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Journal articles on the topic 'School supeintendents and principals'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Tok, Türkay Nuri, and Nesrin Yalçın. "Women School Principals In The Eyes of School Principals." Pamukkale University Journal of Social Sciences Institute 2017, no. 28 (2017): 353–66. http://dx.doi.org/10.5505/pausbed.2017.36025.

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Zirkel, Perry A., and Ivan B. Gluckman. ""Downsizing" School Principals." NASSP Bulletin 80, no. 578 (1996): 99–101. http://dx.doi.org/10.1177/019263659608057813.

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3

Kohansal, Rokhsareh. "Public School Principals." Journal of School Leadership 25, no. 4 (2015): 621–58. http://dx.doi.org/10.1177/105268461502500403.

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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.

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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled

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Gonzales, Kathleen, and Ira Bogotch. "Fiscal Practices of High School Principals: Managing Discretionary School Funds." NASSP Bulletin 83, no. 610 (1999): 37–48. http://dx.doi.org/10.1177/019263659908361006.

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How do we arrive at a pool of aspiring administrators who can manage money wisely? We may assume all principals are honest, but we should not assume all principals know how to handle money. With so many other pressures on school principals to perform as educational leaders, money management is just one more reality principals must shoulder.

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Thody, Angela. "Training school principals, educating school governors." International Journal of Educational Management 12, no. 5 (1998): 232–39. http://dx.doi.org/10.1108/09513549810225943.

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Huang, Tiedan, Craig Hochbein, and Jordan Simons. "The relationship among school contexts, principal time use, school climate, and student achievement." Educational Management Administration & Leadership 48, no. 2 (2018): 305–23. http://dx.doi.org/10.1177/1741143218802595.

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While the significance of principals’ roles is widely recognized, and the impactful behaviors of principals are empirically delineated, little is known about whether principals spend time in an impactful way, whether principals’ time use varies across different school contexts, or whether principals’ time use is related to critical school conditions and outcomes such as school climate and student outcomes. We made an attempt to respond to these questions by conducting a secondary analysis of Trends in International Mathematics and Science Study data. We found that American middle school princi

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Bush, Tony. "Preparation for school principals." Educational Management Administration & Leadership 44, no. 4 (2016): 537–39. http://dx.doi.org/10.1177/1741143216645505.

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

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This study examines two female principals in upper secondary schools and the development of their professional identities, focusing on schools in Sweden and Texas, USA. The study is part of a larger international research project with global conversations about what successful leadership means, and asks: in what ways do female secondary school principals’ professional identities inform equity issues in leadership with implications for recruitment, hiring, and evaluation practices? Using a feminist post-structural discourse analysis, the findings revealed that even when successful, female leade

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10

Roberts, Laura A., and Tamisha M. Bouknight. "Principals and School Counselors." Journal of Cases in Educational Leadership 18, no. 4 (2015): 284–93. http://dx.doi.org/10.1177/1555458915606766.

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Grift, W. van de, and Th Houtveen. "Principals and School Improvement." School Effectiveness and School Improvement 2, no. 1 (1991): 53–70. http://dx.doi.org/10.1080/0924345910020105.

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

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

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Grinshtain, Yael, and Dan Gibton. "Responsibility, authority, and accountability in school-based and non-school-based management." Journal of Educational Administration 56, no. 1 (2018): 2–17. http://dx.doi.org/10.1108/jea-01-2017-0005.

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Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authori

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

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Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of v

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15

Picus, Lawrence O. "School Finance Adequacy: Implications for School Principals." NASSP Bulletin 88, no. 640 (2004): 3–11. http://dx.doi.org/10.1177/019263650408864002.

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Basri, Basri. "Analysis of the Ability of School Supervisors in Increasing the Supervision of School Principals of Junior High School at Pidie District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (2019): 398–404. http://dx.doi.org/10.33258/birle.v2i4.529.

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The background of this research is related to the development of the direction of the ability of school supervisors, especially school principals at the junior secondary level, which are influenced by internal factors including: the level of readiness of supervisors, principals, curriculum devices, administration and management, then the readiness of external factors which include: lack of available amenities; the lack of disciplines in accordance with the situation in the field as an effort to support the achievement of better education and teaching. The method used is descriptive meaning to

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websit

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Balyer, Aydin. "Trust in School Principals: Teachers’ Opinions." Journal of Education and Learning 6, no. 2 (2017): 317. http://dx.doi.org/10.5539/jel.v6n2p317.

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Trust is considered as one of the essential elements at schools. Although it is important, there is relatively little research on trust in educational settings. Research indicate that trust across school affects much of a school’s functioning and it is a critical resource as principals embark on improvement plans. In this regard, it is a matter of question whether teachers trust in their principals as school leaders, in their administrative implementations and in their principals’ personalities. Therefore, this qualitative study purposed to discover teachers’ opinions on their trust in their s

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Rashidzadeh, Mohammad Ali. "Burnout among Iranian School Principals." Psychological Reports 90, no. 1 (2002): 61–64. http://dx.doi.org/10.2466/pr0.2002.90.1.61.

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This study investigated burnout among Iranian school principals. Also, the relationships of sex, years of administration, age, and marital status were considered. The sample were 200 principals (100 men, 100 women) who completed the Friedman School Principal Burnout Scale. Analysis showed principals who completed the scale felt exhausted, aloof, and deprecated. The women scored lower. There were significant correlationships between marital status and years of administration with the scores on burnout.

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Bush, Tony. "Leadership Development for School Principals." Educational Management Administration & Leadership 41, no. 3 (2013): 253–55. http://dx.doi.org/10.1177/1741143213477065.

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Brooks, Melanie C. "School principals in Southern Thailand." Educational Management Administration & Leadership 43, no. 2 (2014): 232–52. http://dx.doi.org/10.1177/1741143213513191.

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22

Harris, Petra. "Characteristics of Successful School Principals." TEACHING Exceptional Children 19, no. 4 (1987): 45–46. http://dx.doi.org/10.1177/004005998701900409.

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23

Witters‐Churchill, Laurie. "University Preparation of School Principals." School Organisation 11, no. 3 (1991): 339–45. http://dx.doi.org/10.1080/0260136910110309.

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Bamburg, Jerry D., and Richard L. Andrews. "School Goals, Principals, and Achievement." School Effectiveness and School Improvement 2, no. 3 (1991): 175–91. http://dx.doi.org/10.1080/0924345910020302.

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Styron, Jr., Ronald A., and Jennifer L. Styron. "Critical Issues Facing School Principals." Journal of College Teaching & Learning (TLC) 8, no. 5 (2013): 1–10. http://dx.doi.org/10.19030/tlc.v8i5.8158.

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Shamova, T. I. "The Training of School Principals." Russian Education & Society 34, no. 8 (1992): 30–42. http://dx.doi.org/10.2753/res1060-9393340830.

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27

Weiss, Carol H., and Joseph Cambone. "Principals, Shared Decision Making, and School Reform." Educational Evaluation and Policy Analysis 16, no. 3 (1994): 287–301. http://dx.doi.org/10.3102/01623737016003287.

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When schools adopt shared decision making (SDM), principals' authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1.5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals' efforts to use SDM as a vehicle to foster large changes. Teachers resi

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Chata, Charles C., and Larry C. Loesch. "Future School Principals’ Views of the Roles of Professional School Counselors." Professional School Counseling 11, no. 1 (2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100105.

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A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were i

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

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PurposeThis paper explores the subjective interpretations of school principals' experiences of loneliness in the workplace and the implications of those experiences. The study poses two questions: (1) How do school principals perceive that their experience of loneliness affects their emotional well-being? (2) How do school principals perceive that the experience of loneliness influences their performance at work?Design/methodology/approachSemi-structured interviews were conducted with 22 elementary and secondary school principals in Israel. A qualitative research methodology was employed to co

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

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Background. The purpose was to identify presence of restrictive policies, frequency of active commuting to school, beliefs of childhood health and perceived enabling and restrictive factors with regard to students walking/bicycling to school as observed by elementary and middle school principals. Methods. The study used a non-experimental quantitative survey research method. The census consisted of all public and private, elementary and middle schools in three counties in a Midwestern region (n=96). Results. A total of 71 principals completed the survey (74% response rate). Analyses indicated

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Hoque, Kazi Enamul, Saedah Siraj, and Muhammad Faizalal A. Ghani. "IMPACT OF PRINCIPALS' MANAGERIAL ROLES UNDER SCHOOL-BASED MANAGEMENT ON SCHOOL IMPROVEMENT AT URBAN SECONDARY SCHOOLS OF BANGLADESH." ALQALAM 27, no. 3 (2010): 363. http://dx.doi.org/10.32678/alqalam.v27i3.602.

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This article aims al observing the relationship between principals' managerial roles and the improvement of schools and the impacts of principals' managerial roles toward school improvement based on the school-based management. This research uses 127 principals and 694 teachers of urban secondary schools of Bangladesh as the sample. Schools are becoming better when the principals give more emphasizing on strategic plan, supportive and comprehensive roles but less emphasizing on shared decision making. The findings of this study offer valuable information for policy makers and educational manag

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

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

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Cohen-Azaria, Yael, and Sara Zamir. "School principals’ perceptions and requirements of school evaluators." Quality Assurance in Education 26, no. 4 (2018): 489–501. http://dx.doi.org/10.1108/qae-01-2018-0006.

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Purpose The purpose of this paper is to examine the perceptions of school principals of the evaluator’s role and to learn about their requirements of school evaluators. Design/methodology/approach The current study is based on the qualitative paradigm of data collection and analysis. This paradigm provides a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings Findings indicated that principals had

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Chiang, Hanley, Stephen Lipscomb, and Brian Gill. "Is School Value Added Indicative of Principal Quality?" Education Finance and Policy 11, no. 3 (2016): 283–309. http://dx.doi.org/10.1162/edfp_a_00184.

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States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools—that is, schools’ contributions to student achievement growth. In theory, school value added can reflect not only principals’ effectiveness but also other school-specific influences on student achievement growth that are outside of principals’ control. In this paper, we isolate principals’ effects on student achievement growth and examine the extent to which school value added captu

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Angelle, Pamela S. "Beliefs and Behaviors of Two High School Principals in Developing a Sense of School Community for Students." NASSP Bulletin 101, no. 1 (2017): 5–22. http://dx.doi.org/10.1177/0192636517694957.

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This qualitative study investigated two high school principals’ articulation of establishing a sense of community. The principals’ narratives, values, beliefs, and behaviors are examined through the lens of community membership, fulfillment of needs, influence, and emotional connections. Findings show that the principals, leading schools with different contexts, both implemented structures and processes that addressed elements of the frame as foundation for student success. While the principals expressed similar beliefs regarding community, behavioral approaches differed in implementation.

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Lyons, James E. "Perceptions of Beginning Public School Principals." Journal of School Leadership 3, no. 2 (1993): 186–202. http://dx.doi.org/10.1177/105268469300300207.

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This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and

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Ismail, Aziah, Nor Shafrin Ahmad, and Rahimi Che Aman. "Gender of transformational school principals and teachers’ innovative behavior." International Journal of Evaluation and Research in Education (IJERE) 10, no. 3 (2021): 747. http://dx.doi.org/10.11591/ijere.v10i3.21448.

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The purpose of this paper is to examine the different levels of transformational leadership between male and female principals and their relationships with teachers' Innovative Work Behavior (IWB) in Malaysian secondary schools. In total, 477 teachers from various secondary schools were randomly selected as respondents (218 are working under female principals, while 259 of them are under male principals). This study revealed that the respondents agree that male principals practice transformational leadership higher than female principals. However, the female principals were highly influential

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Leo, Ulf. "Professional norms guiding school principals’ pedagogical leadership." International Journal of Educational Management 29, no. 4 (2015): 461–76. http://dx.doi.org/10.1108/ijem-08-2014-0121.

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Purpose – The purpose of this paper is to identify and analyze the professional norms surrounding school development, with a special emphasis on school principals’ pedagogical leadership. Design/methodology/approach – A norm perspective is used to identify possible links between legal norms, professional norms, and actions. The findings are based on answers given by 974 school principals in a web-based questionnaire. The design of the study and the findings are structured around three questions used to identify professional norms: what tasks principals prioritize as pedagogical leaders, where

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Steed, Kevin, John De Nobile, and Manjula Waniganayake. "Merit selecting school leaders: Australian principals' perspectives." International Journal of Educational Management 34, no. 8 (2020): 1303–15. http://dx.doi.org/10.1108/ijem-12-2019-0417.

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PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the per

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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of scho

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

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Olayiwola, Shina, and Kingsley Alabi. "The Micropolitics of School Principals’ Decision Making in Nigeria: Principals’ Perspective." International Journal of Educational Leadership and Management 3, no. 2 (2015): 173. http://dx.doi.org/10.17583/ijelm.2015.1441.

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Bristol, Laurette Stacy Maria, Launcelot Brown, and Talia Esnard. "Socialising principals: early career primary school principals in Trinidad and Tobago." Journal of Educational Administration and History 46, no. 1 (2014): 17–37. http://dx.doi.org/10.1080/00220620.2014.855178.

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Nitta, T., Y. Deguchi, S. Iwasaki, M. Kanchika, and K. Inoue. "Depression and occupational stress in Japanese school principals and vice-principals." Occupational Medicine 69, no. 1 (2018): 39–46. http://dx.doi.org/10.1093/occmed/kqy149.

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Romero, Claudia, and Gabriela Krichesky. "Interactive leadership in turbulent school climates. An exploratory study of high school principals from the City of Buenos Aires." Educational Management Administration & Leadership 46, no. 2 (2017): 339–54. http://dx.doi.org/10.1177/1741143217720456.

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School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect effect by creating conditions that foster learning. This exploratory study aims to understand how school principals exercise their leadership and its relation with the learning climate of their schools. We analyzed two dimensions: principals’ agendas and school climate perception, using the questionnaire provided by the TALIS examination, in a sample of 82 principals from secondary schools in the Ci

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Cannata, Marisa, and Mimi Engel. "Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals." Education Finance and Policy 7, no. 4 (2012): 455–88. http://dx.doi.org/10.1162/edfp_a_00076.

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The academic success of any school depends on its teachers. However, relatively little research exists on the qualities principals value in teacher hiring, and we know almost nothing about charter school principals’ preferences. This article addresses this gap in the literature using survey results for a matched sample of charter and traditional public school principals. We compare regression-adjusted survey responses of charter and traditional public school principals to examine whether charter school principals report placing more emphasis on teacher hiring than principals in traditional pub

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Willyarto, Mario Nugroho, and Anggaripeni Mustikasiwi. "Principals’ Challenges to Implement School Based Management in English-Speaking Schools Setting." Humaniora 11, no. 3 (2020): 161–68. http://dx.doi.org/10.21512/humaniora.v11i3.6462.

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The aim of the research was to identify and map the school principals’ competence in English-speaking schools setting, according to the Decree of Ministry of Education no 13/2007 regarding competence standard for school principals and in implementing school-based management (SBM). The research applied a qualitative descriptive method, although the data were processed in a quantitative way. The data were gathered through structured questionnaires collected from ten principals and 74 teachers from ten schools. Data validation was conducted through interviews with ten school principals, two teach

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Markus, Markus, Muhammad Syukri, and Usman Radiana. "Headmaster Leadership in Increasing Effective School (Case Study of Primary School (SDN) 06 Tae Tukong)." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (2019): 408. http://dx.doi.org/10.26737/jetl.v4i2.1928.

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The roles and responsibilities of principals and teachers in achieving school success in preparing learning programs or programs are very important. The purpose of this study is to find out (1) the preparation of effective school planning at SDN Tae Tukong; (2) Principal leadership in implementing effective schools in SDN 06 Tae Tukong (3) Supervision of school principals on the implementation of teachers in SDN 06 Tae Tukong; (3) Evaluation of teacher performance at SDN 06 Tae Tukong conducted by the principal; and (4) Supporting and inhibiting factors that influence the leadership of school

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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.

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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discu

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

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results

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