Search results for: Principals
Page 2/4 38 items
This research addressed the question: What aspects of teacher candidates’ practice do we pay attention to when we are judging their readiness to teach? The findings suggest that there is broad agreement amongst the judges as to what the cues are in judging readiness to teach, that comparable weight is given to these cues and that judges use more than one type and source of evidence when making their decisions. The judges see multiple aspects of a teacher candidate’s performance as relevant to their decisions. The findings show that these participants were thoughtful and careful about how they made their decisions, used a range of evidence sources and types to back up their choices and could articulate what they thought was most important in teacher candidates’ performance.
Updated: Jun. 22, 2015
Understanding the Lived Experiences of Novice Out-Of-Field Teachers in Relation to School Leadership Practices
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Updated: May. 12, 2015
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
This article examined the properties of a new induction measure (Langdon Induction and Mentoring Survey [LIMS]) using quantitative and qualitative approaches. The sample included 273 participants: beginning teachers, school-appointed mentor teachers, classroom teachers, and school leaders from public schools in New Zealand. The authors argue that the LIMS serves to address the significant gap between the need and the availability of viable measures of induction and mentoring programmes for beginning teachers. The LIMS was found to be psychometrically sound for this sample. In addition, this analysis indicated that significant differences were found in perceptions of programme quality between the school leaders and teaching staff, with school leaders demonstrating the highest positive responses and the classroom teachers the lowest positive responses.
Updated: Apr. 02, 2014
This study examines pre-service teacher research in a nine-month teacher education programme, implemented as a means of making explicit links between research and practice. The results reveal that although student teachers expressed significant concerns about having to develop a research question, they conferred with and developed questions in conjunction with their associate teachers. However, they also indicated that support from the associate teacher presented a significant challenge. Furthermore, the results reveal that understanding a research disposition to be integral to teaching proved to be a significant conceptual challenge amongst some of the pre-service teachers and associate teachers.
Updated: Mar. 26, 2014
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Updated: Jan. 06, 2014
In this study, the authors were interested to understand how lesson study (LS) protocols were adapted to suit local school conditions and contexts and the kinds of problems and constraints the schools faced in the implementation process. The Sixty-four schools responded to three survey questionnaires. The findings reveal that 56 schools implemented LS. Twenty-nine schools indicated that they would definitely continue implementing LS. The results show that in 22 schools LS was initiated by school leaders such as principals and vice-principals.
Updated: Jan. 21, 2013
This paper is an empirically based discussion of the relationship between multiple understandings of democracy and multiple practices of evaluation. The article presents certain results of three ethnographic research projects among school leaders in Norwegian secondary education. Using a critical ethnographic research methodology in order to build agency, the article focuses on dilemmas and paradoxes of evaluation in an era of market-driven accountability.
Updated: Nov. 28, 2012
Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program
This study was designed to examine teachers’ and principals’ perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. the study documents perceived transformation of teachers’ frames of reference: two related to teaching, and two related to leadership.
Updated: Jul. 30, 2012
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments
Little research has examined the reasons for elevated teacher turnover in schools with large numbers of traditionally disadvantaged students. The current study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, this study focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.
Updated: Nov. 01, 2011