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The Impact Of Principal Leadership On Teacher Perception Of The Annual Professional Performance Review Appr
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Book Synopsis The Impact of Principal Leadership on Teacher Perception of the Annual Professional Performance Review (APPR) by : Barry Alex Finsel
Download or read book The Impact of Principal Leadership on Teacher Perception of the Annual Professional Performance Review (APPR) written by Barry Alex Finsel and published by . This book was released on 2019 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals' Perceptions about the Impact of the New York State Annual Professional Performance Review Legislation on the Instructional Practices of New York Public Schools by : Maureen R. Futscher
Download or read book Principals' Perceptions about the Impact of the New York State Annual Professional Performance Review Legislation on the Instructional Practices of New York Public Schools written by Maureen R. Futscher and published by . This book was released on 2013 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is substantial research on school reform efforts focused on programs and curriculum. The same cannot be said with regard to the evaluation of teachers and principals. Current reform efforts are pointed in that direction. Through Race to the Top (RTTT), a competitive grant, the federal government offered funding to states willing to conduct statewide school improvement initiatives. The goal of Race to the Top is to improve student achievement through effective teachers and leaders. New York State applied for, and was granted RTTT money to work on the Regents Reform Agenda. This gave rise to the New York Annual Professional Performance Review (APPR) mandate, which is focused on the evaluation of teachers and principals. This exploratory study surveyed public school principals across the state to determine the extent they perceived the new APPR would improve instructional practices in their schools. Results suggest that most principals believe APPR will have a positive impact on instructional practices to some extent. Demographic characteristics, past and present evaluation practices, teacher practice rubrics and professional development were investigated to examine associations with principals' perceptions. The data revealed that variables from each of the four areas were significantly associated with principals' perceptions. The ability to provide specific feedback to teachers and a focus on student performance data were identified as the strongest contributors to principals' perceptions. This research was conducted in the first year of full implementation of the APPR mandate which provides baseline data for subsequent research. The findings may be useful for district leaders and policy makers when reviewing the implementation process. The data may provide insight for systems leaders to investigate and identify needs for additional support in their districts.
Book Synopsis The Impact of Principal Leadership on Teachers' Efficacy Perceptions by : Kimberly I. Minor
Download or read book The Impact of Principal Leadership on Teachers' Efficacy Perceptions written by Kimberly I. Minor and published by . This book was released on 2012 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of principal leadership characteristics and behaviors on teacher's perceptions of self and collective efficacy at three career stages. Forty-six teachers from six school buildings within a single southeastern Pennsylvania school district participated in the study. Multiple data collection instruments were utilized to provide qualitative data on teacher perceptions of personal and collective efficacy relative to their perceptions of their principal's leadership and their career stage. The researcher found that schools in which teachers had positive perceptions of their principal also exhibited stronger collective efficacy perceptions. The research also revealed that teachers' personal efficacy perceptions were sometimes situational and impacted directly through feedback from their principals and indirectly through their principals' leadership behaviors.
Book Synopsis Perceptions of School Leadership by : Katie Tosh
Download or read book Perceptions of School Leadership written by Katie Tosh and published by . This book was released on 2019 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective principal leadership practices improve school organization, teaching, and student achievement outcomes. These practices include framing and communicating a school's goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, and this mismatch in perception could have negative consequences. Numerous studies in the fields of human resources and organizational management reveal that leader self-awareness-when leader self-perception is in agreement with what subordinates perceive-is directly related to leadership effectiveness. The degree to which leaders rate themselves more highly than do subordinates correlates with diminished organizational outcomes, including reduced subordinate job satisfaction and productivity. Specific to education, negative teacher perception of school leadership correlates with teacher burnout and reduced teacher collaboration. We used data from the RAND Corporation's web-based American Educator Panels to gather nationally representative evidence of whether perceptions of school leadership practices vary by educator position. We find that principals almost universally rate themselves as effective, but a minority of teachers disagree.
Book Synopsis Teacher's Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-improving Schools by : Brenda Kay Hardman
Download or read book Teacher's Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-improving Schools written by Brenda Kay Hardman and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher demographics of gender, age, years as a teacher, years at current school, and level of school (elementary, middle, high) were examined in relation to perceived leadership style and school status. Multiple regression analysis found that only years at current school that was significant in how they perceived their principal's transformational or passive avoidant leadership style. No demographic variables were significant for transactional style or school status. Overall, teachers were satisfied with the principal's leadership style and effectiveness. Teachers most often cited school culture as having an influence on student achievement in both improving and non-improving schools. Limitations of the study included self-reported teacher perceptions of principal leadership style from 16 schools in one school district which limits generalizability; no controls for teacher classroom performance and no verification of respondents actually observing principal behaviors; time of year survey was given; and, the use of one instrument to measure leadership style may not reflect the actual leadership style of the principal.
Book Synopsis The Impact of High School Teachers' Perceptions of Principals' Leadership Style on Teacher Morale by : James Page
Download or read book The Impact of High School Teachers' Perceptions of Principals' Leadership Style on Teacher Morale written by James Page and published by . This book was released on 2017 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of principal leadership styles on teacher morale. Two high schools in Pennsylvania participated in the study. A researcher-designed online survey with Likert-style rating scale, and open-ended questions were utilized to collect information. In addition, ten individual interviews were used to triangulate the data. The results of the study indicated that there was a relationship between certain principal practices and their ability to positively impact teacher morale. Participants reported the most influential principals were excellent communicators, trustworthy, knowledgeable in education matters, led by example, inspired their faculty and were highly visible throughout the day. These results imply that a principal's daily leadership practices play a vital role in positively impacting teacher morale at the high school level.
Book Synopsis The Effects of Principal Leadership on Teacher Morale and Student Achievement by : Lawrence A. Hindt
Download or read book The Effects of Principal Leadership on Teacher Morale and Student Achievement written by Lawrence A. Hindt and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers comprise the greatest professional population of a school; they have the most contact with students; and they have perhaps the greatest influence on school climate. For this reason, teacher morale is a topic of great concern to public school administrators. Moreover, research suggests that poor teacher morale negatively affects student performance just as high teacher morale positively affects student performance. Research also indicates that teacher morale is influenced more by the leadership style of the principal than any other single factor. This study was designed to determine whether certain relationships exist between teacher morale and the following independent variables: (1) principal trust and (2) leadership satisfaction. Additionally, investigations were conducted to determine whether the aforementioned independent variables lead to increased student achievement. Information regarding teacher morale was collected from 65 teachers using the 2009 MDed - Multi Dimensional Education Incorporated (MDed) Survey at three 7-8 Initiative schools in a large suburban district in southeast Texas. It was the intent of this study to determine whether principal leadership and teacher morale are significantly correlated. The study also demonstrated whether or not teachers' and principals' perceptions of leadership behaviors contribute to student achievement. vi After analyzing the data, it was found that principal leadership behaviors do significantly impact teacher morale, and student achievement. Additionally, it was found that positive teacher morale and student achievement in the Initiative Schools influenced positive student behaviors, ultimately reducing student discipline referrals. Multiple interventions were put into place that led to the positive outcomes. The interventions, new principal leadership, ongoing intensive staff development, establishment of small learning communities, reduction of student population and low student to teacher class ratios, were the catalysts that lead to the Initiative Schools' transformational success, a transformation of high teacher morale, increased student achievement, and positive student behaviors.
Book Synopsis Examining Teachers' Perceptions of Teacher and Principal Leadership as They Relate to School Improvement in a Suburban High School by : Timothy E. Wright
Download or read book Examining Teachers' Perceptions of Teacher and Principal Leadership as They Relate to School Improvement in a Suburban High School written by Timothy E. Wright and published by . This book was released on 2004 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the relationship between teacher and principal leadership and its affect upon school improvement, Specifically, this study explores teachers' perceptions of teacher and principal leadership and how these perceptions impact one school's effort for school improvement. Finally, the study addresses what aspiring principals need to know about teacher perceptions of teacher leadership and the ways that teachers perceive that a principal supports and fosters teacher leadership. Using a phenomenographic approach, 13 teachers and one administrator were interviewed at a high school in a large mid-western city. In addition, field observations and document analyses were conducted. Data were analyzed using constant comparative method through which several themes were developed and later integrated into a conceptual framework. Findings indicated that teacher leadership affects school improvement and that principal leadership helps to influence, support, and sustain both teacher leadership and school improvement. By developing a sense of responsibility beyond the classroom, being role models for students and teachers, acting as professional resources for colleagues, building relationships and making connections with students, teacher leaders affect school improvement. One role of the principal is to influence, support, and sustain teacher leadership so that teacher leadership will sustain school improvement over a long period of time. Through supporting and communicating with teachers as well as building a sense of openness and trust, the principal empowers and encourages teachers to continue to improve the educational opportunities for themselves and their students. This study concludes that the role of the principal is critical in influencing, supporting and sustaining both teacher leadership and school improvement. The significant role of school improvement in education in the last five years cannot be achieved through a single person or position of authority. Principals need the essential skills to create, support, and maintain-the leadership capacity of their teachers.
Book Synopsis Relationship of Teacher Perception of Principal Leadership Practices and Job Satisfaction in the Southeast Region of the Association of Christian Schools International by : John Barlow
Download or read book Relationship of Teacher Perception of Principal Leadership Practices and Job Satisfaction in the Southeast Region of the Association of Christian Schools International written by John Barlow and published by . This book was released on 2015 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies have been conducted on principal leadership and employee perceptions in the corporate and public sector. However, there are gaps in the research regarding the relationship between the perception of principal leadership practices and one dimension of person-organization fit, job satisfaction, in the specific demographic of teachers in the Southeast Region of the Association of Christian Schools International. This study was conducted to begin the process of understanding this phenomenon. Kouzes and Posner's (2012) five practice of exemplary leadership and the theoretical framework of person-organization fit supported the development of this study (Kristof-Brown & Guay, 2011). Teachers from the population of accredited Christian schools in the Southeast Region of the Association of Christian Schools International completed Likert-style surveys using the Leadership Practices Inventory (Observer) and Job Satisfaction Survey. A multiple linear regression was conducted to test the hypotheses concerning the relationship between teacher perceptions of leadership practices and job satisfaction. The results demonstrated a relationship between the combination of the five leadership practices, the specific Enable Others to Act practice and teacher job satisfaction. Further research would include similar studies that examine leadership practices and other dimensions of person-organization fit utilizing quantitative and qualitative research designs. The implication of this study provides a basis for Christian schools to implement training and mentoring programs for school leaders with a focus on the Five Practices of Exemplary Leadership to intentionally lead with a Biblical worldview.
Book Synopsis Teachers' Perceptions of the Effect of Principal Leadership on Teacher Retention by : Teresa B. Byrum
Download or read book Teachers' Perceptions of the Effect of Principal Leadership on Teacher Retention written by Teresa B. Byrum and published by . This book was released on 2008 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improved Instruction by : Madeline Hunter
Download or read book Improved Instruction written by Madeline Hunter and published by Corwin. This book was released on 1976 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a clear, useful guide for teachers, administrators and student teachers in which Madeline Hunter offers ten step-by-step plans for staff development meetings. Each plan focuses on: one area of meeting; topics for staff discussion; long-range objectives; and follow-up activities.
Book Synopsis The Impact of Principals' Leadership Qualities on Teachers' Trust and Job Satisfaction in Secondary Schools by : Daniel Sahd
Download or read book The Impact of Principals' Leadership Qualities on Teachers' Trust and Job Satisfaction in Secondary Schools written by Daniel Sahd and published by . This book was released on 2013 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the impact of principals' leadership traits and behaviors on the development of trust in relationships with teachers. Teacher job satisfaction was also studied as a secondary effect of principal leadership and interactions with teachers. Five secondary public school principals volunteered to participate in this study in order to compare their own perceptions about school leadership to those of their teachers. Seventy-nine teachers from the participant schools also volunteered to be part of the study to provide their perceptions of principals' leadership qualities and an assessment of trust and job satisfaction in their schools. A framework for qualitative research included instruments such as Likert-scale survey items, open-ended survey questions, and interviews. Comparative analysis of the data from each school and population was conducted to identify themes in the data and to infer the connections between the perceptions of principals and teachers. Based on collective data among all participants and comparisons among school, primary factors of teacher trust and job satisfaction included characteristics such as management and leadership behaviors, communication qualities, and values and personal ethics apparent in the approach to leadership by the principals. The findings of this study may prove helpful for school principals in efforts to foster trust with the faculty and increase satisfaction for teachers in their jobs. Principals and teachers tended to agree on the most important leadership traits for trust development as well as the ways that principals can positively influence teacher job satisfaction. Effective principals regularly evaluate teacher trust and job satisfaction within their schools and make considerations for possible improvements.
Book Synopsis An Examination of the Effectiveness of a Principal Leadership Screening Program on Teacher Perception and Teacher Retention by : Barbara D. McKinney
Download or read book An Examination of the Effectiveness of a Principal Leadership Screening Program on Teacher Perception and Teacher Retention written by Barbara D. McKinney and published by . This book was released on 2009 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school principal is accountable for an environment conducive to learning. Qualified leaders improve student learning and affect the perceptions of members of the organization and their intention to stay. The responsibilities for school success and the shortage of applicants make it imperative that qualified principals are recruited and hired. Effective screening programs can ensure the candidates selected are prepared for leadership positions. Teachers' perceptions of their principal's leadership are related to job satisfaction, job resignation, and transfers. Therefore, teachers' perceptions of principals provide a basis to evaluate the quality of principals' leadership. The effectiveness of a principal leadership-screening instrument on teacher perceptions and teacher retention was examined. Two groups of principals were analyzed-those principals who completed the PrincipalInsight process and those who did not. Data were collected from a staff perception survey and teacher retention records. The PrincipalInsight scores of the principals who were hired did not correlate to the teacher ratings from the staff perception survey. Nor did the PrincipalInsight scores correlate with retention rates at schools with novice principals. Therefore, the recruitment and hiring of candidates for principal based on scores from the PrincipalInsight is a matter for concern. However, findings indicated a significant correlation between the teacher ratings and teacher retention for veteran principals. Recommendations include using veteran teachers to prescreen and evaluate candidates in light of, and with respect to the criteria developed for the screening program. The findings suggest veteran principals provide a sense of community where teachers feel valued, supported, and applauded for their talents and skills, which encourages them to remain employed at their schools. Efforts must be made to implement professional development for new principals to facilitate an understanding for the necessity of building relationships, peer support, and a community for teachers, which are major factors in retaining teachers. The findings provide information on structured screenings and their effectiveness in leadership hiring practices. Information from this study can serve to establish a protocol for the hiring of quality applicants for principal position. The participation of veteran principals and teachers is strongly encouraged in the process of the selection of new principals as their expertise and knowledge is most aligned with the responsibilities needed for present leadership positions.
Book Synopsis Teacher Perceptions of the Influence of Principal Leadership on Student Success by : Leslie Ashlock
Download or read book Teacher Perceptions of the Influence of Principal Leadership on Student Success written by Leslie Ashlock and published by . This book was released on 2013-03-11 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a difference exists between teacher perceptions of principals' leadership behavior in low-performing schools and teacher perceptions of principals' leadership behavior in high-performing schools.
Book Synopsis Teachers' Perceptions of the Effect of Principal Leadership on Teacher Morale by : James A. Miller
Download or read book Teachers' Perceptions of the Effect of Principal Leadership on Teacher Morale written by James A. Miller and published by . This book was released on 2017 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Importance of the Principal Evaluation Process on Student Achievement by : Marcia K. McMahon
Download or read book The Importance of the Principal Evaluation Process on Student Achievement written by Marcia K. McMahon and published by . This book was released on 2016 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last 30 years, research has examined the role principals play in shaping school improvement and developing a foundation for student learning. This mixed methods study examined the relationship between school districts' principal evaluation processes and potential impact on student achievement in reading and mathematics. This study, conducted within 27 Texas school districts, surveyed principals and teachers from 41 campuses, as well as district office representatives. This study was conducted in three parts. First, principals were administered the Principal Evaluation Attributes, Feedback and Perception survey to measure their perceptions concerning the evaluation process in the areas of accountability, increased student achievement, professional growth, incentives for improvement, adherence to policy, and fostering school climate. Next, district evaluation instruments were analyzed with student performance in reading and mathematics on the 2011 Texas Assessment of Knowledge and Skill assessment to determine if a relationship between the quality of district developed instruments and student performance existed. Findings indicated that there was no correlation between principal evaluation instruments and student achievement. Survey results indicated that evaluation processes within districts are perceived as merely a checklist for complying with district policy and have little impact on principal professional growth or student achievement. The second component of the study included semi-structured interviews with school district level officials who were responsible for conducting the principal evaluation process. The findings suggest principal supervisors concurred with the use of district developed checklists as a means to evaluate campus principals, but had a different perception in relationship to principal performance, use for professional development, and impact on student achievement. Finally, new to this body of research, was the capturing of teacher perceptions regarding specific principal behaviors that impact student achievement in relation to the principal evaluation process. On on-line survey of teachers from the 41 campuses from this study was conducted in the spring of 2015. Teachers in this study indicate that professional growth opportunities for the campus principal should focus on school wide improvements, not necessarily personal principal development. Teachers found effective principals implement classroom-coaching strategies to improve instruction, outline expectations, and mandate needed professional growth individualized for optimal teacher performance. Thus, effective principals align professional development identified through the analysis of multiple sources of data and relate those findings to specific areas of teacher professional growth. Critical in this process is the amount of time principals spend observing classroom instruction and providing effective feedback to classroom teachers.
