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Relevant bibliographies by topics / School principals – North Carolina – Attitudes

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Academic literature on the topic 'School principals – North Carolina – Attitudes'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "School principals – North Carolina – Attitudes"

1

Stillerman, Katherine P. "Successful North Carolina Middle School Principals' Visions." Research in Middle Level Education 16, no. 1 (1992): 63–78. http://dx.doi.org/10.1080/10825541.1992.11670001.

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Ladd, Helen F., and Arnaldo Zelli. "School-Based Accountability in North Carolina: The Responses of School Principals." Educational Administration Quarterly 38, no. 4 (2002): 494–529. http://dx.doi.org/10.1177/001316102237670.

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Mathews, Anna E., Delores Pluto, Olga Ogoussan, and Jorge Banda. "Active Travel to School: Policies and Attitudes of School and District Leaders." Journal of Physical Activity and Health 7, s1 (2010): S13—S19. http://dx.doi.org/10.1123/jpah.7.s1.s13.

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Background:When promoting active travel to school, it is important to consider school and district policies as well as attitudes of school and district administrators.Methods:School principals and district officials in South Carolina participated in the School Travel Survey. Frequency distributions and Chi-squared tests were used to analyze the data.Results:Three hundred fourteen persons responded to the survey (53.2% response rate). Sixty-five percent of district officials reported having a clear position about students walking to school, 80.0% of which were supportive. Seventy-two percent of principals reported having a clear position about walking to school, 67% of which were supportive. These positions were most commonly communicated either orally or through memos or other written documentation rather than through official, written policies or directives. Respondents who personally supported walking to school were more likely to believe that walking to school benefited students' health (χ2 = 8.82, df = 1, P = .003) and academic performance (χ2 = 14.87, df = 1, P < .0001).Conclusions:Promotion of walking to school should encourage schools and districts to develop official, written directives or policies. Promotional efforts may benefit from linking active travel to academic performance and health.

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Truett, Carol, and Karen Lowe. "The School Library Budget: A Study in Power and Politics of Selected North Carolina School Library Budgets." North Carolina Libraries 61, no. 1 (2009): 13. http://dx.doi.org/10.3776/ncl.v61i1.197.

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Is local autonomy or site-based management in its purest form grounds for calling a school “naughty”? Some might say so. But does site-based management (SBM) result in power decisions being made by local school teams, or do principals still hold the budget purse strings in most schools? These are but a few of the questions we explored in this study of school library media center budgets in western North Carolina.

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Brezicha, Kristina F., and Edward J. Fuller. "Building Teachers’ Trust in Principals: Exploring the Effects of the Match Between Teacher and Principal Race/Ethnicity and Gender and Feelings of Trust." Journal of School Leadership 29, no. 1 (2019): 25–53. http://dx.doi.org/10.1177/1052684618825087.

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Trusting relationships play a crucial role in all aspects of school life. This study builds on this understanding by exploring the role gender and race/ethnicity plays in establishing trust between teachers and principals. Utilizing statewide working conditions survey administered in North Carolina, we employ both descriptive and analytic methods to examine the relationship between the racial/ethnic and gender match between teachers and principals and teachers’ trust in their principal. Our analyses indicate that race matters in establishing trust between teachers and principals. We suggest implications for educational leaders and principal preparation programs.

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Chrusciel, Margaret M., Scott Wolfe, J. Andrew Hansen, Jeff J. Rojek, and Robert Kaminski. "Law enforcement executive and principal perspectives on school safety measures." Policing: An International Journal of Police Strategies & Management 38, no. 1 (2015): 24–39. http://dx.doi.org/10.1108/pijpsm-11-2014-0115.

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Purpose – The purpose of this paper is to assess the perspectives of law enforcement executives and public school principals regarding school resource officers (SROs), armed teachers, and armed school administrators in order to inform the policy discussion surrounding school safety issues. Design/methodology/approach – This study utilizes data collected from two surveys that were sent to law enforcement executives and public school principals in South Carolina. Respondents were asked about their experience with SROs and their perspectives on these officers’ ability to maintain school safety. Both groups of respondents were also asked about their attitudes regarding arming school employees. Findings – There is a large amount of support for SROs from both law enforcement executives and principals. However, in general, both groups of respondents do not believe armed administrators or armed teachers to be an effective school safety strategy. Originality/value – SROs have been the primary strategy adopted by schools to maintain safety, but in the wake of the shooting at Sandy Hook Elementary School, public outcry and political debate has spawned a number of proposed alternatives. Among these alternative security measures has been the idea of arming school teachers and/or administrators. However, there appears to have been little effort to empirically consider the perspectives of those directly impacted by school safety policy decisions. In particular, a gap in the literature remains regarding the perceptions of police executives and school principals concerning school safety policies and how the attitudes of these key actors compare. Thus, the current study addresses this gap by exploring the perspectives of key school safety stakeholders.

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Burkhauser, Susan. "How Much Do School Principals Matter When It Comes to Teacher Working Conditions?" Educational Evaluation and Policy Analysis 39, no. 1 (2016): 126–45. http://dx.doi.org/10.3102/0162373716668028.

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Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers’ perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school environment depend on which principal is leading the school, independent of other school and district contextual factors, suggesting districts struggling with teacher turnover should assess climate and use that information to advise and support principals.

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Fusarelli, Bonnie C., Lance D. Fusarelli, and Fran Riddick. "Planning for the Future: Leadership Development and Succession Planning in Education." Journal of Research on Leadership Education 13, no. 3 (2018): 286–313. http://dx.doi.org/10.1177/1942775118771671.

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Superintendents leading school districts, particularly in hard-to-staff areas, face immense challenges in recruiting and retaining high-quality, well-trained teachers, principals, and district leaders. Many large urban areas as well as their rural counterparts have high concentrations of intergenerational poverty and unemployment. Rural areas are further disadvantaged by the lack of social and cultural attractions as well as fewer health care resources. In North Carolina, many of the lowest performing schools in the state are disproportionately clustered in rural areas. Superintendents leading districts in such areas face serious problems of high teacher and school leader turnover. As a result, superintendents are constantly engaged in an ongoing cycle of hiring new teachers, assistant principals, and district-level leaders. The graying of the school leadership profession further compounds the problem. For example, over the next 4 years in rural, high-poverty schools in North Carolina, an estimated 50% of principals will be eligible for retirement—making succession planning for quality school leadership a critical issue. In this article, we review the research and best practices on succession planning in education as well as in other sectors. Utilizing the theoretical framework of human capital theory, we illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes.

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Peel, Henry A., and Bradford L. Walker. "Collaboration: Getting All Hands on Deck Facilitates School Change." Journal of School Leadership 3, no. 1 (1993): 30–39. http://dx.doi.org/10.1177/105268469300300104.

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Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.

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Giersch, Jason, and Christopher Dong. "Principals’ preferences when hiring teachers: a conjoint experiment." Journal of Educational Administration 56, no. 4 (2018): 429–44. http://dx.doi.org/10.1108/jea-06-2017-0074.

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Purpose What do principals look for when hiring teachers? The purpose of this paper is to extend the knowledge concerning what aspects of teacher quality are in demand among the individuals who administer schools and make hiring decisions. Design/methodology/approach Rather than employing interviews or surveys, the authors utilized a conjoint instrument that assembled teacher characteristics into fictitious applicant profiles. Participating North Carolina public school principals (n = 467) then chose among the computer-generated options and regression analysis allowed the authors to identify preferences in the aggregate. Findings Principals in this study preferred applicants with classroom experience, but those with 15 years were no more preferred than those with 5. They also preferred applicants with more education, but an advanced degree was no more preferred than a bachelor’s from a highly selective institution. Preference for teachers who are committed to state standards varied with schools’ performance on state tests. Originality/value Conjoint analysis is a useful tool for measuring preferences but is underutilized in research on education administration. This paper contributes not only to the body of knowledge about school principal behavior but also to the field’s familiarity of research techniques.

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Dissertations / Theses on the topic "School principals – North Carolina – Attitudes"

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Wall, Barry E. "Principals' perceptions about the transition from traditional to year round education in North Carolina." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40135.

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Mcgrattan, Robert J. "The Relationship Between Personality Traits and Transformational Leadership Among North Carolina Elementary Public School Principals." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2947.

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This study examines the relationship between personality traits as identified by the Myers-Briggs Type Indicator and transformational leadership as measured by The Nature of School Leadership. The subjects were 74 North Carolina public school elementary principals. The principals completed the MBTI. Principals also provided pertinent demographic information. Selected teachers in each school were asked to give their perception of the principal as a transformational leader by completing The Nature of School Leadership. Data were analyzed to look for significant relationships between personality and demographics as they related to transformational leadership. The analysis of demographic information yielded gender as a significant factor in transformational leadership. Females were found to have a significantly higher mean score on The Nature of School Leadership. The bipolar MBTI traits of introvert/extrovert, intuitive/sensate, thinking/feeling, and judging/perceiving were analyzed, and the thinking/feeling trait was found to be a significant factor in transformational leadership. A predisposition toward the thinking trait tended to produce higher scores on the transformational leadership scale.

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Carter, Judith C. "The interpersonal relationships between principals and teachers in the North Carolina Career Development Program." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135458/.

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Roach, Catharyn. "Attitudes Toward the Contemporary Role of the Library Media Specialist in the Overall Elementary School Program in North Central Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332317/.

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The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.

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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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Campbell, Jerry Marshel. "Principal-school library media relations as perceived by selected North Carolina elementary principals and school library media specialists." 1991. http://catalog.hathitrust.org/api/volumes/oclc/25735168.html.

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7

Lewis, Carol Gaskins. "The school library media program and its role in the middle school a study of the perceptions of North Carolina middle school principals and media coordinators /." 1990. http://books.google.com/books?id=DcTgAAAAMAAJ.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1990.<br>eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 160-172).

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Maforah, Tsholofelo Pauline. "The job satisfaction of principals of previously disadvantaged secondary schools in the North West Province." Thesis, 2010. http://hdl.handle.net/10500/4375.

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This study investigated the factors that affect the job satisfaction of principals of previously disadvantaged secondary schools in the North West Province. The aims of the study were to determine empirically, through quantitative and qualitative means, the factors that influence the job satisfaction of the principals, and to make recommendations of ways to improve their job satisfaction. In the quantitative phase the research design was a survey. Data were collected from a purposefully selected sample of 30 principals of 30 secondary schools conveniently situated and accessible, in rural villages and townships. Thereafter a phenomenological approach was used to select eight principals from the same sample. The aim was to, by means of interviews, find clarity on the trends observed in the quantitative phase. The researcher purposefully selected participants representing a maximum variation regarding gender, geographical location, and years of experience as a teacher or a headmaster. The results indicated that the factors that enhanced the job satisfaction of the selected principals related to the nature of their work in the sense that it was stimulating, important and varied. Their interpersonal relationships were also gratifying. These relationships referred to cooperative staff, appreciative colleagues and supervisors, well-behaved learners, and supportive parents. Specific factors also brought about job dissatisfaction. In particular, the majority of the principals were frustrated with poor management on the part of the Department of Education. This was linked to a lack of autonomy of the principals, excessive bureaucracy, and poor policies. The principals believed that these policies exacerbated the problems they already had with ill-disciplined learners, the poor work ethics of some educators, unsatisfactory matriculation results, pitiable physical working conditions, and uninvolved parents.Results from the research also showed that the principals thought their workloads were not aligned to their salaries, and that reward systems were needed. Recommendations to enhance the job satisfaction of the principals of the identified secondary schools were made to the SGB and other school managers, as well as to the Department of Education, and recommendations for future research were also put forward. Finally, a number of limitations of the study were pointed out.<br>Educational Studies<br>D. Ed. (Education Management)

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Matlhodi, Boitumelo William. "The impact of school management on inclusive education provision in full-service schools in North West Province." Diss., 2019. http://hdl.handle.net/10500/27016.

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The role of school management on the qualitative provision of inclusive education in designated full-service schools in North West Province is vital for optimum accommodation of learner diversity in ordinary mainstream primary schools. The school management of designated primary schools are assigned with the task of ensuring that inclusive education policy and practices are adopted and implemented by all stakeholders as prescribed by policy in their respective schools. This dissertation sought to investigate at a micro perspective the impact of school managers as individual employees and their response to the new inclusive education system in their schools. The study also identifies factors that facilitate or hinder their role. A qualitative approach and the case study design were applied in this study. Five schools were purposefully selected and total of 40 participants were involved. The participants include five principals, five deputy principals, ten heads of departments (HoDs) and 20 members of the SBST. Data were collected by conducting individual interviews for principals and deputy principals and focus group interviews for HoDs and members of SBST. The findings reveal that the school managers, SBST and stakeholders like parents do not yet understand the reasons behind expansion of inclusive education in their schools. The study reveals that the school management are still finding it difficult to fulfil their role and responsibility. This is owing to numerous challenges emanating from inadequate support from district based support teams or departmental officials, pedagogical barriers, systemic barriers, insufficient staffing, lack of human resource development through trainings, infrastructure challenges, resistance to policy such as SIAS and lack of knowledge of assistive devices. Subsequent to that, literature review reveals that studies on implementing inclusive education in schools focus largely on the plight and role of teachers and that little attention was paid to the role of school management on the provision of inclusive education. To enhance the impact of school management on provision of inclusive education and to address prohibiting factors noted form the findings, the study recommends to the department an intensive and structured capacity building programmes for departmental officials, school management, curriculum specialists, senior managers with specific reference to inclusive teaching strategies, admission within protocol of SIAS policy, and curriculum differentiation using assistive devices. A proposed model to improve the impact of school management on the provision of inclusive education with specific reference to administer admission within SIAS protocol is presented.<br>Educational Management and Leadership<br>M. Ed. (Education Management)

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Books on the topic "School principals – North Carolina – Attitudes"

1

Spatkowski, Theodore Joseph. A comparative study of perceived leadership behavior of selected North Carolina high school athletic directors. Microform Publications, College of Human development and performance, University of Oregon, 1989.

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2

Trent, James W. Intellectual Disability and the Dilemma of Doubt. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199396184.003.0008.

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The decades since the passage of the 1990 Americans with Disability Act, have seen the continuing depopulation of the institutions. Today many have closed, and those that remain have reduced their populations. The community is now the principal focus of services. Yet, intellectual disabled adults continue to have trouble finding gainful employment. The chapter reviews this recent history by considering changing definitions of intellectual disability. It then considers “sins of the past” made recently public: medical experimentation on intellectually disabled people at the Fernald State School and the eugenic sterilization program in North Carolina. Finally, the chapter reviews changing assumptions and attitudes about Down syndrome, and their bearing on “life not worth living” and the new eugenics.

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3

Images and visions of the professional leadership culture of educational administrators in North Vancouver. 1988.

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Principal-school library media relations as perceived by selected North Carolina elementary principals and school library media specialists. University Microfilms International, 1991.

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A comparative study of perceived leadership behavior of selected North Carolina high school athletic directors. 1988.

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A comparative study of perceived leadership behavior of selected North Carolina high school athletic directors. 1989.

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