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Author : Joan DiNorcia Davenport
Publisher :
ISBN 13 :
Total Pages : 382 pages
Book Rating : 4.:/5 (128 download)
Download or read book An Analysis of Principals' Perceptions of Instructional Leadership written by Joan DiNorcia Davenport and published by . This book was released on 1984 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : OECD
Publisher : OECD Publishing
ISBN 13 : 9264079866
Total Pages : 278 pages
Book Rating : 4.2/5 (64 download)
Download or read book TALIS 2008 Technical Report written by OECD and published by OECD Publishing. This book was released on 2010-03-31 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes the development of the TALIS instruments and methods used in sampling, data collection, scaling and data analysis phases of the first round of the survey. It also explains the rigorous quality control programme that operated during the survey process.
Author : Kerry Andrew Schindler
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (864 download)
Download or read book An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement written by Kerry Andrew Schindler and published by . This book was released on 2012 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument derived from 21 principal instructional leadership behaviors purported to relate to student achievement (Waters et al., 2003). Correlation analyses were used to analyze relationships between principals' and teachers' perceptions of the 21 instructional leadership behaviors and student achievement as indicated by campus average achievement scale scores in mathematics, social studies, science, reading, and English language arts. In addition, correlation analysis was used to examine the relationship between the congruence of principals' and teachers' perceptions and student achievement. The study revealed that principals' and teachers' perceptions of instructional leadership behaviors, and congruence between perceptions, were not related to student achievement (average effect size). However, when each of the 21 instructional leadership behaviors was examined individually, statistically significant relationships were found. Positive correlations were found between student achievement and 3 of the 21 instructional leadership behaviors: (a) flexibility, (b) input, and (c) outreach as self-perceived by principals. In addition, principals' perceptions on one instructional leadership behavior (discipline) produced a negative correlation with student achievement. Teachers' perceptions of the principals' instructional leadership behaviors positively correlated to student achievement on 2 of the 21 instructional leadership behaviors: (a) ideals/beliefs and (b) order. When differences in principals' and teachers' perceptions were examined, 12 of the 21 instructional leadership behaviors produced a negative correlation to student achievement: (a) communication, (b) contingent rewards, (c) culture, (d) discipline, (e) flexibility, (f) focus, (g) ideals/beliefs, (h) input, (i) optimizer, (j) order, (k) resources, and (l) situational awareness. These results indicated that, as principals' and teachers' perceptions of the instructional leadership behaviors were closer together (high congruency), student achievement increased. The results of the study confirmed that certain instructional leadership behaviors of the principals related to student achievement. The findings concerning the congruence between principals' and teachers' perceptions have encouraging potential in explaining student achievement.
Author : Kelly Jan Cooke
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (364 download)
Download or read book An Analysis of Teachers' Perceptions of Principals' Instructional Leadership Styles in Bureau of Indian Affairs Operated and Bureau of Indian Affairs Contract Effective Schools written by Kelly Jan Cooke and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Rona Samone Simmons
Publisher :
ISBN 13 :
Total Pages : 404 pages
Book Rating : 4.:/5 (14 download)
Download or read book Effective Principals’ Perceptions of Superintendents’ Instructional Leadership Beliefs, Knowledge, and Practices written by Rona Samone Simmons and published by . This book was released on 2017 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses a qualitative methodology to examine effective principal’s perceptions of the instructional leadership beliefs, knowledge, and practices of superintendents and how they impact student achievement and influence principal’s instructional leadership. The study was set in a large, urban school district. Six principals who met the selection criteria as highly effective were chosen as study participants. As the instructional leaders of their schools and subordinates to the superintendent, principals are uniquely positioned to provide valuable insight on their perceptions of superintendents as instructional leaders. The study answered the following research questions: How do effective principals in large, urban school districts in Texas, (1) describe instructional leadership beliefs, knowledge, and practices of superintendents? (2) perceive the impact of their superintendent’s instructional leadership beliefs, knowledge, and practices on student achievement? (3) describe how superintendent’s beliefs, knowledge, and practices as an instructional leader influence their own beliefs, knowledge, and practices as it relates to instructional leadership? (4) make sense of the instructional leadership beliefs, knowledge, and practices of their superintendent? Findings from this study may be used to provide greater clarity to superintendents and school boards members, regarding the role of the superintendent as an instructional leader and the specific beliefs, knowledge, and practices positively impacting student achievement and influencing principal’s instructional leadership.
Author : Stewart Thorson
Publisher :
ISBN 13 :
Total Pages : 133 pages
Book Rating : 4.:/5 (915 download)
Download or read book An Elusive Search written by Stewart Thorson and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the perceived instructional leadership behaviors of principals in schools in Alabama and to investigate the relationship between instructional leadership and school effectiveness. This study determined the extent of the relationship between principals' perceptions of their instructional leadership practices, specifically the instructional leadership functions and dimensions identified by the Principal Instructional Management Rating Scale ([PIMRS] Hallinger, 1983/1990), and school effectiveness as described by the Alabama State Department of Education determinant of student achievement, the ACT Aspire. Perceptions of principals were gathered from 94 principals in elementary, middle, and high schools in Alabama. This study used a non-experimental, descriptive, and cross-sectional research design that examined principals' leadership behaviors and determined the degree to which these could be linked with indicators of school effectiveness. This study sought to answer the following research questions: (1) To what extent do principals demonstrate instructional leadership behaviors characterized by PIMRS framework? (2) What are the levels of performance of schools as indicated by their ACT Aspire achievement data, and do these vary by socioeconomic status or community setting? (3) What is the relationship between the instructional leadership behaviors of principals and the performance of schools? (4) Do the perceptions of principals regarding instructional leadership behaviors characterized by the PIMRS framework vary by: (a) total of years of experience in educational leadership, (b) years of experience as principal at the current school, (c) level of education, (d) the grade span of the school, (e) indicators of school socioeconomic status? Findings indicated that a small, but significant positive relationship existed between the instructional leadership dimension Defining the School Mission and the proficiency rates of schools in both Reading and Mathematics. The school's socioeconomic context was a significant variable related student achievement as was the school's community setting. School principal's emphasis on instructional leadership varied by their experience both in terms of years of experience at the current school as principal and total years in educational leadership overall. This study provides administrators and policy makers in Alabama with a confirmation of the widely held assumption that principals are difference makers in the achievement of schools. Further, this study adds to the body of literature linking specific instructional leadership behaviors and increased student achievement.
Author : Michael Paul Smith
Publisher :
ISBN 13 :
Total Pages : 456 pages
Book Rating : 4.:/5 (213 download)
Download or read book Principals as Role Makers written by Michael Paul Smith and published by . This book was released on 2007 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Corlis Laverne Snow
Publisher :
ISBN 13 : 9781109972313
Total Pages : 136 pages
Book Rating : 4.9/5 (723 download)
Download or read book Critical Reading Issues and the Impact of Literacy Coaches on the Instructional Leadership Role of Elementary Principals: Perceptions of Elementary Principals in the Mississippi Delta written by Corlis Laverne Snow and published by . This book was released on 2006 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Analysis of the data revealed that literacy coaches positively impacted the instructional leadership role of the elementary principals. Analysis also revealed that elementary principals' perceptions of critical and current reading issues have shifted from the perceptions reported in 1992.
Author : Linda D. Green
Publisher :
ISBN 13 :
Total Pages : 219 pages
Book Rating : 4.:/5 (11 download)
Download or read book Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers' ELA Pedagogical Changes in High-poverty NYC Elementary Schools written by Linda D. Green and published by . This book was released on 2016 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in ELA instruction. The study also investigated the principals' perceptions of the influences of their instructional leadership practices and the changes in teacher pedagogy in ELA instruction. In addition, this research explored the relationships between schools' ESEA designation status and the leadership practices used by principals in their efforts to improve teachers' pedagogy, as well as the leadership practices principals perceived as influencing teachers' pedagogy in ELA. The study used a survey design to capture the perceptions of principals' understandings of which instructional leadership practices influence change in teacher pedagogy in ELA. This study included 220 New York City elementary school principals, of which 95 respondents completed the entire survey. Research questions explored the instructional leadership practices and teacher pedagogy used in ELA instruction that the participants reported as essential for improving teaching practice and student achievement. Descriptive statistics, Spearman's rho correlation, and multiple linear regression analysis were used to analyze the survey data. v This study revealed several significant findings. The results of this study have shown that principals believe their leadership practices influence changes in teacher pedagogy. More specifically, teacher development, culture building, and building relationships appear to have the most influence. Another significant finding was that principals of reward, good standing, local assistance plan, and focus schools believe their teachers mostly use research-based teacher instructional practices during ELA instruction. Many of the principals in this study perceived that student misbehavior is a factor in the loss of instructional time.
Author : Samuel Henry Campbell
Publisher :
ISBN 13 :
Total Pages : 988 pages
Book Rating : 4.:/5 (388 download)
Download or read book A Study of Teachers' and Principals' Perceptions of the Secondary Principal's Instructional Leadership written by Samuel Henry Campbell and published by . This book was released on 1977 with total page 988 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Wanda Powe Greenwood
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (631 download)
Download or read book Teachers' Perceptions of the Roles of Principals as Instructional Leaders in "distinguished" (high Performing) and "needs Improvement" (low Performing) Middle Schools in Urban Metropolitan Atlanta, Georgia written by Wanda Powe Greenwood and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A total of 278 teachers participated in this study. This study was designed to examine how teachers from "distinguished" (high performing) and "needs improvement" (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers' perceptions of their principals' roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.
Author : Frednardo Doryell Davis
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (985 download)
Download or read book Teacher-Leaders' Perceptions of Principal Instructional Leadership Practices in Two Mid-South Charter High Schools written by Frednardo Doryell Davis and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: While leadership, most importantly instructional leadership, is very important to the success of schools, it is just as important for principals to display instructional leadership behaviors. Instructional leaders are responsible for creating a shared vision, observing instructional and giving quality feedback, allocating educational resources, making decisions that are both driven by data and address the School Improvement Plan (SIP) to positively impact the instructional program, creating positive school, student and adult cultures, and nurturing adult learning and building teacher capacity (Stronge, Richard, & Catano, 2008). These things should be evident in the instructional program and displayed behaviors should be recognized by other school personnel, to include teacher-leaders, through the implementation of programs, systems, and routines. It would be beneficial to determine whether or not charter high school principals are displaying instructional leadership behaviors that can be recognized by other quasi-leadership personnel, teacher-leaders, who are positioned for collaborative measures in order to obtain achievement for all students. Teacher-leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the principal. While teacher-leaders may formally or informally fulfill different roles in the school, depending on the school's needs and the principal's vision, they impact student achievement through mentoring and building teachers' instructional capacity, and by assisting in decision-making and collaborating with the school principal. Teacher-leaders should have the ability to perceive and speak to the instructional leadership behaviors of the principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher-leaders are able to more accurately perceive and communicate beliefs about their principal's practices regarding instructional leadership. The academic gaps that exist in our schools are vast, but they must not continue to go unaddressed. A trusting partnership between the principal and teacher-leaders cannot only breed success for the school but also impact student achievement. This study presents findings that determine the perceptions that charter high school teacher-leaders who participated in this study have about their principals' display of instructional leadership behaviors according to the Teacher Instructional Leadership Standards (TILS).
Author : Megan S. Blevins
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (138 download)
Download or read book An Investigation of Teachers’ Perceptions on Instructional Leadership Functions, Or Perceived Behaviors, Between Male and Female Elementary Principals written by Megan S. Blevins and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal’s focus was on defining the school’s mission, managing theinstructional program, and promoting a positive school climate; however, itremained unclear how teachers' perceptions affect instructional leadershipfunctions, or perceived behaviors, through the lens of gender (Eagly et al., 1992;Gallon, 1998; Hallinger, 2011; Hallinger & Murphy, 1985; Hallinger et al., 2013;Hallinger et al., 2016; Krüger, 2008; Terry, 1996). Questions remain aboutteachers' perceptions of male and female principals' instructional leadershipfunctions, or perceived behaviors. In this ex–post facto quantitative study, Iexamined the teacher–perceived instructional leadership functions, or perceivedbehaviors, of male and female principals in ten elementary schools in a district inTennessee during the 2021–2022 school year. Data were collected using thePrincipal Instructional Management Rating Scale from 146 classroom teachers.Multivariate analysis of covariance results revealed no significant differencesamong the principals’ gender on the combined dependent variable of the teninstructional leadership functions, or perceived behaviors. Multivariate analysis ofcovariance results revealed no significant differences among the teachers’ genderon the ten instructional leadership functions, or perceived behaviors, as thedependent variable. Individual linear regressions revealed the gender of theprincipal did not significantly predict any of the ten instructional leadershipfunctions, but the gender of the teacher did significantly predict four of the teninstructional leadership functions, or perceived behaviors.
Author : Karen Monette Mumphord
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (868 download)
Download or read book Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement written by Karen Monette Mumphord and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study has two purposes. The primary purpose of this study was to investigate how teachers' perceptions of principals' instructional leadership affects student achievement in Texas suburban elementary schools. The secondary purpose of the study was to learn whether school demographic variables or prior achievement predict the level of instructional leadership elementary school teachers report for their principals. The primary outcome of instructional leadership was the achievement of fifth grade students who attended five select suburban elementary school districts in Texas for the 2011 - 2012 school year. The data collected for this research examined the two-year performance of the fifth grade students on their Texas Assessment of Knowledge and Skills reading test. Data were also collected from pre-kindergarten through fifth grade elementary teachers who attended one of the 97 participating schools from the five school districts. The teachers completed a voluntary survey during a faculty meeting. The survey asked teachers to report their perceptions of instructional leadership. The survey questions tapped four primary areas of instructional leadership: setting goals, providing professional development, monitoring and providing feedback, and establishing high standards. The main hypothesis was that instructional leadership would have a direct effect on student achievement. A variety of statistical techniques, such as factor analysis and multilevel analyses, were utilized for this study. A factor analysis method was used to create a measure of degree for instructional leadership in schools and multiple regression methods were utilized to test the relationship between instructional leadership and school SES, ethnicity, and prior achievement. This study found a modest direct relationship between instructional leadership and reading achievement. More specifically, teachers' perceptions of instructional leadership were a marginally statistically significant and positive predictor of between school variation in student achievement in reading. Additionally, the study revealed that the school socioeconomic status, ethnic composition, and prior achievement do not predict instructional leadership. Implications of the findings for future research and practice are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149515
Author : Michael J. Finley
Publisher :
ISBN 13 :
Total Pages : 143 pages
Book Rating : 4.:/5 (898 download)
Download or read book An Exploration of the Relationship Between Teachers' Perceptions of Principals' Instructional Leadership and Transformational Leadership Behaviors written by Michael J. Finley and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to examine the relationship between teachers' perceptions of their principals' instructional leadership behaviors and transformational leadership behaviors. In addition, the study examined the relationship between teachers' perceptions of their principals' instructional leadership and a principals' level of degree and principals' teaching area background. This quantitative study was driven by two teacher questionnaires: the Principal Instructional Management Rating Scale (PIMRS) and the Multifactor Leadership Questionnaire (MLQ). The subscales examined in the PIRMS include framing the school goals, communicating the school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning . The subscales utilized for the MLQ include idealized influence (attributes), idealized influence (behaviors), inspirational motivation, intellectual stimulation, and individualized consideration. In addition to the teacher questionnaires, the principals answered two demographic questions about their level of education and their principal teaching area background. A multiple regression analysis was used to determine if the transformational 2 leadership subscales, principals' level of degree, or principals' teaching area background are predictors of effective instructional leadership. The findings from this study depicted a strong relationship between instructional and transformational leadership behaviors. In addition, "intellectual stimulation," "idealized influence (behavior)," and "individual consideration" are the three best predictors of instructional leadership behaviors as identified by the regression analyses. The findings from the study did not find that a principals' level of education or a principals' teaching area background are predictors of effective instructional leadership as perceived by teachers.
Author : Wendolyn Conner-Knight
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (95 download)
Download or read book Principals' Perceptions of the National Board Certification Process for Administrators written by Wendolyn Conner-Knight and published by . This book was released on 2014 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has indicated that the role of the principal as an instructional leader has come to the forefront as the school leader is an influential factor in student achievement and school improvement. Understanding the impact instructional leaders have on student achievement, reform efforts have focused on the preparation of school leaders to effectively transform 21st-century schools into high performing learning organizations by calling for higher standards for principals and more rigorous means of credentialing principals. In the effort to improve school leadership, the National Board for Professional Teaching Standards (NBPTS) began implementation of National Board Certification for Education Leaders (NBCEL), a research-based, nationwide advanced certification for principals. This phenomenological study was undertaken to uncover the perceptions and experiences of principals who participated and completed the pilot for NBCEL. Qualitative methods of in-depth interviewing, on-site observation and artifact collection were used to collect data from 10 principals who comprised this study. An analysis of interview data revealed five themes with corresponding subthemes regarding how principals described their experience of participation in the NBCEL pilot. The five major themes that emerged were (a) motivation, (b) reflection, (c) transformation, (d) validation, and (e) overall experience. This qualitative phenomenological study provided insight into the perceptions and experiences of NBCEL for administrators. This study was significant to education stakeholders interested in developing a national certifying credential, understanding principals' reflection and transformational learning, and improving the states' effectiveness models and current evaluation models for school administrators. The study will aid universities in preparation programs for school administrators. It may also serve as a premise for future support through funding, mentoring, and professional development. Recommendations of this study included (a) creating additional professional development opportunities that focus on growth for principals in the areas of instructional leadership; (b) developing and expanding course work in principal leadership preparation programs, training, and evaluation to include Standard V, Culture; (c) incorporating the Accomplished Principal Standards in the design of principal effectiveness models; (d) utilizing the surveys from the National Board to strengthen the state's educator effectiveness model; (e) adding a reflective task performance component to the state's evaluation process for educational leaders; (f) encouraging participation in programs that allow the entire school faculty to participate in professional learning communities; (g) increasing crucial conversations that center around professional growth and evidence of practice; and (h) establishing benchmarks and observation tools to monitor growth, and strengths and weaknesses.
Author : Eugene Stagg
Publisher :
ISBN 13 :
Total Pages : 224 pages
Book Rating : 4.:/5 (456 download)
Download or read book Teachers' Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership written by Eugene Stagg and published by . This book was released on 1989 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
