Dissertations / Theses: 'High school principals – Botswana'

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Robinson, Courtney Brooke. "Instructional leadership for high school principals." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708304.

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Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an instructional leader. The purpose of this qualitative study was to explore how high school principals have developed into instructional leaders, the obstacles they encountered during this process and their perceptions of the types of external support they received in instructional leadership. The participants in the study included six high school principals from four different school districts. The principals had all been on the job for at least one year. Interview and document data were collected and analyzed for common themes. The findings of the study suggested that when principals receive external support in instructional leadership, there are indications that they begin to develop in this area. District support, mentoring and coaching, team support and reading with purpose were important in the development of the principals. The findings also suggested two obstacles, time and people, for principals as they lead their schools in instruction. Finally, the study’s findings indicated the principals who receive support had positive views of that support. Based on the results of the study, recommendations were made for providing a strong system of support for high school principals in the area of instructional leadership.

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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal

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White, Todd. "Evaluation of high school principals in Missouri /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164549.

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Mauldin, Shereé Diane Cagle. "High-performing principals and state-assigned school grades." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000077.

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Herndon, Janie Diane. "Gender differences in high school principals' leadership styles." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2546.

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Objective . The purpose of this study was to determine if the leadership behavioral practices of female and male high school principals were similar or different. Methodology . The Leadership Practices Inventory - Individual Contributor (LPI-IC) form was sent to a random sample of 300 (100 females and 200 males) of the 898 public high school principals in California. The response rate was 45 percent (N = 123; 79 males and 44 females). The typical principal had served six years, with an average of 13 years as a teacher. Key findings . While female principals generally reported higher scores than their male counterparts on the five leadership practices, there were no statistically significant differences between the two groups on Challenging, Enabling, and Encouraging. On both Inspiring and Modeling, the scores of female principals were higher than those of male principals. Number of years as a principal was not correlated with any of the five leadership practices; and the same was true for number of schools as a high school principal. Challenging and Inspiring were significantly correlated with number of years as a teacher.

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Stemple, James David Jr. "Job Satisfaction of High School Principals in Virginia." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27262.

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High quality effective leadership for high schools is critical due to the social, political, and economic pressures placed upon public education. Due to these increasing pressures and ever higher accountability placed on principals, job satisfaction may decrease. The principalâ s job is complex and demanding; however, thoughtful examination of the principalship and the variables that contribute to job satisfaction can better equip school district leaders to retain principals. Researching aspects of job satisfaction is important because a job is not merely life sustaining, but positively life-enhancing, and enriching (Darboe, 2003). Through my associations with other principals, I see many administrators who appear to be unsatisfied in their jobs. As a result of my interests and experiences, I have conducted a study, based on a previous study completed at the middle school level by JoAnn Newby (1999), to explore job satisfaction among high school principals in Virginia. For this study 183 high school principals in Virginia responded to an internet survey using the Minnesota Satisfaction Questionnaire (MSQ) to explore the specific variables of gender, age, salary, number of assistant principals, years as principal, tenure, school socio-economic status, school size, and school accreditation status to determine which variables may or may not contribute to job satisfaction. A multiple regression was utilized to determine the relative impact that the criterion variables in predicting job satisfaction. The findings of this study suggest that high school principals in Virginia were generally satisfied with their jobs. The principals who responded were least satisfied with their level of compensation and most satisfied with being of service to others. The step-wise multiple regression completed for this study revealed that the significant predictors of job satisfaction were the number of assistant principals and Virginia Accreditation status. Those principals whose schools were fully accredited and those principals who had three assistant principals were significantly more satisfied than those principals whose schools were not fully accredited and those principals who had less than or more than three assistants. Results from this study are useful as they serve as a motivating force for those who are trying to gain more information about the high school principalship in Virginia.
Ed. D.

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Wagner, Jo Ann. "High School Principals' Roles in Teacher Professional Development." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77085.

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As the key leader at the school level, the principal plays a central role in the implementation of professional development programs and measurement of the outcomes of these activities (Elmore, 2000). This investigation explored high school principals' roles in and principals' perceptions of teacher professional development as a mechanism for improving teacher instructional practices. The 15 high school principals interviewed for this study were from one region in a southeastern state. Using the professional development standards developed by the National Staff Development Council (NSDC) (2001) to frame this study, a non-experimental descriptive research design was employed. Specifically, data collection methods included focus group interviews and document analysis. Three focus group interviews were conducted, each lasting approximately 90 minutes. Data sources were the transcripts from the focus group interviews with principals and information from each principal's school improvement plan. Data from both the transcripts and document review were sorted and categorized using the long-table approach (Krueger & Casey, 2000). Data were organized into the NSDC domains of context, process, and content. The findings indicated that principals assumed the responsibility for providing professional development at their school and reported that as part of that responsibility they performed the following eight roles: (a) connected the professional development to school and/or division goals, (b) allowed teachers to play a part in their professional development, (c) provided the resources of funding and time for professional development, (d) provided support and encouragement for implementation of the professional development, (e) held a variety of professional development activities at their school, (f) collected student achievement data to determine the professional development needs, (g) determined the effectiveness of the professional development in classrooms, and (h) allowed teachers to choose the professional development activity to attend. The two roles, supported in the literature, which only a few principals discussed were: implementing PLCs and providing on-going, continuous professional development with follow-up. One area of concern reported by the principals was the reality that all teachers do not implement the professional development in their classrooms. Five major conclusions were drawn from the findings in this study. Principals value teacher professional development as a mechanism to change teachers' instructional practices and accept the responsibility for implementing professional development at their schools. The majority of the professional development activities reported by the principals were generic type professional development activities that related to all teachers. However, principals do not expect that all teachers will implement the innovations in their classrooms. PLCs, in which teachers are working collaboratively to improve student achievement, are not being implemented in all reporting participants' high schools. Time is an important factor in determining the implementation of the professional development in the classroom.
Ed. D.

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Valesey, Brigitte Graudins. "Maryland high school principals' perceptions of technology education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476408126.

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Shuman, Aaron. "Rural High School Principals: Leadership in Rural Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/71544.

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Educational Administration
Ed.D.
Educational leadership has been the focus of many studies; however, leadership does not occur in a vacuum. Understanding the context in which it occurs will in turn help to explain the phenomenon itself. Rural communities in the United States have many differences when compared to urban and suburban areas. Twenty-eight percent of schools in the United States are rural, and within those rural districts seven million students attend schools (Sherwood, 2001). Even with the large number of rural schools, there are significant deficiencies in rural research, including available raw data (Sherwood & Arnold, 2001, 2004). Moreover, when research is done, the rural context is almost always seen as a limitation (Howley & Howley, 1999). Many times research that is conducted in urban and suburban settings is generalized to the rural setting. Ethical educational leadership is drawing increased attention in research. The bulk of ethical decision-making research has focused on administrators in urban and suburban settings. The rural context is silent when one looks to ethical leadership work. This study explores four rural high school principals' perceptions of how the rural context influences their ethical leadership, career aspirations and advancement opportunities. This study also explores the principals' perceptions about their personal history and their gender to determine whether either has been a hindrance or a help to their leadership in the rural context. A case study methodology was utilized while conducting this study. Over a twelve month period; 18 site visits were conducted at four rural high schools in central Pennsylvania. Twelve semi-structured interviews were conducted along with eight days of shadowing to explore the respondents' perceptions on leading in the rural context. The findings indicate that the respondents of this study did perceive differences in the rural context as compared to urban and suburban areas. Those differences were perceived by the respondents to have an impact on their work as educational leaders. This study suggests that the principals' personal histories impact their leadership within the rural context. All of the respondents lead in districts where they once attended school. This phenomenon strengthened the impact of social reproduction as the principals struggled to maintain a way of life that they valued, while competing with the ideals of the educational institution. The principals maintained programs with a focus on local interests such as logging, shop programs, fish farming and agriculture education. They did this with limited resources and at the expense of offering other programs. Students entering these programs often ended their formal education with high school. They entered the local economy and reproduced their parents' class position in the wider society. The principals' ties to their communities impacted their expectations for students in their schools. This study suggests that the rural context impacts opportunities for advancement. While opportunities for advancement were perceived to be present, they often required principals to move their families due to geographic distance. None of the respondents were willing to relocate to take advantage of opportunities. Gender barriers were rampant within the rural context. The two female principals had experienced gender discrimination. The two male candidates acknowledged gender barriers in their districts. All the respondents affirmed that the stereotype for a high school principal in their respective districts was a male. The principals used multiple paradigms when solving difficult ethical decisions, and their personal history influenced the paradigms they used most frequently. The respondents all used the ethic of care and critique more than the ethics of justice and the profession. Critical life incidents shared by the principals were from a caring or critical perspective and tied to the paradigms they used most frequently. Competing values about the educational mission of the school, the purpose of school and social mobility of students were found to impact leadership.
Temple University--Theses

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Chan, Lai-yin Dora. "Could the current professional training programme meet the needs of the professional development of newly appointed secondary school principals?" Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963328.

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So, Chi-kuen Simon. "The role of Hong Kong aided secondary schools' vice-principals : perception of vice-prinicipals, principals and teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278862.

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Cheung, Chun-ming. "New roles of school principals in school-based management reform : a comparative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2224914X.

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Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

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Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two divisions provides a mentoring program for new teachers, and the principals in that division view the program very favorably. On the other hand, the principals in this study also expressed concerns about several aspects of evaluation. Principals' concerns focused primarily on having too little time to spend observing and subsequently meeting with new teachers as part of the evaluation process.
x, 103 leaves ; 29 cm

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Wiggins, Ronald James. "Slected Georgia high school principals' perceptions of student diversity." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/ronald%5Fj%5Fwiggins/wiggins%5Fronald%5Fj%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 137-142) and appendices.

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Huber, Donna S. "Influences on high school principals' mathematics instructional leadership practices." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1195003040.

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Wilson, Chadwick. "Relative Influences of Arizona High School Principals' Job Satisfaction." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195173.

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High school principals are organizational leaders that are critical to the pursuit of providing students a quality opportunity to learn. Impeding the attraction and retention of quality leadership is the thoughtful analysis of influences affecting the job satisfaction of the high school principal.This study used a mixed-method approach to data gathering. The quantitative method selected was survey research. The data were analyzed using descriptive statistics by frequency distributions, percentages, means, and standard deviations. In addition, the five hypotheses were tested using one-way analysis of variance (ANOVA). When the omnibus Fs indicated significance, Tukey's post-hoc tests were performed to determine which level/groups of the independent variables were significantly different.The second method used to gather data was qualitative techniques in research. A semi-structured interview of five Arizona high school principals was constructed based on the analysis of data derived from the quantitative survey.Results of the analysis suggested that being a high school principal in the State of Arizona can be an intrinsically, extrinsically, and generally satisfying job. In addition, results of this study suggest a significant relationship between high school principals' job satisfaction and the quality of their professional development. This project also revealed there was no significant relationship between job satisfaction and financial compensation.Future research should look to determine if quality professional development is defined as the current needs facing the high school principal, the lack of preparation individuals received prior to becoming a high school principal, or if quality professional development is significant because it provides high school principals the opportunity to develop relationships with colleagues outside of their individual school.

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Hoffman, Alexander Mishra. "Missing reciprocity| High school principals' leadership capacities and accountabilities." Thesis, Teachers College, Columbia University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621776.

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The purpose of this study was to examine how a group of 12 public high school principals describe and understand the two elements of Elmore's (2006) principle of reciprocity in their practices (i.e., the accountabilities to which they are subject and the sources of development and support for their professional leadership capacities), using a grounded theory methodology. I used Seidman's (2006) three-interview structure for data collection, with each interview lasting from one to two and a half hours (totaling 60 hours). Through the eight major steps of my analysis (e.g., multiple coding passes, memoing, examination of matrices constructed from the data) of the interview transcripts and my field notes, I developed both descriptive and explanatory findings.

My descriptive findings included three typologies, which I inductively developed from what these principals shared with me. The first details 17 categories of leadership capacities. The second details 30 categories of accountors (i.e., to whom these principals feel accountable), grouped into 7 super-categories. The third details 45 categories of accountances (i.e., for what these principals feel accountable), grouped into 11 super-categories. I also discovered a critical 18^th leadership capacity—a capacity for being held accountable.

My explanatory findings included four major learnings. First, interpersonal relationships are a key driver of accountability for these principals. Second, these principals are often active co-creators of their own accountabilities. Third, academics is not necessarily the focus of their most important accountabilities. Fourth, a shortage of capacity providers and the inappropriateness of expecting certain key accountors (e.g., students) to be capacity providers undermines the explanatory and predictive power of the principle of reciprocity for these principals.

These findings will help those interested in school leadership to better understand the complexities of the principalship. This will support current and aspiring principals' efforts to take a more active role in ensuring they are prepared for the principalship. It will help those involved in the preparation and support of principals to strategically target their efforts. Last, it will inform those who wish to use educational policy as a lever to improve our schools.

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McMasters, Sherry Ann. "Missouri Public High School Principals Perception of Zero Tolerance." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10624694.

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School administrators develop, recommend, and carry out policy for school districts. The policy can have long lasting effect on students. Ideology and gender of the administrator can influence adoption and implementation of individual school’s policy. A study consisting of quantitative and qualitative measures was utilized to determine the difference of opinion between male and female administrators through a survey about zero tolerance discipline policy. Missouri public high school principals were the focus of the study, each receiving the opportunity to participate in the survey via email. The results of this study are consistent with previous studies, but enhance the knowledgebase with new evidence. Data analysis resulted in identification of gender preferred discipline methods related to zero-tolerance discipline policy in the areas of: (a) acceptability of zero-tolerance as a discipline policy, (b) academic outcome differences of students suspended more than, compared to less than, 90 days, (c) ability of the threat of suspension and expulsion to deter negative behavior, and (d) positive or negative lasting effects for zero tolerance on students.

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Hawkins, Delanor Wilbert Jr. "Predictors of Affective Organizational Commitment Among High School Principals." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30420.

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This study was an assessment of the importance of age, gender, organizational tenure, perceived organizational support, perceived fairness, and perceived autonomy in explaining affective organizational commitment among high school principals in the United States. Stepwise multiple regression was used to determine which independent variables explained a portion of the dependent variable, affective organizational commitment. A sample of 396 high school principals, stratified by gender, was drawn from a national data base developed by Quality Education Data of Denver, CO. The sample consisted of 132 females and 264 males. Data were collected from responses to a questionnaire that was mailed to all persons in the sample. Usable responses were received from 60 females and from 142 males. Results of the stepwise multiple regression indicated that 58 percent of the variation in affective organizational commitment among high school principals was explained by perceived fairness, organizational tenure, perceived organizational support, and high school principals' age. Perceived fairness explained the greatest percentage of variation; age, which entered the regression equation last, explained the least amount of variation. This study indicates that high school principals, first and foremost, valued fairness from school districts in return for their commitment to school districts. The challenge for superintendents and others who work with high school principals is to maintain fairness in educational settings where there are many diverse and competing student needs in the same school district.
Ed. D.

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OuYang, Wen. "A comparative study of the relationship between supervisory leadership styles and high school teachers' job satisfaction and commitment in China and the United States." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5888.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

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Newman, Mairette T., and n/a. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040910.144727.

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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.

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Gaught, William. "CENTRAL FLORIDA HIGH SCHOOL PRINCIPALS' PERCEPTIONS OF THE FLORIDA SCHOOL INDICATORS REPORT." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2702.

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The purpose of this study was to identify the perceptions that central Florida public high school principals had regarding the Florida School Indicators Report (FSIR) and its usefulness. The FSIR, published by the Florida Department of Education, was designed to be a comprehensive, single source document for parents, lawmakers, and school administrators to compare key performance indicators to similar schools or districts state wide. It provided information on 74 different indicators of school or district performance. A total of 70 public high school principals from 13 central Florida school districts responded to a postal survey and provided their perceptions regarding the importance of indicators in the FSIR, how they used the FSIR at their schools, and what barriers they felt affected the ability of their administrative staffs to collect and analyze data on the FSIR indicators. Eighteen of the 70 principals participated in follow-up telephone interviews. Quantitative and qualitative analysis of the postal surveys and interviews revealed the principals perceived FSIR indicators related to Florida's mandated Florida Comprehensive Assessment Test (FCAT) as the most important indictors in the FSIR. The indicators FCAT Results and FCAT Writes were ranked first and second respectively in priority by the participating principals. This finding demonstrated the importance that principals placed on the state's high-stakes test. Other categories of FSIR indicators are were also ranked in the findings reported in this study, along with how the principals used the FSIR at their schools. The data collected from the postal survey revealed there was a statistically significant relationship between the priority principals assigned to the FSIR indicators and their ability to collect and analyze data related to them. In addition, survey data allowed development of multiple regression models that could be used to predict the priority principals assigned to several FSIR categories of indicators based on the ability to collect and analyze data. The study findings indicated that principals perceived lack of time for data analysis as the biggest barrier they faced when evaluating the FSIR indicators. After the lack of time, principals rated lack of administrator training in data analysis as the second biggest obstacle to using the FSIR. The findings indicated that principals felt the availability of data and technology were not significant barriers to their staff's ability to conduct data analysis on the FSIR. The conclusions drawn from the study were that central Florida high school principals perceived the results on the state's mandated Florida Comprehensive Assessment Test (FCAT) to be the most important indicators in the FSIR. In addition, the research identified that the lack of time was the single greatest barrier principals encountered when it came to collecting and analyzing data on the FSIR. A lack of training programs in data collection and analysis for administrators was also noted in the findings.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Lau, Kwan-ying. "Professional development for secondary school principals : a qualitative study of perceptions and needs /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330409.

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Fung, Sui-hing. "Secondary school principals' attitude towards educational quality." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17600911.

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Garrard, John Christian Timothy. "Instructional leadership of high school assistant principals in Northern California." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/29.

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To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association.

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Schechter, Chen. "Deliberative processes of high school principals with a military background /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820267877438.

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Celata, Carla L. Jr. "The Use of Electronic Technology by High School Principals in Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30403.

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This study identified the amount of progress high school principals in Virginia have made in the use of electronic technology since 1989, and how the following variables have affected computer use by principals: training, access to hardware and software, top-management support, number of years of administrative experience, Local Composite Index (fiscal capacity), size of student enrollment, time, attitudes, home computer use, and laptop use. The entire population of high school principals in the Commonwealth of Virginia was surveyed; a 76.7% return rate was attained. Descriptive statistics were used to report the results of the study and to make comparisons to the results of Armistead in 1989. The principals reported their technological strengths to be (in order of importance): printing, retrieving information from the student database, word processing, using a modem, using electronic mail, accessing information on CD-ROM, conducting an Internet search, and creating a master schedule using a computer program. Weaknesses appeared in five areas: using a digital camera, using a program for budgeting and cost projections, creating and presenting an electronic slide show, using a spreadsheet to manipulate information, and creating a database. In the years since 1989, marked progress has been made in home computer use, use of electronic mail, use of a modem, and activation of a printer. Smaller gains were made in the areas of creating graphs and charts, using a program for budgeting and cost projections, using a computer program to create a master schedule, and using a computer spreadsheet. The skill level regarding creating a database declined. Variables which appeared to have affected the use of electronic technology include the following: Local Composite Index (fiscal capacity), size of school population, years of administrative experience, home computer use, laptop use, training, beliefs, and confidence levels regarding computer use. The 1997 baseline data should be used for future comparisons. Variables which affected principals' use of electronic technology that could be manipulated to increase use were time, training, and use of a laptop. Educators should use this information to continue to increase the use of electronic technology among high school principals in Virginia.
Ed. D.

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Loucks, Sharon Barker. "High school principals' perception of the usefulness of teacher evaluation for school improvement." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2568.

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The purpose of this study was to investigate the practices and perceptions of high school principals in northern California in their use of teacher evaluation for school improvement. The population included 60 high school principals in 29 northern California counties. The data included the responses of 60 principals to a questionnaire and the responses of ten of the 60 principals participated in telephone interviews. This study investigated teacher evaluation processes that were used and how they were seen as useful to school improvement. Specific topics that were included were the degree that teacher evaluation was perceived as useful to improve student learning, learning environments, teachers' subject matter knowledge, and staff development. Also, principals were asked if they use teacher evaluation to make recommendations to grant tenure, non-reelect, promote, and dismiss teachers. In addition, principals were asked what prevents them from further using teacher evaluation for school improvement? The responses of experienced principals (those with more than three years of experience) were compared to those with fewer than three years of experience. Principals were asked which formative evaluation processes they used including classroom observation, teacher and student reports, diagnostic processes, and demonstration lessons. They were asked how useful they felt formative evaluation is to improve tenured and non-tenured teachers. Principals' use of summative evaluation was also studied. Specifically, principals' use of classroom observations, rating scales informal observations, peer ratings, student ratings, students achievement, exams, portfolios, and self-assessments for evaluation were tallied. In addition they were asked how useful they felt summative evaluation is to improve tenured and non-tenured teachers. Finally this study investigated the barriers that principals perceived that prevented them from further implementing teacher evaluation. Most frequently principals reported that a lack of time and the interference of teacher unions were barriers to more fully using teacher evaluation. The conclusion of this study includes nine general recommendations and three recommendations for further research.

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McDonald, Alison L. "Emotion, Trust and Urban School Leadership| A Perspective from Urban High School Principals." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10195951.

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Much has been written in the past twenty years about the importance of leadership at the school site level. There has been a major emphasis in the literature, in fact, on the power of the principal and the critical nature of the role for student achievement. Capable leaders have the ability to turn a struggling school into a thriving school. However, in urban school districts, high school principals tend not to stay on the job very long. There is considerable research in the area of principal retention as scholars attempt to uncover what factors influence retention. Large numbers of principals cite “stress” as their reason for leaving. However, there is not as much research into the ways in which stress affects high school principals in the urban context. Additionally, some urban high school principals seem to flourish in the position and are able to create significant and sustainable improvements at their urban schools.

After a review of the current literature on the urban context, retention, emotion, self-regulation, stress, and the role of the superintendent, this study will examined eight urban high school principals attempting to understand why they leave their positions or seem to thrive in them. The findings surfaced point to ways district personnel can better support their leaders and to inform administrator preparation programs about how to best prepare their candidates for transformative leadership positions.

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Furda, Mark. "The best leadership practices of principals in high performing and high poverty schools in Ohio." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10227.

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Thesis (Ed. D.)--West Virginia University, 2009.
Title from document title page. Document formatted into pages; contains vi, 128 p. : ill. Includes abstract. Includes bibliographical references (p. 115-121).

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Cavazos, Jose Marcelo. "The instructional leadership of high school principals in successful Hispanic majority high schools /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Coppage-Miller, Jacqueline C. "Perceptions of Middle and High School Principals in Virginia on High-Stakes Testing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56674.

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The purpose of this study was to identify perceptions of middle and high school principals in Virginia regarding high-stakes testing. Perceptions were assessed regarding unintended consequences impacting the principals' role and their alignment with professional and scholarly literature. There were 22 findings emerging from this study. One of the findings revealed that principals perceived the necessity of instructional leadership as opposed to simply acting as school managers. The findings also revealed that middle and high school principals strongly agreed that high-stakes testing resulted in a loss of instructional time and that there has been a narrowing of the curriculum; however there now was a clearer alignment of the written, taught, and tested curriculum. Additionally, the findings revealed that less than 50% of middle and high school principals believed that high-stakes testing had helped close the achievement gap between minority and majority students. One of the most prevalent findings focused on the stress exhibited by students, teachers and administrators, all due to high-stakes testing. One hundred and sixty-six Virginia middle and high school principals participated in this study. An electronic survey instrument was used to rate 31 statements derived from the scholarly literature regarding the unintended consequences and perceptions of high-stakes testing of middle and high school leaders in Virginia.
Ed. D.

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Chung, Lui-pong Gavin. "A principal's views on school-based management : implications for school management in aided secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305092.

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Yeung, Ching-han. "A research on the perception of teachers, principals and school managers towards an ideal appraisal system for secondary school principals in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22967722.

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Lau, Chiu-yin Peter. "Staff appraisal in the school setting some anticipated problems in implementation /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/HKUTO/record/B38626792.

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Dagenhard, Paige C. Dagenhard. "Principals Perceptions of ALICE Training in Public High Schools." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501598726547038.

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Kingman, Lo Ip-shan Alice. "A gender study on leadership : the female and male principals of Hong Kong secondary schools as perceived by teachers and the principals themselves /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18538952.

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Goss, John Edmund. "Stress as a factor in the high school principalship." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/14571.

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Bibliography: leaves 162-170.
An important facet of a person's self-concept is his expectations of his performance. If his expectations are excessively high and there is a significant gap between his aspirations and his accomplishments, the resulting sense of failure has a negative effect on his self-concept. It is likely that school principals, because of the idealism and sense of calling that is associated with human service professions, are particularly vulnerable to excessive self-expectations. Cherniss believed this to be a potential stressor because the threat of failure has more serious personal consequences for people who regard their work as a calling rather than a job. For those who view their work as a calling, their identity and self-esteem are related to a considerable extent to the successful accomplishment of their work. Dobson pointed to the dangers of achievement anxiety, manifested as a pervasive fear of failure, for 'perfectionists' who set unreasonably high standards which are beyond their capabilities. Levinson regarded intense self-criticism and internal dissatisfaction as part of the make-up of dynamic, motivated business executives, making them exceptionally vulnerable to feelings of failure.

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Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.

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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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Gale, Matthew Ryan. "PERCEPTIONS OF HIGH SCHOOL PRINCIPALS ABOUT THEIR IMPACT ON STUDENT SUCESS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/429561.

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Educational Administration
Ed.D.
Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are learning the curriculum, and achieving their academic potential. The challenge, then, is to identify how principals impact student learning, and then help them to develop these leadership behaviors effectively. While many educational researchers have sought to find the leadership behaviors and factors that describe how principals can most significantly impact student achievement, the principals themselves have been largely left out of the conversation. High school principals’ experiences and efforts to maintain safe schools, connect communities, foster citizenship, and prepare students for colleges and careers, while trying to promote students’ achievement on standardized test scores during the accountability era, offers a perspective and a contribution to research that is invaluable. This study used a qualitative design in order to understand the participants’ meanings, through inductive analysis of data, after interviewing a cross-section of seven male high school principals about their perspectives and experiences. The participants served in academically high-achieving, medium-achieving schools and low-achieving schools with student populations of various sizes, settings, and population demographics. The schools were all located in the suburban area of Philadelphia. The participants had all been in their buildings as principal for at least two years, and had served in the role of high school principal for at least three years. There were three common themes that emerged from this study. First, principal leadership in schools impacts student success, although it is difficult to measure, and complex to explain. Principals must hire the best teachers, foster a positive climate and culture, and form positive professional relationships with teachers. Secondly, Principals must be perceptive to and understand the needs of their school and community. Students must perceive that they are safe, and communities must perceive that they trust schools. Finally, teachers must perceive that they are valued much more than any externally imposed measure of success may define them. As a result of the findings, it is recommended that principals seeking to maximize student success take the time to assess the needs of their schools, collaborate to make decisions, realize that promoting a positive climate and culture has to be a priority of their role, and devote sufficient time and resources to hiring and developing quality teachers.
Temple University--Theses

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Van, Vleck Frederick Joel. "High school principals: Understanding how *experience affects performance on the job." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2362.

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In the field of education, how high school principals develop as they gain experience is unclear. This study examined three beginner (one to three years of experience), four intermediate (four to eight years of experience) and three advanced (nine plus years of experience) high school principals and how experience affects performance on the job. Similarities were examined within the experience groups. The Greenfield Model and its five dimensions of an administrator's demand environment were used as a guide to look at the different levels of experience. This grounded theory study found: (1) beginner principals felt a sense of debt to the superintendent and district office for hiring them, (2) beginners did not approve how the previous principal managed the school, (3) intermediate principals have a different relationship with the district office than the beginner principals, (4) intermediate principals learned to delegate more work than beginners, (5) veteran principals, in addition to delegation, were committed to a personal set of core values, (6) veteran principals all planned to finish their careers as high school principals, where in contrast, all the beginner and intermediate principals, with the exception of one, planned to continue their careers into the district office, (7) this study confirmed the five dimensions of Greenfield's research that are unique to a school administrator. Within the five dimensions, different experience levels of principals applied the dimension differently. The outcomes from the interviews suggest that high school principals do mature over time and make decisions using a different core philosophy. School districts, university programs and first time high school principals need to consider the challenges that may be encountered during the first years as a high school principal. In future studies, it is recommended a comparative study be done with beginner principals, intermediate principals and veteran principals new to a site to see if the issues encountered are unique to a certain experience level.

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Hansen, Jan Bradshaw. "A Qualitative Study of Women High School Principals' Career Life Histories." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2158.

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Gender inequalities in the workplace continue to plague aspiring career- directed women. In public education, it is established that there are fewer women high school principals than there are men. In a profession predominantly employing women, the question remains, “Where are the women high school administrators”? This study examines the sociopolitical gender systems and psychological dynamics that perpetuate gender inequality. It then discusses the encumbered or constrained choices women make that are burdened or made more complicated by gendered sociopolitical or psychological dynamics. The study is a qualitative study narrowing the life-history method with an innovative career life-history focus. Seven high school women principals were interviewed and then data were transcribed and analyzed. Participants provided an external participant who shared their perspectives of the career life histories of these women principals, which added to the richness of the data analysis. Resumes of the principal participants were collected for triangulation purposes. Finally, a narrative from the data analysis was written. The findings reveal unintentional career journeys. The women in the study were invited to join administrative teams, reluctantly accepted, and embarked on their career journey, psychologically transitioning from teacher to administrator. They navigated through sociopolitical systems and barriers, finding support from family, supervisors, and friends. The women’s new identities led to reconfigured families and brought diversity to high school administrative teams.

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Groves, Christopher Michael. "Educational Leadership Characteristics of Rural High School Principals and Graduation Rates." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2977.

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High school graduation rates and the leadership of principals are important measures of accountability within schools. Principal leadership has been investigated through qualitative and correlational studies in mostly urban areas. Limited research has focused on the educational leadership characteristics of the high school principals and graduation rates in rural areas. The purpose of this study was to identify, describe, and categorize the leadership characteristics of veteran and novice principals with respect to graduation rates in selected rural schools. Bolman and Deal's 4 frames of leadership informed this study and helped to create the broad leadership categories of interpersonal skills, leadership and communication styles, and collaboration skills. The research questions focused on understanding the leadership characteristics and differences between novice and veteran principals. Purposive sampling was used to select 21 participants for in-depth interviews in 7 high school settings. The methodology combined interviews with a review of district data and documents. The data were thematically analyzed by a constant comparative method and category construction. Trustworthiness was ensured with member checking and triangulation. Key findings indicated that all principals had general leadership characteristics such as active listening, collaboration, a communication style, and promotion of school/home partnership. Three out of 4 high graduation rate schools tended to have veteran principals. Veteran principals focused on professional development and cultivating relationships, whereas novice principals focused on using data in decision making. Identifying and developing specific characteristics in leaders and matching them with schools will improve the instructional environment for students and strengthen the expertise of the faculty and staff.

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Owens, Luper Willene DeeAndra. "High School Teachers’ Perceptions Of Their Principals As Culturally Proficient Leaders." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103367/.

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This study examined Texas high school teachers’ perceptions of their principals as culturally proficient leaders, focusing specifically on how teacher-, school-, and principal-related factors impacted these perceptions. A sample of 104 teachers in culturally diverse secondary schools from a large urban district in Texas participated. An electronic survey was utilized to collect data. Results yielded an average total cultural proficiency score of 111 out of a possible 175, indicating that teachers perceived their principals “sometimes use” culturally proficient practices. Teachers’ perceptions of their principal’s use of culturally proficient leadership practices varied significantly by years of teachers’ experience and school accountability rating (exemplary, academically acceptable, and academically unacceptable). Perceptions of teachers at an Exemplary school were significantly different (higher than the perceptions of teachers at other schools from the same district). Teachers with 11 to 20 years of teaching experience gave significantly lower ratings (22.45 points) than teachers with 1 to 5 years of experience (125.53) and teachers with over 20 years of experience (118.94). While differences were not statistically significant, black and Hispanic teachers rated their principals’ culturally proficient practices higher than white teachers. Age, subject area taught and teacher’s gender, or race being the same as the principal’s gender or race had no significant effect on total proficiency scores. This study supports prior findings that leadership policy and development programs must be refined to help leaders develop and utilize more culturally proficient skills that will lead to greater academic success for all students. Results indicate that principals need assistance in adapting to and managing the dynamics of difference as well as providing teachers with conflict resolution training. It is recommended that professional development departments conduct similar district-wide proficiency assessments as a first step in helping educators to understand the cultural proficiency conceptual framework. It is also recommended that school districts develop a rating system using the tenets of cultural proficiency to assist principals in improving their cultural proficiency scores.

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Brown, Sandra Rochelle. "Job Satisfaction of High School Principals in the Commonwealth of Virginia." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26616.

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Studies have shown that effective principals are a key ingredient to high performing schools. Studies also indicate that a shortage of effective administrators is looming and some contend that the shortage is here (Daresh & Capasso, 2002). Johnson and Holdaway, 1991 report that it is important to study job satisfaction for many reasons. They also contend that one of the reasons it is important to study job satisfaction is that job satisfaction is related to absenteeism as well as staff turnover. One way to address the shortage of effective administrators is to continually assess the job satisfaction of administrators to determine which aspects of the job affect satisfaction. In this study, the researcher examined the job satisfaction of high school principals in the Commonwealth of Virginia in 2008. A replication of procedures used by Dr. James Stemple in 2004 provided the opportunity to compare results with Stemple's study to determine if the job satisfaction of high school principals has changed since 2004. Dr. Stemple's study was one of the first studies to assess job satisfaction after the implementation of the accountability movement. However, federal accountability including Adequate Yearly Progress has risen considerably since Stemple's 2004 study. In 2004, a pass rate of 65% for reading and 63% for math was required in order for a school to make AYP. During the 2008-2009 school year the required passing rate is 81% for reading and 79% for math. This study assessed job satisfaction of high school principals through the lens of the federal and state accountability movements.
Ph. D.

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Bibb, Wanda. "Perceptions of Eight High School Principals Regarding World-Mindedness in Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77224.

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The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present a three-fold challenge to principals: a) to welcome and educate students of all heritages; b) to teach students to respect and accept people who are different from themselves; and c) to graduate students prepared to live and work in a global economy. The study involved interviewing principals from eight high schools in central and northern Virginia: a) three public high schools with relatively high percentages of LEP students; b) three public schools with much lower percentages of LEP students; and c) two private international schools. The interview questions probed not only how the principals felt about world-mindedness but also about their roles in building world-minded schools and how they would recognize world-mindedness. The findings were as follows: a) all participants agreed on the importance of world-mindedness in education; b) world-minded practices were absent from some schools; c) offering the International Baccalaureate Program did not necessarily make a school highly world-minded; d) participants did not need extensive experiences outside the United States to be highly world-minded; e) demands from outside forces encouraged participants to be world-minded; f) community demographics affected participants' perceptions of schools' levels of world-mindedness; g) participants in schools with diverse student bodies seemed to be more world-minded; h) highly world-minded participants used conversations to raise and maintain world-mindedness; i) highly world-minded participants used websites to promote world-mindedness; j) highly world-minded schools possessed tangible and intangible elements of world-mindedness; and k) some participants confused world-mindedness with anti-racism. Implications were that principals should a) seek professional development opportunities; b) include world-mindedness in communications; c) start with tangible elements to build intangible elements of world-mindedness; and d) have frequent conversations about world-mindedness with stakeholders. The recommendations for further research included a) creating world-mindedness continuums; b) building world-mindedness in homogeneous student bodies; c) using international schools as world-mindedness models; and d) distinguishing world-mindedness from anti-racism efforts. In conclusion, the growing diversity in U.S. classrooms presents principals with a mandate to work toward high levels of world-mindedness and, thus, become diversity change agents.
Ed. D.

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Seay, D. Alan. "A study of the technology leadership of Texas high school principals." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4484/.

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Effectively integrating technology into school requires the presence of informed and visionary leadership. Past research on change in schools demonstrates the importance of the principal to that process. In that research it is obvious that the principal must possess more than skills and knowledge about the change, he or she must also possess leadership skills to lead the campus through the change. Despite this finding, very little research has been attempted to determine the leadership knowledge and skills of principals for technology integration. This study attempts to investigate the technology leadership of high school principals in Texas using the National Educational Technology Standards for Administrators (NETS*A). In addition, this study compares technology leadership among principals who have attended the Technology Leadership Academy with those who have not attended this training. The two questions that guided this study are: (1) What are the technology leadership actions of Texas' high school principals in each of the six technology leadership standards identified by the NETS*A standard document? (2) How are the technology leadership practices of high school principals who participated in the Technology Leadership Academy sponsored by TASA and TBEC different from those who have not participated in the training? Because no existing survey measured technology leadership using the NETS*A, a 46-part survey document was created by the researcher. The survey contained multiple questions covering each of the six standards of the NETS*A and was administered online. Descriptive statistics were used to answer the first research question. A MANVOA, using the combined mean scores for questions covering each NETS*A standard as the dependent variable and the principal's participation in the Technology Leadership Academy as the independent variable, was run to provide answers to the second research question. The principals in this study scored highly in each of the six NETS*A standards. The lowest combined mean score dealt with a principal's leadership and vision for technology. Descriptive statistics showed principals exhibited the highest combined mean score in the area of support, maintenance, and operations. Furthermore, the MANOVA indicated little difference between principals who attended the Technology Leadership Academy and those who did not attend.

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Grate, Sherry L. "A descriptive study of the role of the high school assistant principal in the state of Indiana." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1338872.

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The purpose of this study was to examine the role of high school assistant principals in Indiana. In this descriptive study, the researcher examined (a) the job responsibilities and duties of the high school assistant principal, (b) the degree of involvement in the job responsibilities and duties of the high school assistant principal, (c) the degree of job satisfaction for areas of administrative responsibilities, and (d) the areas of responsibility that high school assistant principals were provided the most and least training to prepare them for the principalship.The study was limited to the population of high school assistant principals in Indiana public schools. Out of 492 high school assistant principals, 271 responded to a paper or on-line version of the survey instrument used in this study. The survey instrument included 141 forced responses divided into four sections: Duties and Responsibilities, Job Satisfaction, Preparation, and Demographics.Of the six administrative areas in this study, high school assistant principals reported having a greater level of responsibility for duties in the area of school management and the lowest level of responsibility in the area of community relations. In terms of job satisfaction, assistant principals reported being most satisfied with the performance of duties related to student activities and least satisfied with duties related to curriculum and instruction. Assistant principals reported being the most prepared to perform duties related to student activities and least prepared for those duties related to curriculum and instruction. The demographics gathered from the study revealed that most high school assistant principals in Indiana were male, white, married, served over five years in this position and in the next three to five years plan to remain in their current position.Conclusions and recommendations of this study focused on developing a consistent definition of the role of the assistant principal in Indiana. In addition, if assistant principals are content in making this a career-oriented position, then state officials, universities, and school districts, must collaborate to provide a system of training and development of well-rounded knowledgeable leaders for the future of our high schools in Indiana.
Department of Educational Leadership

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Yau, Chung-wan. "The relationship between principal leadership styles and the nature of staff appraisal activities in new aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626925.

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Dissertations / Theses on the topic 'High school principals – Botswana'

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