Examining Teachers' Perceptions of Teacher and Principal Leadership as They Relate to School Improvement in a Suburban High School
Examining Teachers' Perceptions of Teacher and Principal Leadership as They Relate to School Improvement in a Suburban High School

Author: Timothy E. Wright

Publisher:

Published: 2004

Total Pages: 212

ISBN-13:

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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.

Teachers' Perception of Elementary School Principals' Leadership Styles in "under-performing" Level 2 Schools and "superior" Level 5 Schools in Mississippi
Teachers' Perception of Elementary School Principals' Leadership Styles in

Author: Rhonda Deloise Powe

Publisher:

Published: 2009

Total Pages:

ISBN-13:

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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.

A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing
A Study of Elementary Principals' Perceptions of Accountability and Leadership in an Era of High Stakes Testing

Author: Essie Manley McKoy

Publisher:

Published: 2012

Total Pages: 155

ISBN-13:

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"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.

JSL Vol 25-N4
JSL Vol 25-N4

Author: JOURNAL OF SCHOOL LEADERSHIP

Publisher: Rowman & Littlefield

Published: 2015-07-01

Total Pages: 239

ISBN-13: 1475821255

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The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

The Courage to Grow
The Courage to Grow

Author: Kristine Servais

Publisher: Rowman & Littlefield Publishers

Published: 2012-02-23

Total Pages: 203

ISBN-13: 1442216026

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The Courage to Grow: Leading with Intentionality shows educational leaders how to design and carry out a leadership professional development plan. It is a guide that allows leaders to construct their own learning to measure knowledge, assess growth, and improve performance. This training manual is for theteacher leader, beginning principal, practicing principal, assistant principal, department chair, district office administrator, aspiring leadership candidate, and professor of principal preparation. Chapters begin with a section called Learning with Intentionality, as defined as an intense energy or desire to grow exponentially, followed by a personal application of Caring with Intentionality. Chapters 2 – 7 include a leadership self-assessment utilizing the ISLLC Standards and conclude with growth activities. Depending on their leadership roles, the readers can select activities best suited to grow performance from present realities to ideal conditions for learning. The reader is then encouraged to design a personal Action Plan that takes into account knowledge from each chapter, strategies for growing performance with intentionality, and self-assessment results. Finally, each chapter includes websites, resources, and activities to improve leadership.

Principals and Student Achievement
Principals and Student Achievement

Author: Kathleen Cotton

Publisher: ASCD

Published: 2003-10-15

Total Pages: 122

ISBN-13: 1416601120

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What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.