Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools

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Book Synopsis Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools by : James John Virga

Download or read book Examining the Perceptions and Sources of the Self-efficacy Beliefs of Principals of High-achieving Elementary Schools written by James John Virga and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals have a significant impact on the academic achievement of their students (Leithwood et al., 2004; Marzano et al., 2005). This important responsibility is magnified by the fact that principals have a job that is increasingly complex and demanding (Copland, 2001; West et al., 2010). Recently, researchers and educators have voiced concern over whether current programs for principal preparation are sufficient to prepare school leaders for their challenging jobs (Hess & Kelly, 2005, 2007). When individuals are dealing with demanding circumstances, such as those encountered in a stressful job with high accountability, the self-efficacy beliefs of the individuals involved are a key factor in performance and success. Research is needed to better understand the self-efficacy beliefs of schools principals, especially how these beliefs are formed and sustained through professional development experiences. This mixed-methods study focused on the perceptions and sources of the self-efficacy beliefs of elementary school principals whose schools had demonstrated high levels of student achievement in comparison to similar schools. In the quantitative phase of the study, 40 high-achieving elementary schools were identified through analysis of state assessment data. All 40 schools were from a single school district in the mid-Atlantic United States, which had a history of structured leadership development for aspiring principals. The principals of the schools were asked to complete the Principal Self-Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) and answer demographic questions. Analysis of the survey data did not find any statistically significant relationships between PSES scores and demographic factors. Then the researcher conducted interviews with six of the principals who had completed the PSES. Participants were selected based on their PSES scores and demographic data. The qualitative data confirmed that the principals derived their self-efficacy belie

Principal Self-efficacy Beliefs and Student Achievement

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ISBN 13 :
Total Pages : 133 pages
Book Rating : 4.:/5 (688 download)

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Book Synopsis Principal Self-efficacy Beliefs and Student Achievement by :

Download or read book Principal Self-efficacy Beliefs and Student Achievement written by and published by . This book was released on 2010 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that principals exercise a measurable effect on school effectiveness. Although indirect, this effect is significant and supports the view that principal's leadership contributes to student achievement. Achieving expected goals is particularly difficult for schools serving large concentrations of students who are living in poverty, have limited English proficiency, and have persistently low academic achievement. These schools require principals who, in the midst of challenges and intense scrutiny, remain confident in their ability to overcome challenges, set direction, develop capacity, and implement structures that support effective teaching and learning. Self-efficacy beliefs are a key cognitive factor influencing principals' leadership behaviors in complex school environments. The purpose of this research was to investigate the relationship between principals' self-efficacy beliefs and student achievement as measured by gains in API scores. In addition, the study examined the factors that influence principals' self-efficacy perceptions. Elementary school principals serving Title I schools in California were the unit of study. This investigation employed a mixed-method sequential explanatory design. The first, quantitative phase, addressed two research questions: whether principals' self-efficacy predicted gains in API and whether personal and school demographic variables predicted principals' self efficacy beliefs. The qualitative phase sought explanations to the quantitative findings. This research found that principals' self-efficacy perceptions were predictive of gains in API. Among the demographic variables, PI status had a negative effect on principals' self-efficacy beliefs. Principals in the sample had their efficacy beliefs strengthened as a result of performance accomplishment and relationships with mentors. These findings are consistent with theory and research and underscore the importance of considering social cognitive theories in the study of principal leadership. They also suggest important implications for district leaders and others responsible for developing and supporting principals. Implications for further research are discussed.

An Examination of High School Principals' Perceived Self Efficacy and Student Achievement

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ISBN 13 :
Total Pages : 200 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis An Examination of High School Principals' Perceived Self Efficacy and Student Achievement by : Avis Denise Agunbiade

Download or read book An Examination of High School Principals' Perceived Self Efficacy and Student Achievement written by Avis Denise Agunbiade and published by . This book was released on 2015 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between principals' self-efficacy and student achievement. Achievement was measured by the State of Texas Assessments of Academic Readiness (STAAR®) end-of-course (EOC) exam for 10th grade English Language Arts (ELA) and self-efficacy was assessed by the School Administrator Efficacy scale (SAES) developed by McCollum, Kajs, and Minter (2006). Research articulates the self-efficacy beliefs of the principal within the context of expected job tasks. Research substantiates that when a principal’s efficacy is high, he or she can have a positive impact on student achievement. Focusing on the implications of the Texas accountability system as a means of defining student achievement and an assessment instrument of principals’ self-efficacy, the researcher sought to examine the relationship between principals’ self-efficacy and student achievement within this quantitative study. Data was collected using a proportionally stratified random sampling of Texas public high school principals divided into subpopulations by the 20 Education Service Center regional areas. Participating principals (N = 70) completed an online survey for the SAES. A multiple regression analysis was performed to investigate a linear relationship between the SAES constructs and STAAR® EOC 10th grade ELA exam. Results of this study did not reveal a significant relationship between the SAES constructs and student achievement. The low amount of prediction value of all of the predictor variables combined did not warrant further investigation of the contributions of individual predictors.

Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina

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ISBN 13 :
Total Pages : 16 pages
Book Rating : 4.:/5 (912 download)

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Book Synopsis Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina by : Monica L. Simmons

Download or read book Teachers' Perceptions of Their Self-efficacy and Effects of Principal Leadership Practices on Self-efficacy Beliefs in Low and High-performing Elementary Schools in South Carolina written by Monica L. Simmons and published by . This book was released on 2013 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Phenomenological Study of Principals' Self-efficacy Beliefs in Alabama Torchbearer Schools

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ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis A Phenomenological Study of Principals' Self-efficacy Beliefs in Alabama Torchbearer Schools by : Mark A. Sullivan

Download or read book A Phenomenological Study of Principals' Self-efficacy Beliefs in Alabama Torchbearer Schools written by Mark A. Sullivan and published by . This book was released on 2013 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to gain an in-depth understanding of the self-efficacy beliefs of 10 principals of Torchbearer schools in Alabama. Prin-cipals who serve in schools that have high concentrations of students who are living in poverty face challenges in improving student achievement. Principals of these schools are required to promote school environments that are conducive to learning for all students. In February 2005, the Alabama State Department of Education began recognizing high-poverty public schools and their principals for overcoming the odds of low academic performance and standing out as high-achieving schools. These schools were identified as Torchbearer schools. This qualitative study use a phenomenological design in an effort to enable the re-searcher to explore and gather rich descriptions of principals' self-efficacy in Alabama Torchbearer schools from the participants' perspective, using data collected directly from the participants through in-depth interviews, and site observations. Ten principals, who represented five school districts from across the State of Alabama, comprised this study. Each participant gave their explicit permission and the study was in full compliance with Institutional Review Board (IRB) guidelines. After analyzing all the data collected, five themes with corresponding subthemes emerged. The five major themes that emerged were (a) leadership preparation, (b) approach to leadership and collaboration, (c) approach to school related obstacles, (d) sources of efficacy, and (e) philosophical beliefs about student achievement. This study of perceptions of principals' self-efficacy beliefs in Alabama Torch-bearer schools may be helpful to schools, districts, boards of education, and colleges and universities. Exploring the approaches implemented and perceptions of principals of high poverty, high achieving schools will add insight to this population of students. This may be beneficial to principal professional development planning and educational leadership programs with the goal of preparing principals to be successful in high poverty school environments.

An Investigation of Elementary School Principals' Self-efficacy Beliefs, Their Goal Expectations of Student Achievement, and Their Impact on Student Achievement

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ISBN 13 : 9780355298710
Total Pages : 137 pages
Book Rating : 4.2/5 (987 download)

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Book Synopsis An Investigation of Elementary School Principals' Self-efficacy Beliefs, Their Goal Expectations of Student Achievement, and Their Impact on Student Achievement by : Paul D. Schrik (Sr.)

Download or read book An Investigation of Elementary School Principals' Self-efficacy Beliefs, Their Goal Expectations of Student Achievement, and Their Impact on Student Achievement written by Paul D. Schrik (Sr.) and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study investigated elementary school principals' self-efficacy beliefs, goal expectations of student achievement and their impact on student achievement. To achieve this objective 205 elementary principals completed an electronic survey. The survey consisted of two parts, the Principal Self-Efficacy Survey (Tchannen-Moran & Garies, 2004), and a demographic questionnaire. A modified version of Bandura's social cognitive theory (1977) was the lens used to conceptualize this study. In this framework self-efficacy beliefs and goal expectations were considered to act independently of one another (Pajares, 1996) in reference to actual outcomes. Completed data sets were analyzed by descriptive statistics, t --tests, ANOVA analyses, correlations and regression. An examination of the principals' composite self-efficacy score alongside the separate subscales of principal self-efficacy (Instructional Leadership, Moral Leadership, and Management) reveals principals use more of the moral dimension of efficacy in their work. Both males and females perceive higher moral leadership than other subscales or composite. With more experience principals demonstrate higher levels of self-efficacy. Additional educational attainment also coincides with greater efficacy. Urban principals showed higher levels of self-efficacy, while unit school districts principals demonstrated higher levels efficacy than elementary school district principals. This study also revealed principals in schools with the lowest free and reduced lunch student population showed the highest averages of self-efficacy. ANOVA analyses and t -- test revealed a significant difference for gender, school type, level of education, school location, and principal expected PARCC 2016 composite scores and actual PARCC 2016 composite scores. Correlation analysis revealed significant relationships among the self-efficacy composite score, all subscale scores, and actual PARCC 2016 composite scores. Stronger correlations exist between principal expected outcomes of student achievement and actual student achievement than principal self-efficacy expectations and student achievement. Regression analysis revealed principal self-efficacy and expected outcomes contributed to 11% of the variance in actual PARCC 2016 composite scores, but the significant variable was the expected PARCC 2016 composite. These findings suggest principal self-efficacy and expected outcomes act independently of one another, and a principal's sense of moral Leadership influences their leadership more so than their sense of instructional leadership or management. More research in the area of expected outcomes and the influence of moral leadership is recommended as a result of this study.

Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment

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ISBN 13 : 9780355102581
Total Pages : 179 pages
Book Rating : 4.1/5 (25 download)

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Book Synopsis Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment by : John Staumont

Download or read book Principals' Perception and Self-Efficacy: Addressing Achievement in a Post Annual Yearly Progress Environment written by John Staumont and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract : Purpose. The purpose of this single-case study was to explore principals’ perceptions of self-efficacy beliefs as effective instructional leaders during a period of educational transition in a semiurban, unified school district in Southern California.Methodology. The researcher used exploratory case study, conducting semistructured, open-ended, interviews in private settings, eliciting principals’ self-efficacy perceptions. The researcher interviewed eight principals, elementary through high school, using a social constructivist interpretive framework.Findings. The theoretical framework was Bandura’s theories of agency, efficacy, and alignment to The Wallace Foundation’s research of effective leadership practices. The following eight broad areas indicate how principals’ self-efficacy impacts student achievement and how environment influences principals’ self-efficacy: This is significant change, having a process will help, collaborate to get the best ideas, data informs and has many formats, everything is new, principals need support too, principals maintain a vision, and determining meaningful feedback.Conclusions. This study led to recommendations supporting principal efficacy and aligning to The Wallace Foundation’s research on effective leadership practices, revealing the need for improving data-informed decision making, defining evidence-based classroom practices with monitoring and support, establishing external-internal teams to build leadership around effective practices, creating intradistrict principal networks fostering collaboration and growth, and developing multisource feedback instruments for evaluation and leadership development.Recommendations. Principal efficacy remains important based on the conclusions. Future research should explore structured principal learning networks’ impact on efficacy, relationships between new accountability models and principals’ self-efficacy, longitudinal impact on professional standards for educational leaders on efficacy, and relationships between efficacy and multisource evaluative feedback assessments.

The Self-efficacy Beliefs of Secondary School Principals

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ISBN 13 :
Total Pages : 292 pages
Book Rating : 4.:/5 (959 download)

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Book Synopsis The Self-efficacy Beliefs of Secondary School Principals by : Mary Maureen Yates

Download or read book The Self-efficacy Beliefs of Secondary School Principals written by Mary Maureen Yates and published by . This book was released on 2015 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of my doctoral research was to address the question: "How do secondary school principals understand the relationship between beliefs of self-efficacy and their professional practice?" Bandura's (1986) social cognitive theory served as the analytical framework with his construct of self-efficacy being the subject of this work. "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments." (Bandura, 1997, p. 3) Nationally and internationally, the role of the principal has been cited as a critical factor in the improvement of student achievement and system accountability (Leithwood, 2008; Levin, 2010), and according to Bandura (1997), self-efficacy belief - the belief that people have in their ability to produce desired effects by their actions - is the most central and pervasive mechanism of human agency and is central to motivation and action. In Alberta, where there is a well-defined accountability framework, the Principal Quality Practice Guideline (2009) was designed to "be used as a basis for many activities including principal preparation and recruitment, principals' self-reflection and daily practice, principals' initial and ongoing professional growth and principal supervision, evaluation and practice review" (Alberta Education, February, 2009, p. 3). This draft document updated and currently titled The Professional Practice Competencies for School Leaders (March 11, 2011) details seven dimensions that are intended to be guidelines of school leader performance. As self-efficacy is related to individuals' persistence, analytical strategies, effort, aspiration or goal-setting, adaptability, organizational ability and success on tasks they perform, (Bandura, 1986; Gist & Mitchell, 1992 Green & Paglis, 2002; McCormick, 2001; Wood & Bandura, 1989), the value of the self-efficacy construct is one that will be critical as principals meet leadership expectations in Alberta schools as outlined by the Alberta School ii Act (Province of Alberta, 2000). My research assists to further understanding and knowledge of the self-efficacy of principals with particular interest in the areas of management, instructional leadership and moral leadership embodied within the seven leadership dimension of the Professional Practice Competencies for School Leaders (PPCSL). Deepening understanding of the construct of self-efficacy and its relation to principal efforts and skill may serve to create conditions that lend t to improvements in student achievement and growth. Within the Alberta context of high accountability, a principal's self-efficacy beliefs are of particular interest as a greater understanding of factors leading to effective principals, teams and schools may be illuminated through the study of self-efficacy. Within the case study methodology and employing a purposeful convenience sampling technique, six high school principals were interviewed over a two month period. Face-to-face interviews allowed for in-depth interviewing while ensuring a multiplicity of perspectives The Principal Sense of Efficacy Scale (PSES) created by Tschannen-Moran and Gareis (2004) was the survey tool utilized and basic demographic information was also collected. Data analysis and interpretations of the relationship between principal beliefs of self-efficacy and professional practice resulted in the overarching theme of "relationship" and four major sub-themes: Clarity of Vision; Strong Focus on Student Success; Dedication to Instructional Leadership; and Experience Matters. The results from this study will serve to add to the growing knowledge base with regards to factors that may influence principal self-efficacy and principal effectiveness. Based on research findings, this study concludes with implications and recommendations for theory along with policy and practice directed at institutions that develop teachers, at school systems and at schools, as well as possibilities for further research relative to school and school system leadership development and the importance of the construct of self-efficacy.

Current Researches in Educational Sciences IV

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Publisher : Akademisyen Kitabevi
ISBN 13 : 6258399576
Total Pages : 27 pages
Book Rating : 4.2/5 (583 download)

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Book Synopsis Current Researches in Educational Sciences IV by : Fatih Ünal BOZDAĞ

Download or read book Current Researches in Educational Sciences IV written by Fatih Ünal BOZDAĞ and published by Akademisyen Kitabevi. This book was released on 2022-04-06 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Successful Teacher: Personality and Other Correlates

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Publisher : Frontiers Media SA
ISBN 13 : 2832537669
Total Pages : 191 pages
Book Rating : 4.8/5 (325 download)

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Book Synopsis Successful Teacher: Personality and Other Correlates by : Elena Mirela Samfira

Download or read book Successful Teacher: Personality and Other Correlates written by Elena Mirela Samfira and published by Frontiers Media SA. This book was released on 2023-11-08 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.

Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level

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ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level by : Franklin W. Reese

Download or read book Exploring the Relationship Between the Principal's Self-efficacy, School Climate, and Student Achievement at the Middle Level written by Franklin W. Reese and published by . This book was released on 2014 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: School principals are assumed to possess strong self-efficacy perceptions, however heightened demands and increased accountability have changed the principals' role in schools. As a result, some principals have claimed that the position has become too complex and stressful. These conditions have caused a growing number of building principals to question their ability to be successful school leaders. The purpose of this study was to examine the relationship between the self-efficacy perceptions of middle school principals, the climate of their schools, and the achievement of their students. The participating volunteers involved in the study included building principals and faculty members from four middle schools located in southeastern Pennsylvania. Data were collected and triangulated by utilizing a principal self-efficacy survey, a school climate index, researcher developed open-ended and interview questions, as well as the schools' recent three-year average of the PSSA results in mathematics and reading. Findings from this study indicated that principals held moderately strong self-efficacy perceptions and reported that time and experience were key factors in helping them develop necessary skills and abilities. Principals believed that their role has become more demanding, time-consuming, and managerial which has hindered their instructional leadership opportunities. While the data provided some evidence to suggest that principals' self-efficacy may have a positive influence on students' PSSA proficiency, this determination remains inconclusive due to a number of potential limitations identified in the study. Data revealed little correlation between the principals' self-efficacy and school climate conditions.

Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology

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Publisher : Psychology Press
ISBN 13 : 1848729634
Total Pages : 654 pages
Book Rating : 4.8/5 (487 download)

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Book Synopsis Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology by : Virginia Wise Berninger

Download or read book Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology written by Virginia Wise Berninger and published by Psychology Press. This book was released on 2012 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume tells the story of research on the cognitive processes of writing--from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. It includes the very latest in findings from neuroscience and experimental cognitive psychology, and provides the most comprehensive current overview on this topic.

The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement

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ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (655 download)

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Book Synopsis The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement by : Janet Moak

Download or read book The Self Perception of Leadership Efficacy of Elementary Principals and the Effects on Student Achievement written by Janet Moak and published by . This book was released on 2010 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a relationship existed between the perception of self-efficacy by elementary school principals and student achievement. One hundred twenty-three Missouri elementary principals completed the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004). MAP scores from spring 2009 testing were used to determine if a relationship existed between those scores and the perceived self-efficacy of principals. The self-efficacy scores were placed in three groups, low scores, moderate scores, and high scores based on the nine-point range for answers. Likewise, MAP scores were placed in two groups, based on the percentages of students scoring in the Advanced/Proficient levels on the MAP. The chi-square test of significance was used to compare frequencies occurring in each of the groups to determine if a relationship existed between the communication arts and math MAP scores and the perceived efficacy scores. There was no indication of a relationship between the MAP scores and the perceived efficacy scores of elementary principals. Eighty-six principals participated in instructional leadership professional development topics, however, no significant differences in the mean scores of perceived self-efficacy existed between this group filtered by professional development topics and the whole survey sample.

Self-efficacy Beliefs of Florida School Principals Regarding Federal and State Accountability Measures

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ISBN 13 :
Total Pages : 170 pages
Book Rating : 4.:/5 (586 download)

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Book Synopsis Self-efficacy Beliefs of Florida School Principals Regarding Federal and State Accountability Measures by : John Frank McCullers

Download or read book Self-efficacy Beliefs of Florida School Principals Regarding Federal and State Accountability Measures written by John Frank McCullers and published by . This book was released on 2009 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.

A Correlational Study of School Principals' Perceptions of Self-efficacy and the Availability & Quality of Gifted Programming in Their Schools

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ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.:/5 (516 download)

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Book Synopsis A Correlational Study of School Principals' Perceptions of Self-efficacy and the Availability & Quality of Gifted Programming in Their Schools by : Louis Paul Lloyd-Zannini

Download or read book A Correlational Study of School Principals' Perceptions of Self-efficacy and the Availability & Quality of Gifted Programming in Their Schools written by Louis Paul Lloyd-Zannini and published by . This book was released on 2001 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability

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Publisher :
ISBN 13 :
Total Pages : 220 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability by : Leigh Anne Bramlett Sears

Download or read book A Phenomenological Study of Elementary Principal Experiences with School Improvement in the Age of Accountability written by Leigh Anne Bramlett Sears and published by . This book was released on 2019 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe elementary principals’ experiences with school improvement in Northeast Georgia Title I schools. The theory guiding this study was Bandura’s (1977) social learning theory, which explains a triadic view of behavioral, environmental, and personal factors. Reciprocal interactions between factors contribute to self-efficacy beliefs associated with future action to achieve goals such as those in a Title I School Improvement Plan. Triadic reciprocal determinism was defined as cooperative, interdependent components shaping principals’ knowledge, skill, and direction to lead changing federal and state mandated school improvement initiatives. This study attempted to answer the central research question: How do elementary principals who serve as leaders in Northeast Georgia Title I schools describe their experiences with school improvement? The move from No Child Left Behind (NCLB) to new school improvement requirements under the Every Student Succeeds Act (ESSA) revealed a qualitative gap in research including principals’ voice, especially in different contexts such as high poverty elementary schools. I utilized a descriptive self-efficacy survey, interviews, document analysis, and a focus group to discover common themes. Themes were used to meaningfully organize units of information to fully and accurately describe principal experiences. Principals described elements of strategy, support, and progress monitoring to achieve successful continuous improvement cultures. The results of this study provide insight into principal experiences with school improvement to help facilitate stronger leadership for improvement in light of changing federal and state school improvement mandates.

International Research in Social, Human and Administrative Sciences XII

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Publisher : EĞİTİM YAYINEVİ
ISBN 13 : 6256408748
Total Pages : 264 pages
Book Rating : 4.2/5 (564 download)

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Book Synopsis International Research in Social, Human and Administrative Sciences XII by : Assoc. Prof. Dr. Emre Akcagündüz

Download or read book International Research in Social, Human and Administrative Sciences XII written by Assoc. Prof. Dr. Emre Akcagündüz and published by EĞİTİM YAYINEVİ. This book was released on 2023-04-12 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: