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Relationships Between School Board Member Administrator Perceptions Of Educational Quality As Measured By The Educational Characteristics Criterion Ecc And Size Factor In South Dakota Public Schools
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Book Synopsis Relationships Between School Board Member-administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion (ECC) and Size Factor in South Dakota Public Schools by : Herman Clarence Rustad
Download or read book Relationships Between School Board Member-administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion (ECC) and Size Factor in South Dakota Public Schools written by Herman Clarence Rustad and published by . This book was released on 1969 with total page 826 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Relationships Between School Board Member-administrator by : Herman Clarence Rustad
Download or read book Relationships Between School Board Member-administrator written by Herman Clarence Rustad and published by . This book was released on 1969 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Education by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1970-04 with total page 1698 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Register of Doctoral Degrees Conferred by the University of Minnesota by : University of Minnesota
Download or read book Register of Doctoral Degrees Conferred by the University of Minnesota written by University of Minnesota and published by . This book was released on 1966 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Commencement by : University of Minnesota
Download or read book Commencement written by University of Minnesota and published by . This book was released on 1969 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A National Analysis of Educational Quality as Measured by the Educational Characteristics Criterion (EEC), Achievement, and Selected Costs Factors by : Maurice D. Pelton
Download or read book A National Analysis of Educational Quality as Measured by the Educational Characteristics Criterion (EEC), Achievement, and Selected Costs Factors written by Maurice D. Pelton and published by . This book was released on 1966 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Union Catalog written by and published by . This book was released on 1973 with total page 744 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The National Union Catalogs, 1963- by :
Download or read book The National Union Catalogs, 1963- written by and published by . This book was released on 1964 with total page 746 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index, 1861-1972: Author index by : Xerox University Microfilms
Download or read book Comprehensive Dissertation Index, 1861-1972: Author index written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study on the School Board Member and Superintendent Relationship and Its Perceived Impact on a School District by : Hani Joseph Youssef
Download or read book A Study on the School Board Member and Superintendent Relationship and Its Perceived Impact on a School District written by Hani Joseph Youssef and published by . This book was released on 2017 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gain information and knowledge regarding the perceived impact the relationship between the superintendent and school board members had on a school district. This study also explored which characteristics school board members and superintendents believe are essential to effective school board member and superintendent relationships. This quantitative study utilized survey research methods. Participants answered four demographic questions and 35 primary questions that addressed components of the research questions that frame this study. Questionnaire items were answered on a Likert-type scale that indicated the participants' level of satisfaction (items 1-25) with the school board member and superintendent relationship and level of importance (items 26-35) related to essential characteristics of effective school board member and superintendent relationships. Survey methodology was appropriate for this particular study because the aim of the study was to investigate the perceived relationship between two defined stakeholder groups, school board members and superintendents, and those groups' perceptions of how that relationship impacts educational accountability, the instructional program, leadership roles, board-superintendent conflicts, teamwork, and school-community relations. Participants were selected from the state of California database system that includes contact information for school board members and superintendents within the state. The researcher had access to participants because he secured the support from the California School Board Association (CSBA) Board of Directors. The CSBA Board of Directors allowed the researcher to use their comprehensive e-mail database to contact superintendents and school board members within the state of California. In order to keep the random sample sizes as large as possible, invitations to participate were sent to 250 superintendents and 350 school board members in the CSBA database system
Book Synopsis Perceptions of Superintendents Competencies by School Board Members by : Theo John Norby
Download or read book Perceptions of Superintendents Competencies by School Board Members written by Theo John Norby and published by . This book was released on 1955 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of the Relationship Between Administrator Leadership Style and Teacher Morale by : Surjit Kaur Bhella
Download or read book An Investigation of the Relationship Between Administrator Leadership Style and Teacher Morale written by Surjit Kaur Bhella and published by . This book was released on 1975 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Industry, business, military and other government agencies are increasingly recognizing the significance of human factors in the productivity of complex organizations. Educational institutions are no exception to this fact. It is assumed that morale and productivity are related to the managerial style of the supervisor. Leaders are faced with the challenge of directing the work group toward the target of increased productivity while at the same time maximizing member satisfaction. The basic research problem of this study was to investigate the relationship between leadership style of high school principals (in terms of their Concern for Production and Concern for People) and certain dimensions of teacher morale. The null hypothesis which guided this study was that there was no significant relationship between teacher perceptions of administrative behavior and teacher morale. A stratified random sampling technique was used to select 132 teachers from ten high schools in the state of Oregon. The results are based on 126 returns, 90 male and 36 female respondents. Principal Leadership Style Questionnaire was used to measure two dimensions (Concern for People and Concern for Production) of administrative behavior. Purdue Teacher Opinionaire was used to measure ten factors of teacher morale. All hypotheses were tested at .05 level of confidence. The first primary hypothesis asserting that there would be no partial correlation between administrative dimensions and Teacher Rapport with Principal was rejected. The second primary hypothesis that there would be no partial correlation between administrative dimensions and Satisfaction with Teaching was accepted. Partial correlation was 4ppliedto analyze the primary hypotheses by eliminating the effects of secondary hypotheses (Rapport Among Teachers, Teacher Salary, Teacher Load, Curriculum Issues, Teacher Status, Community Support of Education, School Facilities, Community Pressures, Age and Sex). T-test based on regression coefficients was applied to analyze the secondary hypotheses. Out of 20 secondary hypotheses tested, five of them were rejected. Analysis of the primary and secondary hypotheses concluded that Curriculum Issues, Rapport with Principal and Teacher Salary are positively related to both the dimensions of administrative behavior. Rapport Among Teachers was positively related to Concern for People but not Production. Satisfaction with Teaching, Teacher Load, Teacher Status, Community Support of Education, School Facilities and Services, Community Pressures, Age and Sex of the teachers are not related to the perceived leadership style of the principal. Teachers Satisfaction with Teaching is probably related mostly to those things that happen directly with pupils inside the classroom over which principals have little influence. Results of the two administrative dimensions indicated that a principal's leadership behavior is perceived by his faculty in various ways. However, on the average, administrators were rated high on both the "Production" and "People" dimensions of administrative behavior and perceived as having a "6,7" or "7,8" leadership style as described by Blake and Mouton (1964). Analysis of this research further suggest that educational administrators investigated in this study seem to have above average skills in the eyes of their faculty in promoting both goal achievement and member satisfaction. It is recommended that the design of this study be replicated on a larger teacher population and sample size in different geographical areas.
Book Synopsis Roles and Responsibilities of Local School Board Members in Relation to Student Achievement by : Mary L. Delagardelle
Download or read book Roles and Responsibilities of Local School Board Members in Relation to Student Achievement written by Mary L. Delagardelle and published by . This book was released on 2006 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research investigated school board members' perceptions about their roles and responsibilities for improving student learning, and examined contextual factors and characteristics that influence those beliefs. The study involved both quantitative and qualitative methods of analysis and the results surfaced several areas that shed light on potential needs for the leadership development of board-superintendent teams. The research focused on two questions: (a) Which governance roles and responsibilities do board members believe are most important to positively impact student learning? and (b) Do some contextual factors and characteristics have more influence on the board members' beliefs about their roles and responsibilities for improving student learning than others? Data were collected from an online statewide survey completed by 718 local and regional board members and their top administrators. Additional data sources included: (a) interviews with local school board members and superintendents, (b) school finance data, (c) board member training and tenure data provided by the state school board association, and (e) statewide student achievement data. The analysis of the data also revealed a particular region in the state wherein board members (a) expressed lower expectations for their roles; (b) placed less importance on specific responsibilities tied closely to improving student achievement; (c) appeared to have a very limited understanding of what is required for systemic change of student learning; (d) participated in less training; and (e) the achievement of students was lower than other parts of the state. In addition, participants revealed: (a) a shared uncertainty and lack of confidence about the role of the board for improving achievement; (b) a concern about separating their role from the role of district staff; (c) a lack of concern about the school community connection; and (d) a perceived need for educational expertise to make a meaningful contribution in their role as a board member. The research findings suggest implications for both practice and future research. Attention to these implications and recommendations will contribute to strengthening critical linkages between school governance and the improvement of student achievement in schools.
Book Synopsis Teacher Perception of Administrators' Leadership Qualities Based on the Administrator's Biological Sex by : Jennifer Derickson Washington
Download or read book Teacher Perception of Administrators' Leadership Qualities Based on the Administrator's Biological Sex written by Jennifer Derickson Washington and published by . This book was released on 2020 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Determining the criteria necessary for an educational leader or principal to be effective by including employees, such as teachers in evaluating their principals, may aid in strengthening educational leadership overall. The purpose of this quantitative causal-comparative study was to determine if there is a difference between teacher perception of their administrator’s leadership qualities of inspiring a shared vision, modeling the way, and enabling others to act based on the biological sex of their administrator. The Leadership Practices Inventory (LPI) Observer form was used to measure the leadership quality of educational administrators as perceived by their teachers. The population for the study was 107 Kentucky Pre-K–12 public school teachers from five different school districts. A quantitative causal-comparative design was used to determine if a difference exists between the independent variable, biological sex of the administrator, and the dependent variable of teacher perception of their principal’s leadership qualities inspiring a shared vision, modeling the way, and enabling others to act. An independent samples t-test was used to test the null hypotheses. The results revealed that there was no statistically significant difference in teacher perception of their principal’s leadership qualities of inspiring a shared vision, modeling the way, and enabling others to act based on the biological sex of the principal. The small and very small effect sizes found between male and female principals on each leadership quality indicate that the gender gap in educational leadership is narrowing. Recommendations for future research include expanding higher education leadership programs to promote doctrines that address the gender gap in leadership and enlarging the collection site to increase participation in the study.
Book Synopsis The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi by : Sherry Hall Shepard
Download or read book The Relationship Between the Effective Schools Characteristics, Collective Teacher Efficacy, and Student Achievement in High Poverty, High Minority Populated Elementary Schools in Mississippi written by Sherry Hall Shepard and published by . This book was released on 2005 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to determine whether statistically significant relationships exist between the independent variables of the characteristics of effective schools and collective teacher efficacy and the dependent variable student achievement. The study was conducted in 30 elementary schools representative of high poverty, high minority populated schools in Mississippi. The dependent variable for the study, student achievement, was measured using the School Performance Classification (SPC) assigned to each school by the Mississippi Department of Education. The independent variables for the study, the characteristics of effective schools and collective teacher efficacy, were measured using two instruments, the School Effectiveness Questionnaire (Baldwin, Coney, Fardig, & Thomas, 1993) and the Collective Efficacy Scale (Goddard, Hoy, & Woolfolk, 2000). These instruments gauged the teachers' perceptions of the degree to which each of the factors included in the study were present in the schools. The school was the unit of measure. The population consisted of 198 high poverty, high minority populated elementary schools located throughout Mississippi. A proportional stratified random technique was used to select the final sample for the study. A univariate correlational analysis was conducted to determine the strength of relationships between variables. Additionally, multiple regression was used to determine the multiple correlations among the variables. The study concluded that the characteristics of effective schools and collective teacher efficacy model is a strong predictor of student achievement. Further, the findings showed that collective teacher efficacy, clear and focused mission, and high expectations for success were significant predictors for student achievement in the model. As a result of the analysis of the data from the study, the following recommendations for further research are proposed: (1) A study that examines more closely the relationship between collective teacher efficacy and student achievement. (2) A study that focuses on schools that have implemented a school improvement program based on characteristics of school effectiveness. (3) A study that examines the relationship between the principal's perception of the degree to which characteristics of effectiveness are present in the school and the teachers' perception of the degree to which characteristics of effectiveness are present in the school.
Book Synopsis An Investigation of the Relationship Between an Administrator's Perceived Effectiveness of a Teacher and Value-added Assessment in Elementary Schools in the State of Florida by : Donna Six Aunchman
Download or read book An Investigation of the Relationship Between an Administrator's Perceived Effectiveness of a Teacher and Value-added Assessment in Elementary Schools in the State of Florida written by Donna Six Aunchman and published by . This book was released on 2008 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope and method of study. The purpose of this research was to investigate whether there was significant academic growth based on 3 years of Stanford Achievement Test data utilizing the value- added assessment model of children in classrooms of teachers who scored higher on the Teacher Skills Assessment Checklists. This study extended the research conducted by Stronge et al. (2005) and Stronge, Ward, Tucker, and Hindman (2008) using Grades 2-5, the entire Teacher Skills Assessment Checklists, and 3 consecutive years of student achievement data in elementary schools in the state of Florida. This investigation enabled Stronge and others to preliminarily examine the extent to which effective teacher characteristics contribute to value-added metrics. This study utilized a correlational research design model to evaluate the attributes of effective teachers and compare the yearly growth of the children assigned to those teachers over a 3-year period using 2004-2005 as a baseline, then 2005-2006, and 2006-2007. The subjects consisted of 41 elementary teachers in Grades 2-5 in 3 schools located in Northeastern Florida. First, the Pearson r was performed to analyze the relationship between the teachers' total scores from the Teacher Skills Assessment Checklists to their value-added effect scores. Then regression analysis was performed to determine if any relationship existed between any of the individual 22 dimensions and the teacher effect scores. Findings and conclusions. The results from this study indicated no significant relationship between the total scores on the Teacher Skills Assessment Checklists and teacher effect scores. When a stepwise regression was performed on the 22 individual dimensions, monitoring student progress and classroom management were more significant than the previous model. Classroom management suggested a negative effect, while monitoring student progress suggested a positive effect"--Abstract.
