Search results for: Principals
Page 3/4 38 items
Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success
This study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. The findings reveal that principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Furthermore, principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust.
Updated: Oct. 27, 2011
How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Updated: Oct. 27, 2011
The current study investigates the types of principal mentoring/coaching programs delivered in Wyoming school districts, USA. The study also explores the areas of need perceived by principals at different levels of experience.
Updated: Jul. 05, 2011
The Reasons For and the Impact of Principal-On-Teacher Bullying on the Victims’ Private and Professional Lives
The current paper examines the reasons for principal-on-teacher bullying and the impact of the bullying on the victims. The findings support the literature that the lack of an effective regime for monitoring of regulations governing principals’ behavior and the characteristics of the bullies and victims are reasons for bullying.
Updated: Apr. 04, 2011
This study examined the primary school principals’ perceptions of ‘trust’ in their mentoring experiences at different career phases. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals in Istanbul. As a follow-up study, focus groups were carried out with 50 school administrators at various career phases. Results of the study showed that in different career phases, trust played a crucial role in maintaining the collegiality in the principals’ mentoring experiences.
Updated: Oct. 17, 2010
Preparing Future Principals: Facilitating the Development of a Mentoring Mindset through Graduate Coursework
The author developed graduate course content that taught students the knowledge, skills and dispositions of protégéship in a principal preparation program, encouraging them to develop a mentoring mindset. The author required students to approach individuals to formally mentor them. Student responses to this assignment indicated their acknowledgement of mentoring needs, awareness of the need for preparation and recognition of the benefits of seeking a mentor. This research contributes to the thin region of literature on protégé preparation for mentoring.
Updated: Oct. 17, 2010
Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality
In this study, the authors focus on the professional perspectives and actions of federal and state policy makers and school principals as they address the problem of science teacher quality. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession. The authors conclude that the work of the principal and the policy maker are both necessary to increase science teacher quality though neither is sufficient in and of itself.
Updated: Sep. 19, 2010
The goal of this study was to determine the implementation and effectiveness of the components of two middle school induction programs. The effectiveness of the elements of these programs was examined through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher.
Updated: Aug. 24, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel.A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered.
Updated: Dec. 09, 2009