Browsing by Subject "Principal"

Now showing 1 - 7 of 7
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    Characteristics of principal leadership influencing school culture.
    (2012-05) Hudson, Norma J.
    The primary purpose of this study is to examine characteristics of principal leadership influencing school culture as viewed by stakeholders involved in the International Schools Group (ISG) in Saudi Arabia. A secondary purpose of this study is to inform ISG educational leaders about the perspectives of their respective stakeholder groups regarding principal leadership characteristics and school culture. Four research questions guided this study. The research questions focused on the characteristics of principal leadership that influence school culture as viewed by ISG parents, support staff, teachers, administrators, and Board of Trustees members. Other questions were analyzed according to perspectives from each division within ISG: the American Division, the British Division, and the International Division; gender; and Western and non-Western nationalities. A mixed methods study was conducted for this research. The design included an electronic survey, focus groups, and individual interviews, and data were gathered through qualitative and quantitative methods. Using a concurrent triangulation strategy, quantitative data were analyzed using SPSS v. 18. Descriptive statistics were used for research question 1, an ANOVA for research question 2, and t-tests for research questions 3 and 4. Qualitative data was analyzed by comparing and contrasting the results from the focus groups and individual interviews to determine similarities and differences. Using a one-way factorial ANOVA, the results indicate that there are statistically significant differences in seven leadership characteristics as viewed by the American Division, the International Division, and the British Division. An independent sample 2-way t-test was conducted to determine if there were any statistically significant differences in gender perspectives or Western and non-Western perspectives. Five leadership characteristics were statistically significant according to gender, while the findings indicate that there were 14 characteristics that were statistically significant between Western and non-Western participants. Qualitatively, focus groups and individual interviews resulted in identifying two primary leadership characteristics that influence school culture: being an effective communicator and being ethical while demonstrating integrity. It is hoped that this dissertation will help ISG leaders and other educational professionals understand the role that leaders play in impacting school culture.
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    Effectiveness of principals as evaluators of teachers
    (2009-10) Gregoire, Shirley Ann
    The purpose of this study was to gather perceptions of principals and teachers with regard to the effectiveness of principals as evaluators of teachers. Perceptions were reviewed within the context of seven standards across the four attributes of the personnel standards developed by the Joint Committee on Standards for Educational Evaluation (Joint Committee, 2009). These standards, organized by attributes, define quality personnel evaluation in education. The research was exploratory and utilized quantitative research methods. Principal and teacher participants were asked to identify their perceptions of the frequency with which principals followed effective evaluation practices. Teacher participants were also asked to identify the relative importance of the practices as a factor of effective evaluation. Because validity and reliability are of heightened importance when evaluation results are applied to performance pay decisions (Loup & Ellett, 1997), the study used perceptions of middle school principals and tenured teachers who participated in the Minnesota Q-Comp program (Q-Comp), a performance based merit pay system. An analysis of the findings indicated that principals are effective evaluators of teachers. Teachers rated principals as "Often" following the effective practices on 16 of the 24 practices. Principals' self ratings generally mirrored those of the teachers with principals frequently rating themselves higher. A further analysis based on the relative importance of each practice as ranked by teachers further supports principal effectiveness as evaluators. Principals' practices which are ranked higher in frequency are the practices that teachers identified as most important. Principals' practices that are ranked lower in frequency are of lower importance to the teachers. This study found that principals are effective evaluators of tenured teachers as determined by the frequency with which they follow national personnel evaluation standards. The study suggests implications for principal preparation programs and district in-service training based on the effective practice skills analysis. The study further suggests that principals are capable of assuming a significant role in tenured teacher evaluation in a performance pay system.
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    Implementing Social Emotional Learning: The Need for a Broadened Leadership Role
    (2024-05) Baskin, Kayleen
    School leaders work tirelessly to ensure a high-quality education for all, and many have implemented a social emotional learning (SEL) structure to support both the academic growth and emotional needs of students. While recent studies show the evidence-based practice of SEL positively impacts students’ academic growth, developmental relationships, and sense of belonging in schools, the school leader’s attention to the implementation process itself contributes to why school systems often fail to see desired results. The purpose of this study was to investigate the process and leadership qualities that leaders utilize when implementing SEL in a school. The study used a qualitative interview case study to investigate leadership decision making, practices, and experiences with implementation. Data were collected from multiple principals across the state of Minnesota in urban, suburban, and rural settings. Each of the school leaders shared their experiences in social emotional learning implementation, and their case studies were analyzed for themes in response to their roles as educational leaders. Findings from the study revealed a lack of convergence in leaders’ knowledge of research and implementation practices in SEL programming. The first finding reveals the lack of preparation of the school system and school district accountability as leaders initiate SEL implementation processes. Secondly, the study reveals the necessity for district and building leaders to know all elements of the implementation process. The final finding is in the area of culturally responsive school leadership; there is a need to align leaders’ knowledge of culturally responsive education with district and building action in this area. Overall, the findings suggest broader perspectives and roles for school leaders in implementation of initiatives. Ultimately, the findings result in recommendations for principal preparation programs, as well as current school and district leaders, to deeply understand implementation frameworks that encompass systems change and culturally responsive practices in order to successfully implement SEL. District systems must also support school leaders in their knowledge gaps, provide processes and structures to support their instructional leadership, and provide professional development that facilitates systems change.
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    Leadership practices and pathways that matter to 21st century faith-based principlas
    (2008-11) Klindworth, Robert F.
    The purpose of this survey research study was to examine the perceptions of Christian faith-based school principals in Minnesota and Wisconsin relative to leadership practices of principals serving in K-12 Christian faith-based schools. Leadership practices considered important by currently practicing faith-based principals were identified, along with the feasibility of such practices. Demographic data about the principals, their schools and communities were collected. Participants also were asked to describe their pathways to their current positions as principals and also to offer their views about design and curricular priorities for faith-based principal preparation programs. A web-based survey was used to collect data. A total of 850 faith-based principals were sent surveys with 288 responding. This response rate resulted in a study confidence level of +/- 5%. Key findings indicated: 1) religious beliefs were significant considerations in decision making involving student discipline, enrollment and budgeting policies; 2) faith-based school culture was unique because religious beliefs permeated curriculum/instruction/assessment, faculty relationships and community interactions; 3) principals in urban settings appeared to value faculty development more highly when compared to principals in rural settings; 4) principals of larger faith-based schools rated the value of personal relationships more highly as compared to principals of smaller schools; 5) faith-based principals with master's degrees or higher rated knowledge of curriculum, instruction, and assessment more highly than principals with only baccalaureate levels of education; 6) an emphasis on the centrality of faith in the principalship was viewed as important for future faith-based principal preparation programs, as was an emphasis on clinical experience; and 7) tension existed between maintaining denominational identity/integrity and a perceived need for marketing/recruiting efforts to maintain or increase enrollments. Implications for policy, principal preparation and continuous learning are offered.
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    A study on the principal’s role in the development of professional learning communities in elementary schools that “beat the odds” in reading.
    (2010-05) Reimer, Tracy Lynn
    Current federal legislation, such as No Child Left Behind and The Race to the Top, have elicited high levels of accountability for increasing student reading achievement. Professional organizations and researchers encourage educators to organize schools into professional learning communities (PLCs) to improve student learning. Despite the increasing popularity of the term PLC, actually transforming the culture of a school into a PLC continues to be a complex and challenging task. Leadership has been identified in studies as a critical element of change that leads to improvement. Research is needed to define the principal’s practices that are successful in developing and sustaining a school-wide professional learning community. This qualitative study addresses successful leadership practices of principals in four schools that are “beating the odds” in reading. These schools are at or above the district mean proficiency on the MCAII and have higher ELL and poverty levels than other elementary schools in the district.Through one-on-one interviews with principals, classroom teachers, intervention teachers, special education teachers, and coaches as well as principal observations and artifact collection, data was gathered to learn more about the daily actions and decisions of principals in these schools. Data collection was guided by five attributes of professional learning communities—shared leadership, shared values and vision, deprivatized practice, collective creativity, and supportive conditions. The major findings of the study identified the following principal actions as conducive to the establishment of professional learning communities: (a) teachers had input in curriculum, instruction, and assessment decisions; (b) school building level iv systems (committees, staff meeting norms) were involved in decision making and information dispersion; (c) schools had a reading instructional framework informed by research; (d) grade-level and cross grade-level collaboration on reading instruction included reflecting on practice, reviewing student work, common planning, studying research, and analyzing student data; (e) teaching peers provided instructional support to colleagues by mentoring, observing, and co-teaching; (f) a high commitment to quality instruction and achievement elicited collective creativity via seeking research, professional development and internet resources; and (g) extrinsic recognition of student reading achievement.
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    The Understanding,Interpretation, and Implementation of English Learner Policies by Minnesota Principals
    (2019-09) Jacobson-Siguenza, Terri
    This study investigated the role of school principal in the provision of educational services to English Learner (EL) students and examined principal understanding and implementation of language policies and practices. In addition, the study sought to understand the professional development needs and the opportunities in which principals have participated to increase their knowledge of EL education. This study collected survey data and interview data concerning principal knowledge of state and federal guidelines, principal beliefs about educating ELs, program models and services, and professional development related to the education of ELs. Findings from this study show that principals had very limited knowledge of state and federal EL guidelines, and EL policies were not a large contributing factor when developing EL programs at their schools. This study also revealed discrepancies between what principals report to believe about the education of ELs and the implementation of services in their schools. Areas of divergence include provision of professional development, use of native language in programming, and the implementation of co-teaching models of instruction. The findings suggest the need for systematic professional development for principals specific to EL education such as: EL policy and practice, program model options, language acquisition theory, and classroom instructional practices. Strategies and perspectives focused on race and equity alone are not enough to meet the educational needs of EL students.