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A Qualitative Study Of Elementary Charter School Principals Perceptions Of How Their Leadership Role Differs From The Role Of A Traditional Public School Principal
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Book Synopsis A Qualitative Study of Elementary Charter School Principals' Perceptions of how Their Leadership Role Differs from the Role of a Traditional Public School Principal by : Ahmet F. Cetinkaya
Download or read book A Qualitative Study of Elementary Charter School Principals' Perceptions of how Their Leadership Role Differs from the Role of a Traditional Public School Principal written by Ahmet F. Cetinkaya and published by . This book was released on 2014 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of Leadership Characteristics of Principals in Charter Schools and Traditional Schools by : Roger M. Mestinsek
Download or read book A Comparative Study of Leadership Characteristics of Principals in Charter Schools and Traditional Schools written by Roger M. Mestinsek and published by . This book was released on 2021 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the similarities and differences in preferred leadership qualities among a random sample of principals of traditional elementary schools in California, traditional elementary schools in Alberta, Canada, and selected charter schools in the United States. The intent of the research was to identify the preferred leadership practices of each study group to determine and report significant differences and similarities. Seventy-five principals were randomly selected, 25 from each of the three study groups, to complete the survey. Forty-two principals (56%) returned surveys. Of the surveys returned, 40 were usable for the study. The theoretical foundation for the study was provided by the Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio (1989). The MLQ provided 10 measures to be used as independent variables. Of the 10 measures, 4 related to transformational leadership, 2 to leadership, 1 related to non-leadership, and 3 related to outcome measures as a result of the leadership practice. Four primary research questions, each with a supporting null hypothesis, were tested using one-way ANOVAs resulting in 71 significant differences. The study of the preferred leadership qualities of principals in selected American charter schools, Alberta elementary public schools, and California elementary public schools confirmed that each group preferred transformational leadership practices over either transactional or nonleadership, practices. The degree of preference for transformational leadership practices of each principal group was, however, significantly different. The research identified the perception of each of the leadership groups on their use of seven leadership factors and the degree to which three outcome factors, pertaining to leadership, contributed to their success. The findings clearly indicated American charter school principals perceive themselves as transformational leaders significantly more than did either Alberta or California public elementary school principals at the 0.05 level of confidence. Charter school principals scored significantly higher than Alberta elementary school principals on three of the four transformational leadership factors: charisma, inspiration, and intellectual stimulation. When compared to California elementary school principals, charter school principals scored significantly higher on one of the four transformational leadership measures, charisma. Each of the three principal groups appeared to be in a state of transition from the traditional role of instructional leader toward a new role of Chief Executive Officers of their schools. The principal group scores also indicated that today's principals preferred the collaborative transformational approach to leadership over the traditional leadership style. As a result of the study, seven recommendations for future study were made. Four suggestions for practical applications of the study were also suggested.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Do Principals Respond to Charter School Competition? by : Marisa Cannata
Download or read book How Do Principals Respond to Charter School Competition? written by Marisa Cannata and published by . This book was released on 2011 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study from the National Center on School Choice contributes to the research by exploring the factors that affect principals' perceptions of charter school competition and the extent to which their leadership behavior may change in response. Central research questions of the study were: (1) How do principals perceive the competition produced by charter schools, and how do their perceptions vary among private, magnet, and traditional public schools?; (2) What factors affect principals' perceptions of charter competition?; and (3) What is the relationship between charter competition and principals' leadership behavior? The study relied on a matched convenience sample of schools and their principals. The final sample comprised 101 traditional public schools, 22 magnet schools, and 15 private schools. Key findings include: (1) Principals perceived little competition from charter schools affecting either their financial resources or their recruitment of teachers and students; (2) When a school has more charter schools in close proximity, principals perceived a more negative effect of charter schools on their ability to attract and retain teachers and students; and (3) Principals' perception of charter school competition was not related to the ways they spend their time. (Contains 2 footnotes.) [This brief summarizes a chapter in Berends, M., Cannata, M., & Goldring, E. B. (Eds.). (2011). "School choice and school improvement." Cambridge, MA: Harvard Education Press.].
Book Synopsis A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing by : Essie Manley McKoy
Download or read book A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing written by Essie Manley McKoy and published by . This book was released on 2012 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The most significant pressures facing school principals in this decade are accountability and the need for them to lead effectively. To better understand these challenges, the purpose of this research was to ascertain some of the perceptions of elementary school principals toward accountability, examine how accountability has affected their leadership role, determine which leadership frameworks most often produced accountability success, and how they manage their perceptions to lead to success. The literature speaks in specific terms both about accountability and the presented leadership frameworks. There is minimal research that examines the perceptions of elementary school principals and the dominant framework in which they operate to create success. In this qualitative study a forum was created inviting a purposeful sample of elementary school principals serving different types of schools. An interview-based approach was the primary research method used to gather data using the principles of grounded theory. Ten elementary school principals shared their perceptions of accountability and how they manage it, the effects of accountability, and what they thought to be their dominate leadership framework used to create success. Half of the participants were principals from highly impacted schools and the other half were from non-highly impacted schools. These participants' perceptions inform the reader about the experiences and perspectives of the different aspects of accountability and leadership in hopes of creating a deeper understanding. They did not simply share about these experiences--they allowed the reader to gain insight. Consequently, leadership issues were not viewed in unrealistic ways but as the reality of specific experiences that transpired in the lives of participants. While policy makers and school leaders focus heavily on academic performance for students, participants demonstrated that educating students is about far more than accountability. The whole child concept and other factors impacting academic achievement must be taken into consideration when creating accountability guidelines and mandates. Leaders who have listened and understood these experiences can be a voice of reason for policymakers and others helping to create accountability models. The experiences shared from this group of school principals demonstrate how this could be accomplished."--Abstract from author supplied metadata.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Actual and Desired Elementary Principal Involvement in Instructional Leadership by : Eugene Stagg
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:
Book Synopsis An Investigation of the Characteristics Successful Executive Directors Perceive to be Most Important in Charter Schools by : Jeremy Wayne Quick
Download or read book An Investigation of the Characteristics Successful Executive Directors Perceive to be Most Important in Charter Schools written by Jeremy Wayne Quick and published by . This book was released on 2018 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Unexplored Conditions of Charter School Principals by : Marytza A. Gawlik
Download or read book Unexplored Conditions of Charter School Principals written by Marytza A. Gawlik and published by Rowman & Littlefield. This book was released on 2017-08-03 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unexplored Conditions of Charter School Principals: An Examination of the Issues and Challenges for Leaders, explores contemporary policy issues confronting charter school principals. The purpose of this book is to explore the issues and challenges confronted by charter school principals across an array of goals and expectations set forth by the policy and local context. By drawing on leadership and policy experts and researchers, we offer an in-depth examination of what current issues charter school principals face. Starting with autonomy, we work our way through teacher evaluation and succession and socialization and then conclude with an opportunity to reflect on what we know and how to look forward. By drawing on autonomy, sensemaking, teacher evaluations, and succession and socialization, this book traces the development of the charter principal within these policy contexts. Collectively, these topics form the beginnings of what we hope will be an informative and useful conversation of where the charter school principal has been and where they are headed.
Book Synopsis Leadership Practices and School Choice. Research Brief by : Xiu Cravens
Download or read book Leadership Practices and School Choice. Research Brief written by Xiu Cravens and published by . This book was released on 2011 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of a larger study on school choice, researchers at the National Center on School Choice examined variation in leadership practices across school types, relying on a convenience matched sample of schools that included charter, magnet, private, and traditional public schools. A total of 284 schools agreed to participate in the study--116 charter, 33 magnet, 17 private, and 118 traditional public schools. Among the charter schools, 59 are independently operated; 35 are reported to be operated or affiliated with a larger management organization that has a multistate presence; 9 are mission-driven to serve special student populations, such as those with learning disabilities; and 13 have some affiliation--for example, with a local performing arts center or a local community college--but not at a national scale or with a special population focus. Principal surveys were collected from 248 schools, yielding the following response rates: 91 percent from charter schools, 67 percent from magnet schools, 100 percent from private schools, and 87 percent from traditional public schools. The study took a twofold approach to examine the leadership practices of school principals across school choice types and traditional public schools. First, researchers examined principal practices among school types in terms of challenges, role focus, and time spent on core leadership tasks. Second, they probed the two types of charter school structures--independent and those affiliated with a management organization--to examine the association between differences related to type and principal instructional leadership. Central questions of the study were: (1) Do principals from different school types report different levels and types of leadership challenges?; (2) Do principals from different school types report differences in their leadership practices?; and (3) For charter school principals, are leadership challenges and practices, especially instructional leadership, associated with school management structures? Key findings include: (1) Principals from choice schools face similar levels and types of leadership challenges; (2) The role focus of choice school principals was not significantly different compared with traditional public school principals; (3) How principals use their time was similar across school types; and (4) Differences were found between affiliated and nonaffiliated charter schools. (Contains 2 footnotes.).
Book Synopsis JSL Vol 26-N1 by : JOURNAL OF SCHOOL LEADERSHIP
Download or read book JSL Vol 26-N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2016-03-17 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: JSL invites the submission of manuscripts that contribute to the exchange of ideas and scholarship about schools and leadership. All theoretical and methological approaches are welcome. We do not advocate or practice a bias toward any mode of inquiry (e.g., qualitative vs. quantitative; empirical vs. conceptual; discipline-based vs. interdisciplinary) and instead operate from the assumption that all careful and methodologically sound research has the potential to contribute to our understanding of school leadership. We strongly encourage authors to consider both the local and global implications of their work. The journal’s goal is to clearly communicate with a diverse audience including both school-based and university-based educators. The journal embraces a board conception of school leadership and welcomes manuscripts that reflect the diversity of ways in which this term is understood. The journal is interested not only in manuscripts that focus on administrative leadership in schools and school districts, but also in manuscripts that inquire about teacher, student, parent, and community leadership.
Book Synopsis Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi by : Rhonda Deloise Powe
Download or read book Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi written by Rhonda Deloise Powe and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how the participants perceived their principal's transformational and transactional leadership style and whether differences existed in their perceptions based on the demographic variables of age, gender, experience, educational attainment and ethnicity. Transformational leaders were considered influential, change agents who motivated teachers to work collaboratively as a team to achieve defined goals. On the other hand, transactional leaders developed impersonal relationships and motivated teachers according to their personal self-interest. They focused on social and economic exchanges, using contingent rewards to reinforce positive behaviors and administered punishment to reform negative behaviors. One hundred and thirteen participants from six elementary schools participated in this study. The Multi-Leadership Questionnaire was used to collect data. Cronbach alpha was used to establish internal reliability consistency of the instrument. The data were analyzed using mean scores, percentages, chi-square, t-test and ANOVA. The research findings indicated that perception scores at both school levels were higher for transformational leadership than transactional leadership. According to the mean score interpretation (Table 2) and the participants' mean scores, 92.9 % of participants perceived their principal as fairly often a transformational leader and 7.1% of participants perceived their principal as frequently a transformational leader. Ironically, 100% of participants perceived their principal as sometimes a transactional leader. The research findings further indicated that overall, teachers at both levels perceived their principal as fairly often a transformational leader and sometimes a transactional leader. Based on the demographic findings, an ANOVA revealed statistically significant differences in teachers' perceptions of their principal's transformational leadership style based on years of experience. Participants with more years of experience perceived their principal with significantly higher mean scores than those with fewer years of experience. Recommendations include: (a) conducting further research to determine the impact that principals' leadership style have on student performance from a national perspective, (b) conducting a Longitudinal Research study to determine the impact that leadership styles have on student performance, and (c) exploring leadership styles extensively to identify the leadership traits exhibited by both public and private elementary school principals.
Book Synopsis Successful School Leadership: Linking with Learning and Achievement by : Christopher Day
Download or read book Successful School Leadership: Linking with Learning and Achievement written by Christopher Day and published by McGraw-Hill Education (UK). This book was released on 2011-05-16 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies. Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeys Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadership Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.
Book Synopsis Elementary Principals and Teachers by : Carol Montague-Davis
Download or read book Elementary Principals and Teachers written by Carol Montague-Davis and published by . This book was released on 2017 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large urban public school system in the piedmont of North Carolina was the setting for this study. Individual school data as well as aggregated data from 25 studied schools were analyzed in order to form overall conclusion of perceptions of leadership for the elementary schools within the system. -- The purpose of this quantitative survey study was to examine principal perceptions of their leadership behaviors and determine if they aligned with teacher perceptions of these same behaviors using the five practices of exemplary leadership of The Leadership Challenge. The researcher disaggregated the data to identify areas of strength and weakness and compared the perceptions to the teachers they lead. The researcher also disaggregated data to determine the relationship of perceptions based on gender and teacher experience level to determine if either of leadership behaviors affect teacher perceptions of principal leadership. -- Through collecting research surveys of principals and teachers, the quantitative data were analyzed to determine if there was an alignment between teacher perceptions of leadership behaviors and leaders’ self-perceived behaviors. -- Three main findings resulted from the study. First, there was not a significant statistical difference in teacher perceptions of principal practices using the five exemplary leadership behaviors based on years of experience. Second, a gender difference emerged such that female principals were more likely to “challenge the process” than male principals. In other words, female principals showed a greater willingness to take risks and search for new opportunities (at least according to their own self-report). Third, teacher ratings of principal leadership behaviors aligned well with the principals’ own ratings.
Book Synopsis Perception Gaps Between Principals and Teachers in Culturally Responsive School Leadership by : Khloe C. Williams-Lawani
Download or read book Perception Gaps Between Principals and Teachers in Culturally Responsive School Leadership written by Khloe C. Williams-Lawani and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to show how principals' perceptions of their use of specifically identified culturally responsive practices in their school compares to their teachers' perceptions of the principal's implementation of those practices. This study identified whether any gaps exist between principals' perceptions of their own culturally responsive school leadership (CRSL) and the perceptions of their staff across five domains derived from the Cultural Proficiency Leadership Rubric (CPLR), including assessing one’s own culture and culture of others, valuing diversity, managing the dynamics of difference, adapting to diversity and institutionalizing cultural knowledge (Franco et al., 2011). This study was conducted in four schools in Northeast Philadelphia, a section of the city with one of the most culturally diverse growing populations. Due to the increase in their culturally diverse student populations, school leaders must employ practices to create welcoming and inclusive environments so all students feel a strong sense of belonging. For each of the four schools, the researcher ran a series of one sample t-tests to determine if there is a relationship between principals' self-scores and teachers' scores of principals in five domains of CRSL. The study reveals that varying perceptions in CRSL can exist between teachers and principals within a school. In three out of the four schools, principals often scored themselves lower in the specified CRSL practices than their teachers. In one out of the four schools, the principal rated themselves higher in all categories of CRSL, than their teachers. In the case of the former, these perceptions gaps could be a result of school leaders needing to communicate the expectation of CRSL practices to teachers. In the case of the latter perception gap, the school leader may lack the CRSL self-reflection and self-awareness skills. Recommendations for future research include expanding the study across more schools with varying demographics and conducting a qualitative study to dig deeper into the rationale of school leaders and teachers on their expectations and perceptions of culturally responsive school leadership.
Book Synopsis THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS by : Donnalyn Patricia King
Download or read book THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS written by Donnalyn Patricia King and published by . This book was released on 2017 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically, it attempted to ascertain whether there was any divergence between the perceptions of the teachers and the principals. The focal group comprising the sample of thirty-five constituted five principals, five vice-principals and twenty-five classroom teachers. The demographic composition of the sample has been summarized in table 3.1 according to variables relating to gender, teaching experience, qualifications and professional status. The study was guided by the following four research questions: 1. To what extent do principals in selected primary schools engage in tasks that constitute instructional leadership? 2. What is the nature of the tasks relating to instructional leadership in which the principals engage? 3. What are some of the activities mitigating the effectiveness of the principal in executing his/her role as an instructional leader? 4. In what ways does the school benefit from the role of the principal as an instructional leader? The main data collecting instruments involved questionnaires, interviews and observation schedule. A table of alignment illustrated the relationship between the four major research questions and the items in the interview and questionnaires. The results indicated divergence between the view of the principals and those of the teachers relative to the role of the principals as instructional leaders. The findings carry important educational implications for the administration of schools and the delivery of instruction.
