Relationship Between Second-Order Change Leadership Behaviors of Principals and School Grades of Florida Title I Elementary Schools." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2424.
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The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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Goodney, Thomas L. "ASSESSING KNOWLEDGE, UNDERSTANDINGS, SKILLS, AND TRAITS: A DISCREPENCY ANALYSIS OF THOSE WHO PREPARE AND HIRE SECONDARY PRINCIPALS IN OHIO." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186083130.
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Santostefano, Vickie. "A Study of the Master of Education in Educational Leadership Program at the University of Central Florida: Standards Alignment and Student Perceptions." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5855.
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This study was conducted to determine the effectiveness of the University of Central Florida's Master's Program in Educational Leadership. This study was a mixed mode study which used archival data, survey data, interviews, and Florida Educational Leadership Examination results. Research questions were developed to address how course content in the University of Central Florida's Master of Education in Educational Leadership Program aligned with the following standards and competencies: (a) the National Council for the Accreditation of Teacher Education (NCATE/Educational Leadership Constituent Council (ELCC), (b) the Interstate School Leader Licensure Consortium (ISLLC), (c) the Florida Educator Accomplished Practices (FEAPS), (d) the Florida Principal Leadership Standards (FPLS), and (e) the Florida Educational Leadership Examination (FELE). Graduates' perceptions of the University of Central Florida's Master of Education in Educational Leadership Program and results of Florida Educational Leadership examination results for 2009-2012 were analyzed. Courses were found to meet all standards very well. There were a few standards that were not addressed directly in syllabi. Faculty interviews, however, revealed content was addressed in the actual coursework. Students, overall, were positive in their survey responses as to their satisfaction with the program. Finally, UCF students' FELE scores greatly exceeded the state average for all students, indicating that the UCF Educational Leadership courses and experiences were effective in preparing students for this examination.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Previous Leadership Certificate
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Reynolds, Donna Michelle. "An exploratory study of Florida high school principal practices that improve student achievement." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5019.
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The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice.; The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.; The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews.ID: 030423304; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-169).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education
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Santiago, Martha. "A Case Study in Public K-12 Education: Hispanic Female (Latinas) School Administrators’ Perceptions of their Role and Experiences as Principals within Central Florida." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/3.
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A gradual but significant change in America's demographic composition has occurred during the last few years. Millions of Hispanic students, many of them immigrants, have been absorbed in the nation's schools, turning public institutions into multiracial, multicultural, and to some degree, multilingual sites (Tallerico, 2001; Ferrandino, 2001).
In light of the demographic changes and the important role of school leaders, how is the Hispanic principal in the K-12 public schools reflecting the growth of the Hispanic school population? This research studies perceptions the Hispanic female principal attached to their role and role expectations as a principal.
This qualitative case study interviewed eight female Hispanic principals in Central Florida three times. Seven major themes of perceptions and meanings principals attached to their experiences evolved: strong family support, no pre-conceived self-imposed obstacles, high sense of self-efficacy, token Hispanic, being placed in a high Hispanic population school, no consensus regarding principal roles, had Latina mentors, and utilized parts of Latina culture in their professional practice.
Implications included both strong family support for the Latinas entering a professional field and that the principals did not experience self-imposed obstacles. Both need further research, as does the strong sense that these Latina principals perceived they had entered the American mainstream. The strong sense of efficacy needs further research for its causes. Lack of consensus on principal roles has considerable implication for graduate leadership education, needing further research. Of considerable interest is researching what parts of the Latina culture were utilized in their professional practice, and what implication does this have for professional leadership education generally.
Further recommendations for research include a need to evaluate which district policies are effective in recruiting and retaining of Latina administrators. This research may lead to implementing best practices in districts' hiring practices and retention programs that lead to leadership that is more diverse while addressing the underrepresentation of Latinas in counties and institutions selected.
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Branch, Lakenya Tenae. "Narratives of Alternative School Teachers: Perceptions of their Principals' Transformational Leadership Behaviors and How they Impact Self-Efficacy." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/901.
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This study explored the impact that principals’ transformational leadership behaviors had on teachers’ self-efficacy in secondary urban alternative schools. The research question that guided this study was: How does perceived transformational leadership behaviors of principals’ impact teachers’ self-efficacy? This question had two sub-questions. The first was: How do teachers perceive their principals’ leadership behaviors? And, the second sub-question was: How does this perceived behavior affect teachers’ self-efficacy? Literature focused on urban schools and alternative schools, since they share a similar population of students. Additional literature discussed the four components of being a transformational leader which are idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, in addition to the components of a teacher’s personal self-efficacy. A total of ten secondary school teachers from two different urban alternative schools were interviewed using the semi-structured interviewing process. The researcher analyzed interview data by using the Constant Comparative Method of Analysis as a guide. Results of the interviews indicated that teachers viewed their principals as having behaviors of a transformational leader. They described the behaviors that resulted in two major categories: Principals as Instructional Leadersand Principals as Team Players. As a result of the principals’ transformational leadership behaviors, teachers’ efficacy was deemed to be high, due to shared examples of going above and beyondthe call of duty, creating a family environment, and being a loving teacher. Additional themes that gleaned from this study were the teachers’ perceptions about the student population, quality of education, understanding the purpose of urban alternative schools, educator preparation, and the challenges and rewards for working in an urban alternative school setting.
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Coker, Theresa J. "Secondary-School Principals' Perceptions of their Role in the Retention of the Novice Teacher." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/737.
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ABSTRACT
SECONDARY-SCHOOL PRINCIPALS’ PERCEPTIONS OF THEIR
ROLE IN THE RETENTION OF NOVICE TEACHERS
Theresa J. Coker
Secondary schools in the U.S. face instructional challenges due in part to novice teacher turnover. Research indicates that new teachers remain in the profession due to: supportive principal leadership, an orderly school environment, classroom autonomy, and significant professional development (Grissom, 2008). The purpose of this study was to understand how secondary-school principals perceived their role in novice teachers’ professional development and retention. Qualitative research using in-depth, semi-structured interviews included 15 secondary-school administrators from an urban district in the southeast United States. Data analysis used Eisner’s (1998) four-part approach to educational criticism—description, interpretation, evaluation, and thematics—supported by Hatch’s (2002) typological analysis. Four typologies organized description and interpretation: principals’ early experiences as educators; principals’ perceptions of the recruitment process; principals’ view of the process of professional development; and life and duties of principals.
The thematics dimension of educational criticism indicated that principals’ lack of time led to their delegating leadership tasks to other staff regarding novice teachers’ professional development. Their descriptions of their interactions with novice teachers reflected a transactional leadership style and an approach of “leading from the middle” (Bolman & Gallos, 2011) to respond to both demands from above and needs at the school level. Further, these principals perceived all teachers new to their schools as novice, whether experienced or inexperienced.
Implications include considering transformational leadership when working with novice teachers and clarifying hiring and retention responsibilities regarding novice teachers. Such communication among all parties would support novice teachers’ development and commitment to the profession. Further research might focus on observing the interactions of both administrators and faculty with novice teachers to understand the complexity of the process of their professional development.
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Pepe, Jason. "The Relationship of Principal Resiliency to Job Satisfaction and Work Commitment: An Exploratory Study of K-12 Public School Principals in Florida." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3289.
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The purpose of this study was to investigate characteristics associated with resilient school leaders. Principals juggle multiple responsibilities and work under increasingly stressful conditions. Despite recent role changes, added job responsibilities, and increased accountability, some principals remain remarkably resilient while working in a tumultuous environment. Using Henderson and Milstein's (2003) definition, principal resiliency was described as "the capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social, academic, and vocational competence despite exposure to severe stress or simply to the stress that is inherent in today's world" (p. 7). This empirical study tested the theory that principals with higher levels of job satisfaction and work commitment would also likely have higher levels of resilience. This study also investigated whether years of experience, school location, school poverty rate, school level, principal salary, and student enrollment shared a significant relationship with principal resilience.
This study used a questionnaire to measure participants' levels of resiliency, job satisfaction, and work commitment. The survey consisted of three research-based, established psychometric tools: 1) the abbreviated Connor-Davidson Resilience Scale (CD-RISC 10) (Connor & Davidson, 2003); 2) Brayfield-Rothe Job Satisfaction Index (JSI) (Brayfield & Rothe, 1951); and 3) Three-Component Model (TCM) of commitment (Meyer & Allen, 1991).
An analysis of 627 surveys completed by public school principals from the state of Florida revealed that years of experience, school location, school poverty rate, school level, principal salary, and student enrollment shared no significant relationship with principal resilience. However, results from this empirical study indicated that there was a significant relationship between job satisfaction and resiliency for principals as well as a significant relationship between affective work commitment and resiliency.
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Williams, Ronnie. "Exploring the perceptions of secondary assistant principals toward their development as instructional leaders." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/878.
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Although, the concept of instructional leadership is a not a new idea, it has become an increasingly popular term in education in recent years. Instructional leadership provides the foundation for teaching and learning within a school. Such federal educational initiatives as No Child Left Behind and Race to the Top have sought to improve student achievement have also changed the landscape of school leadership. As accountability and high-stakes testing measures continue to rise, the need to closely explore and understand the ideology of instructional leadership has become more prevalent. Qualified school leaders with a keen focus on instruction must be well-prepared to lead schools and meet the needs of 21st century students. Specifically, the role of assistant principal is called upon to expand in instructional leadership to help meet ever evolving school challenges. From a historical perspective, within the literature, little attention has been given to the development, selection, training, and support of assistant principals. This has led to the increasing marginalization of this group of school leaders. The purpose of this study is to explore the shared perceptions that secondary assistant principals hold toward their development as instructional leaders given the support from their principals’ leadership actions and transformational practices. Thirty-four secondary middle and high school assistant principals’ perspectives were explored using Q methodology. Participants performed a Q sort of thirty-eight statements to examine their subjective viewpoints toward their own development as instructional leaders. Four perspectives emerged from the study, Relational & Support, Coaching & Collective Collaboration, Data-Driven & Feedback, and Professional Development & Strategic Planning. Each perspective leads to a deeper understanding aligned with the development of the assistant principal as instructional leader.
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Falaney, Patricia E. "National Board for Professional Teaching Standards Certification: Does It Impact Student Learning?" UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/192.
Full textAbstract:
The present study measured student gains in learning using the Florida Comprehensive Assessment Test pre and post-test mean scale scores in reading comprehension and math problem solving. The project involved classes of students in fourth and fifth grade in six north Florida counties. Thirty class sets of students were taught by a National Board Certified teacher, and a comparable set of thirty class sets of students of the same grade level and at the same school were taught by a teacher who was not National Board Certified. The analysis indicated if National Board Certified teachers produced a higher mean gain score for their students than teachers not certified by National Board.
Did National Board Certification make the needed difference in student learning? The results of the main effect of the study did not indicate a statistically significant difference in the average reading comprehension and math problem solving achievement of students whose teachers were National Board Certified as compared to those whose teachers were not National Board Certified. There was a statistically significant main effect for grade level. In follow up testing there was a statistically significant difference between reading at the fourth and fifth grade levels. A small statistically non-significant difference was found in the math gain score means (favored fifth grade) and a larger difference in reading gain scores (favored fourth grade). There was a statistically non-significant effect for the grade level by teaching status two-way interaction.
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Kingham, Sabrah Helms. "The Perspectives of First-Year Principals Regarding Their Experiences with Mentors and the Mentoring Process Within the Louisiana Educational Leaders Induction (LELI) Program." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1023.
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Are new school administrators prepared for the surprises, obstacles, and opportunities they are likely to encounter during the first-year in their new role? Sadly enough, too many new leaders do not feel prepared to meet the challenges of their new role as an administrator. In 2006, the National Center for Education Statistics (2006) reported that there were 95,726 administrators in the U. S. Within this pool of administrators, approximately 127 were new hires in the state of Louisiana (LDE, 2006). In an effort to find ways to support, guide, and retain new principals, the Louisiana Educational Leaders Network, under the direction of the Louisiana Department of Education, developed the Louisiana Educational Leaders Induction (LELI) program in 1994. The LELI Program was designed to build administrative, instructional, and professional knowledge and skills of first-year principals and assistant principals with the assistance of a team mentor. Perspectives from elementary and secondary principals regarding their mentoring experiences within the LELI Program during their first year as principals were investigated. Two research participants from each of the eight Louisiana educational regions were selected through stratified random sampling techniques and interviewed. The research question guiding the one-to-one interviews was, ―What are the perspectives of first-year principals regarding their experiences with mentors and the mentoring process within the LELI Program?‖Data from the interviews provided insight about the mentoring elements most crucial to the preparation, support, and leadership of first-year principals. This research study substantiated the belief that mentors and the mentoring experiences of new principals are vital to their survival during their first year. The need exists for continued research that examines the relationship between the mentor and the mentee in creating and sustaining successful schools. Overall, the qualitative results of this exploratory study promoted understanding of the importance of mentors and the mentoring experiences within the LELI Program for first-year principals. Mentoring is a vital component for preparing, supporting, and building leadership in first-year principals, and this study yielded findings organized around eight themes that focus on necessary elements within the mentoring component of the LELI Program.
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Tedder, Tracey D. "Perceptions of principals and teachers of their roles and other variables in school culture in improving their school's Florida Comprehensive Assessment Test (FCAT) letter grade by two grade levels." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001785.
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Swift, Charis Lee. "The Perceived Emotional Intelligence of Elementary Principals and Teachers' Job Satisfaction: Do They Relate?" UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/825.
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The purpose of this study was to examine the relation between teacher’s perceptions of their principal’s level of emotional intelligence and teachers’ job satisfaction level. Nine elementary schools within a small rural school district in a southern state were the selected cite for the research. Thirty-nine teachers completed two on-line surveys. One survey was intended to report their perceptions of their principal’s level of emotional intelligence and the second survey was intended to report their level of job satisfaction.
The primary research question was: What is the relation between elementary teachers’ perceptions of their principal’s emotional intelligence and the teachers’ level of job satisfaction? The independent or predictor variable was emotional intelligence: others emotional appraisal, use of emotion, and regulation of emotion. The dependent variable was teacher job satisfaction: supervision, contingent rewards, operating procedures and communication. A simple regression was conducted to investigate the impact of principal’s perceived emotional intelligence level and the teacher’s job satisfaction level. An exploratory factor analysis was conducted to examine the factor structure of teacher’s perceptions of their principal’s emotional intelligence and their level of job satisfaction. A one factor solution was sufficient in capturing most of the variability for both survey instruments.
The findings indicated a strong relation between teacher’s perceptions of their principal’s emotional intelligence and the teachers’ level of job satisfaction. Further research to improve principal’s emotional intelligence and improve teacher’s job satisfaction levels is recommended to increase applicants to teacher preparation programs and to increase teacher recruitment and retention.
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Velez, Rene. "Perceptions of School Performance Measures: A Study of Principals in the United States and Head Teachers in the United Kingdom Using Q Methodology." UNF Digital Commons, 2006. http://digitalcommons.unf.edu/etd/275.
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Performance measures have been used throughout the business sector as a means to assess productivity, allocate resources, and increase profitability. More recently, they have been utilized to answer increasing calls for accountability in public education. Legislation has been passed in both the United Kingdom and the United States that implements performance measures as a means to measure student achievement and assess school performance. This study, conducted both in the United States and the United Kingdom, examined the perceptions of 15 primary and 15 elementary school leaders with regard to the transnational issue of school performance measures.
Q methodology was used to examine the opinions and perceptions of these leaders for the purpose of providing insight for stakeholders and identifying future areas of research. The data from the participants revealed patterns of opinion within the head teacher group, the principal group, and the participants as a whole. Common opinions included the balanced use of performance measures, the political nature of school performance measures, the appropriate use of standardized test scores, and the consideration of economic and social factors. This study also demonstrated the use of Q methodology in qualitative educational research by both obtaining and analyzing rich and insightful participant data.
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Pace, Terrell M. "Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power : changes since 1996." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001930.
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McDonald, David James. "The Use of the Microcomputer by Principals in Their Roles of Instructional Leader and Manager." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/259.
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The purpose of this study was to determine the use of microcomputers by principals in their roles as instructional leaders and managers, and its impact upon the use of microcomputer technology in the school. The research was done by having the randomly stratified selected sample population respond to a survey. The subjects of this study were elementary, middle/junior and high school principals in the Florida Public School System.
Of the responding principals 82.8% reported having access to a microcomputer in their office at school. One-third of the principals reported not having a microcomputer in their own homes. Word processing was reported as the most used application program and spread sheet applications the least used. Principals reported using the microcomputer in managerial tasks such as attendance, discipline, scheduling and grade reporting.
The data indicated principals have not taken a proactive stance in their own personal learning about microcomputers and how they can be used. Responding principals, for the most part, did not perceive of the teachers within the building they work as using the microcomputer for the managerial functions of teaching.
Presently principals are not taking full advantage of the microcomputer as a tool that can help them in their roles as instructional leaders and managers. Principals must also become more actively involved in the decision making process of the various technologies in which their school can participate.
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Draai, Karen Ann. "The role of the principal as school leader in maintaining academic standards in the schooling of at-risk learners: a case study at a school in the northern areas of Port Elizabeth." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008278.
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Many disadvantaged schools in South Africa are characterised by poor performance, which is often linked to the legacy of the apartheid regime. Yet, some disadvantaged schools are surviving and even producing excellent results. Many successful businessmen, politicians and academics can attest to the success of these schools, being a product of such schools. Leadership, which has received a lot of attention in recent years, are often the cause of schools failing to produce the expected results. Previous studies have shown that leadership is the key to academic excellence and that to lead disadvantaged schools to success requires strong leaders with moral purpose, who possess qualities of transformational leaders, but also leaders who can focus on instructional leadership practices. This study focuses on the role of leadership in maintaining academic standards at a school in the northern areas of Port Elizabeth. The school has a proud tradition of good academic performances and has even been labelled as a 'model C school in the northern areas'. It has been found that teachers are committed and hardworking and the principal is perceived as having expecting high expectations for the children of the area. He believes as an educator one should never give up on the children. The study found that the principal is a strong leader who shows characteristics of a transformational leader and has the drive of an instructional leader to lead the school and to maintain academic standards. He is a well-respected leader who leads with moral purpose and who has the desire to uplift the community. The study has the potential to provide guidance and encouragement to school principals, and to inform the Department of Education's leadership training programmes.
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Huang, Ze-Ni, and 黃姿霓. "A Study on the Construction of the Leadership Standards for Elementary School Principals." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08648940714784462333.
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博士臺北市立教育大學
教育學系博士班
99
The purpose of this study is to construct the of leadership standards for elementary school principals, and explore the importance and suitability among those standards. The Fuzzy Delphi Method and t-test are used in this study as main research methods. Questionnaire surveys were conducted. This research invites 20 scholars and elementary school principals who have been evaluated to form the team of Fuzzy Delphi Method in order to obtain the relative opinions. Then a total of 45 questionnaires were distributed to elementary school principals. Findings obtained through the above research method are as follows: 1.The leadership standards for elementary school principals consists of 4 purposes, 7 key areas , and 40 principal functions. 2.The 4 purposes in the leadership standards for elementary school principals include assure management quality of principals, development professional competences of principals, promote teacher professional growth, and improve students academic achievement. The most important purpose is ”improving students academic achievement”. 3.There are 7 key areas in the leadership standards for elementary school principals. The 7 key areas are involved shared vision, student learning and teacher professional growth, school management of safe learning environment, public relationship, professional ethnics, continuing professional development, responding social changes. The most important key areas is ” student learning and teacher professional growth”. 4. There are 40 principal functions in the leadership standards for elementary school principals .The 2 principals functions are the most important, involved “Principal can think and evaluate the ethical and law outcomes of decision making” and “Principal can solve school crisis and build crisis portfolio management ”. 5. The construction of the leadership standards for elementary school principals is suitable key words：elementary school, principal leadership, leadership standards
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Qadri, Syed Kamran. "An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6154.
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As the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's professional preparation, e.g., degree in education vs. other fields and years of experience; and (e) geographic location.
While only a small amount of statistical significance was evident (p < .05) in exploring the differences between groups, several conclusions were made. In analyzing the strengths of the principals, the least selected strength was Significance and the most was Analytical, which had the highest proportion of affirmatively responding principals as compared to any of the other strengths. Additionally, the relationship between principal strength and school enrollment resulted in for the strengths of Command and Developer at a significance level that was less stringent than the p = .002 dictated by the study; principals at schools that have a student enrollment of 151-200 ranked Command higher as compared to principals in schools of other sizes, whereas those with an enrollment of 150 or fewer students ranked Developer as a more preferred strength.
In addressing principal strengths and gender, the results showcased males ranking Self-assuredness as their preferred trait more frequently than their female counterparts, who preferred Futuristic. Furthermore, the relationship of principal strengths and area of education resulted in the strengths of Activator, Maximizer, and Positivity as being ranked higher for principals who had a degree in education at the p = .05 level. The strengths of Empathy, Harmony, and Responsibility (p < .05) and Deliberative (p < .01) were ranked higher by principals who did not have a degree in education. Also, based on the average rankings of principal strengths, Achiever indicated the strongest association for principals with a degree in education and Deliberative for principals who did not.
The results of the mean ranking of the strengths among principals of differing years of experience resulted in the ranking of Focus and Includer at higher levels for principals with 3-6 years of experience (p < .01). Furthermore, the average rankings showcased the strength of Achiever as the most strongly rated for principals with less than 3 years of experience, Focus for principals with 3-6 years of experience, and Analytical for principals with more than 6 years.
Examination of principal strengths based on geographic location was conducted descriptively due to small group sizes. Among the five states of focus, average rankings of strengths indicated that Deliberative was the most preferred among California principals, Includer among Florida principals, Activator among Illinois respondents, Command among New York principals, and Analytical in Texas.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Balbach, Amy. "A Survey of Pennsylvania School Principals' Perceptions of the National Board for Professional Teaching Standards Certification Process and the Leadership Roles of National Board Certified Teachers." 2012. http://digital.library.duq.edu/u?/etd,154150.
Full textAbstract:
Throughout the 1980's, the notion of standards came to the forefront throughout the education world. Groups questioned how to define quality teaching. The National Board for Professional Teaching Standards was developed to meet this need providing a voluntary national certification to identify accomplished teachers. Since its inception, researchers have explored NBPTS. Yet, few studies sought the perspective of critical stakeholders, building principals, in evaluating the effectiveness of the NBPTS process. This study seeks to gain the perspective of those key administrators by comparing their perceptions of the National Board Certified Teachers and non-National Board Certified Teachers on their instructional staff.
<br>A portion of this study replicates a study originally conducted by Dr. Robert Alvin Griffin of Auburn University. The current researcher added components exploring the leadership roles of NBCTs and the influence of school location. This study is important in Pennsylvania due to the focus on teacher effectiveness and the link between principal leadership and student achievement.
<br>The study revealed a significant difference between principal perceptions of NBCTs and non-NBCTs when considering characteristics connected to the Five Core Propositions of NBPTS: Commitment to Student Learning, Knowledge of Subject Matter and How to Teach It, Management and Assessment of Student Learning, Systematic Thought about Practice, and Membership in Learning Communities. These findings are similar to those in Griffin's study. In terms of leadership, mixed reviews were noted. The majority of respondents indicated that there is no difference in leadership between NBCTs and non-NBCTs on their staff. There were no significant differences noted based upon school location of rural, urban, and suburban.
<br>Findings suggest the National Board Certification process is effective and NBCTs are perceived to be more effective than their non-NBCT counterparts in all of the areas assessed on the core survey. However, the leadership piece remains unclear. Most principals perceived NBCTs as engaging in a variety of leadership activities but in generally the same ways and roles as non-NBCTs. There is work to be done by both principals and NBCTs to cultivate the leadership potential of NBCTs and increase the collective expertise of NBCTs in schools.School of Education
Instructional Leadership Excellence (ILEAD)
EdD
Dissertation