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Perceptions Of Leadership Practices In High Poverty Elementary Schools In Southeastern North Carolina
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Book Synopsis Perceptions of Leadership Practices in High Poverty Elementary Schools in Southeastern North Carolina by : Eleanor E. Bryan
Download or read book Perceptions of Leadership Practices in High Poverty Elementary Schools in Southeastern North Carolina written by Eleanor E. Bryan and published by . This book was released on 2014 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Assessment of Invitational Leadership Behaviors in High Poverty Elementary Schools in North Carolina by : Ann Hinson Nivens
Download or read book Teacher Assessment of Invitational Leadership Behaviors in High Poverty Elementary Schools in North Carolina written by Ann Hinson Nivens and published by . This book was released on 2006 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the relationship of principals' invitational leadership behaviors to teacher job satisfaction and teacher perception of principal effectiveness in 14 high-poverty public elementary schools in North Carolina. The study also compared the Invitational Quotient of principals in high-achieving and low-achieving schools. Strong positive correlations were found between principals' professionally inviting leadership behaviors and teacher job satisfaction (.77, p=.0001) and between principals' personally inviting behaviors and teacher job satisfaction (.76, p=.0001). There was also a strong positive correlation between principals' Invitational Quotient and teacher perception of principal effectiveness (.93, p=.0001). Comparison of the mean Invitational Quotients of principals in high-achieving schools and low-achieving schools found that there was a statistically significant difference in these means, with principals from high-achieving schools having higher Invitational Quotients. This study supports the relevance of key tenets of Invitational Leadership to teacher job satisfaction and teacher perception of principal effectiveness. [modified author abstract].
Book Synopsis Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools by : Deborah Susan Case
Download or read book Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools written by Deborah Susan Case and published by . This book was released on 2004 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Invitational Education by : John M. Novak
Download or read book Invitational Education written by John M. Novak and published by . This book was released on 2001 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.
Book Synopsis The Relationship of Teachers' Perceptions of Principals' Instructional Leadership Skills and School Performance in Four High Poverty South Carolina Middle Schools by : Scott Joseph Mercer
Download or read book The Relationship of Teachers' Perceptions of Principals' Instructional Leadership Skills and School Performance in Four High Poverty South Carolina Middle Schools written by Scott Joseph Mercer and published by . This book was released on 2004 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools by : Jason Alan Steingraber
Download or read book Leadership Influence on Teacher Support Teams in High Poverty Elementary Schools written by Jason Alan Steingraber and published by . This book was released on 2010 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increased accountability to schools and districts to meet federal standings has lead to commencing systematic approaches to the needs of all students. In order for teachers to be able to facilitate instructional strategies that are differentiated and functional for all students they must receive leadership and support. The importance of expertise and leadership in the educational process is paramount, for there is more power in a leadership model and not necessarily in a model that designs its own standards. This need for expertise and leadership has lead to collaboration among general and special education experts, as well as the students' families, achieves an integrated and effective approach in response to struggling learners. First supported by senior administration in school districts, the Teacher Support Team (TST) initiative relied upon a selected team within each school to show what it can achieve for students. This leads to the significance of distributive leadership in the TST and creating relational trust by allowing those in the organization to take leadership roles and distribute the leadership appears to be imperative. This allows for greater participation in the organization, as well as greater morale and a relieved workload for the leader. It also encourages leadership in the organization, which benefits the organization as a whole. The overall purpose of this study was to establish a connection between the role of distributed leadership and the impact of TSTs on elementary students of high poverty. To achieve this, information was gathered from high poverty elementary schools in the Sunnyside Public School District. The study examined key respondents' perceptions on the leadership within the TST. A mixed method of gathering both qualitative and quantitative data was chosen as the most appropriate approach to collect the data. The project began by the researcher contacting six high poverty elementary schools within the Sunnyside Public Schools and requesting their participation in the research project. The purpose of narrowing the research to schools that serve a high poverty population is to ensure similarities within the students and communities. Each TST was made up of the building administrator, a TST coordinator, and other teachers as noted by the team. Each team was provided an opportunity to participate in the research activity and it was assured the data was anonymous and not reflective of employment performance or used as an evaluative tool. The approach to the design was a mixed methods research study. Based on the data gathered via a survey, quantitative information was gathered in order to address the research questions. In additional to the quantitative approach, a qualitative aspect was analyzed. This mixed methods approach was chosen due to the potential to discover true meaning to the research questions. It was also anticipated the mixed methods approach would allow for further research designs to come to the forefront. Descriptive analyses were preformed to support the research questions and sub-parts to the research questions. Finding of this study displayed both favorable and less favorable confidence in the leadership of the TST coordinator and the TST itself. The concerns of the TST coordinator and the TST itself were focused on time being wasted, weak leadership, and teachers who were frustrated with the results of the TST process.
Book Synopsis An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools by : Donna Regina Bishop
Download or read book An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools written by Donna Regina Bishop and published by . This book was released on 2006 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to achieve, including the lower achieving students, has made principals focus on their leadership behaviors and practices. Researchers of various studies on principal leadership behaviors and student achievement have found that leadership behaviors make a difference in the academic achievement for all students. Researchers also found that the principals most important role is that of an instructional leader. Principals leading elementary schools with at risk learners may assist them academically when effective strategies, programs, and organizational structures are present within the school. The demands and the complexity of the role of the principal in the 21st century make the principals job a hard task, especially when leading schools with majority at-risk students. The legislation of the No Child Left Behind (NCLB) Act of 2001 obligates elementary principals to reflect on their best leadership behaviors and practices to encourage all students to succeed. Using a qualitative, phenomenological research design, the researcher explored the common leadership behaviors of six Georgia elementary principals of high 2 performing, high poverty schools. The phenomenological research design was appropriate for this study because it provided a means for exploring the lived experiences of the elementary principals leadership behaviors in a high performing, high poverty school. The collection of data was obtained from interviews, school observation, and school artifacts. Six common themes and patterns emerged from the qualitative research study: (1) monitoring of teachers educating at-risk learners, (2) gathering and analyzing student achievement data, (3) instructional decision making using a leadership team approach, (4) appropriate use of reading resources and materials, (5) a positive school climate, and (6) an effective staff of teachers. The six common themes and patterns were identified as common leadership behaviors of Georgia elementary principals from high performing, high poverty schools.
Book Synopsis Leadership Responsibilities and Student Achievement by : Jennifer Severson Bean
Download or read book Leadership Responsibilities and Student Achievement written by Jennifer Severson Bean and published by . This book was released on 2019 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined principal and teacher perceptions of leadership behavior which influenced the achievement of students, particularly those living in poverty. The students attended a high achieving elementary school where a majority were eligible for free and reduced lunch. This study also examined the principal responsibilities which the principal and teachers in this elementary school perceived to decline as a result of changes designed to increase student achievement. The study took place in a school district in Central Pennsylvania. The participants were a school principal and 10 teachers serving in a Title I distinguished high achieving, high poverty, elementary school. A questionnaire adapted and based on the findings of Marzano; Waters; and McNulty (2005), relating to principal leadership responsibilities linked to student achievement, and an interview were used in this study. These were administered to the principal and teachers in the school district. Analysis of the data suggested that use of the 7 responsibilities associated with second-order change were implemented by the principal in the participating district. Four of these, Monitoring and Evaluating; Optimizer; Intellectual Stimulation; and Ideals/Beliefs, were evidenced to a greater degree than others. Four responsibilities were seen to decline; these responsibilities were: Culture; Communication; Order; and Input. Some other responsibilities, although not targeted in the study, surfaced as strong characteristics or actions of the principal. These responsibilities were Affirmation, Focus, Situational Awareness, and Visibility.
Book Synopsis The Relationship of Teachers' Perceptions of Instructional Leadership and Student Achievement Measured by State Testing in Ten North Carolina High Schools by : Barbara Jamieson Mallory
Download or read book The Relationship of Teachers' Perceptions of Instructional Leadership and Student Achievement Measured by State Testing in Ten North Carolina High Schools written by Barbara Jamieson Mallory and published by . This book was released on 2002 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Successful Leadership in High Poverty, Urban Schools. Implications from UCEA by : Stephen Jacobson
Download or read book Successful Leadership in High Poverty, Urban Schools. Implications from UCEA written by Stephen Jacobson and published by . This book was released on 2008 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research shows that leadership matters in improving student achievement. In fact, among school-related factors over which policy makers have some control, effective leadership practices rank second only to the quality of teaching in influencing student learning (Leithwood, Louis, Anderson & Wahlstrom, 2004). Quality leadership is particularly important in schools serving youngsters living in high poverty urban schools (Scheerens & Bosker, 1997). Coupled with the fact that high quality leaders are perceived to be in relatively short supply in urban school systems (Jacobson, 2005), individuals need to incorporate what they know about the passion, commitments and practices of successful leaders into principal preparation and district support. Through joint effort and informed action, preparation programs and districts can improve the quality and effectiveness of school leaders for the schools (and students) who need effective leadership most.
Book Synopsis Principals' Perceptions of Working with Suburban Elementary Students from Poverty by : Kathryn M. Schafermeyer
Download or read book Principals' Perceptions of Working with Suburban Elementary Students from Poverty written by Kathryn M. Schafermeyer and published by . This book was released on 2017 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increase of poverty in suburban communities since the year 2000 has fundamentally changed the work of elementary school principals in suburban schools. Using a qualitative method, 10 suburban elementary school principals from the Chicago metropolitan area were interviewed to gain a deeper understanding of their perceptions of working with suburban elementary school students from poverty. Principals revealed that they see poverty as having a deficit influence on suburban elementary students. They defined that they see the role of principal as helping students gain from the school experience by reducing the obstacles to learning that poverty presents and, therefore, providing access to education. Finally, in the context of working with suburban elementary school students from poverty, the principals described the elements of the school that are influenced by their leadership and the factors that have had an influence on their leadership. Confirming existing research, the findings reveal that relationships with students, parents and community are an essential component of the principal's work with suburban elementary school students from poverty. The findings suggest that by gaining a greater understanding of the principals' perceptions, professional practice can be impacted and thus increase the students' chances for success later in school and in life.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership Practices, Programs, and Culture in a High-poverty, High-performance School by : Karen A. Cresswell
Download or read book Leadership Practices, Programs, and Culture in a High-poverty, High-performance School written by Karen A. Cresswell and published by . This book was released on 2004 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff by :
Download or read book Examining the Relationship Between Teachers' Perception of the Importance of the Transformational Individual Consideration Behaviors of School Leadership and Teachers' Perception of the Importance of the Peer Cohesion of School Staff written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformational leadership theory describes the process through which leaders develop associates of an organization to higher levels of ability and potential in order to achieve organizational goals. The purpose of this study is to investigate the relationship between the individually considerate transformational leadership practices of school leaders and peer cohesion among teachers in high performing schools. Specifically, the study explores the relationship between teachers' perception of the importance of the individually considerate transformational leadership practices of school principals (support of school staff members and development of staff members' leadership potential) and teachers' perception of the importance of a collegial, cohesive climate among the teaching faculty at successful schools in North Carolina. Survey data were collected from 53 teachers from 26 high performing elementary schools under the North Carolina ABCs accountability program. The method of analysis is multiple regression. An F statistic is used to determine if there is a significant relationship between the dependent variables and the independent variable. F-tests are used to test whether the two predictor variables (the support by administrators of school staff members and the cultivation of the leadership potential of staff members by the principal) account for a significant amount of variance in the criterion variable, peer cohesion, beyond the variance accounted by the other predictors at alpha p
Book Synopsis Perceptions of Teacher Leaders on the Processes of Distributed Leadership in Relation to Student Achievement in High Performing Elementary Schools in the Urban Unified School District by : Alusine Conteh
Download or read book Perceptions of Teacher Leaders on the Processes of Distributed Leadership in Relation to Student Achievement in High Performing Elementary Schools in the Urban Unified School District written by Alusine Conteh and published by . This book was released on 2015 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the educational reform process it is significant to acknowledge that effective leadership matters when it comes to school improvement activities. Educators are constantly faced with federal, state, and local district mandates: it would be unwise to consider the principal as the only individual to provide leadership for school improvement. Therefore, a distributive perspective to leadership is a paradigm shift with a central focus on leadership that is collectively shared by administrators and teachers. The purpose of this phenomenological study was to explore teacher leaders' perceptions on the distributive leadership practices and its possible impact on student outcomes. Data were collected by conducting semi-structured interviews with teacher leaders and principals from five participating school sites, ten teacher leaders responded to a paper-pencil anonymous surveys, field observations were completed at participating sites, and document review was completed which included California State Test (CST) report from three school years (2010 – 2012), and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for 2014-2015 school year. The distributed leadership concept offers a considerable platform for studying leadership as collective rather than an individual practice. Based on the literature, five conclusions were drawn and recommendations were made regarding implications for future practice. First, the findings indicated that the principal has a pivotal role to play in influencing distributed leadership practices which will have a positive impact on student achievement. Second, the findings revealed that teacher leaders were more inclined to participate in distributed leadership when they were encouraged by the principal and invited to perform leadership roles. Third, the findings also indicate that at these participating sites, there were structures within the organizations that harnessed teacher leadership – the ability to encourage colleagues to change, Fourth, the findings indicated that through collaborative practices, teacher leaders and principals were successful providing leadership for the participating school sites that led to positive impact on student outcomes. Last, the findings indicated that teacher leaders overwhelmingly shared they wanted to be considered as professionals by allowing them the freedom to practice instructional autonomy. The positive impact of "Enabling Others to Act" and "Inspiring a Shared Vision" implies that a distributive perspective may lead to school improvement.
Book Synopsis The Relationship of Principals' Perceptions of Professional Development Practices and Student Achievement in High Poverty Schools by : Sheila D. Moore
Download or read book The Relationship of Principals' Perceptions of Professional Development Practices and Student Achievement in High Poverty Schools written by Sheila D. Moore and published by . This book was released on 2010 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between South Carolina Elementary Principals' Perceptions and Teachers' Perceptions of the Principals' Leadership Practices and Academic Success by : Lisa Dianne Shannon
Download or read book The Relationship Between South Carolina Elementary Principals' Perceptions and Teachers' Perceptions of the Principals' Leadership Practices and Academic Success written by Lisa Dianne Shannon and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
