Browsing by Subject "Principals"

Now showing 1 - 4 of 4
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    An analysis of the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy.
    (2009-04) Clark, Ian
    The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.
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    Leadership for learning: the principal and instruction.
    (2010-03) Warner, Karoline Ann Reich
    Schools are faced with many challenges, with the most emphasis on increasing student performance. This challenge can only be grappled with in educational institutions with the help of the principal, who must take on the role of instructional leader. The ability for principals to balance the management and instructional leadership practices is critical for the success of education now and in the future. The challenge is that instructional leadership cannot be easily defined and therefore enacted in schools. Instructional leadership practices vary from school to school and principal to principal. Due to this fact, there is much to be learned from the specific thoughts and processes of individual principals as they take on this challenge. This research will look at the role of the elementary principal as an instructional leader. Through the process of interviewing twenty elementary principals in their first five years of being a principal, this research will illustrate the perspective of instructional leadership from the practitioners' point of view. Included in this investigation is how principals view instructional leadership in their settings as well as the behaviors they associate with it. The interviews were transcribed and analyzed for themes. A grounded theory approach was utilized in the analysis to bring forth the prominent themes. Upon the themes, further analysis will be drawn and implications will be shared. There were four major findings from the study, which help to inform the field of education on instructional leadership. First, defining instructional leadership is a complex process and there is some evidence that suggests a perception of little formal training to help principals with this definition. Second, according to the principals interviewed, it takes more than the principal to lead instruction within the school. The principal alone cannot undertake instructional leadership; it must be a collective effort. Third, accountability helps to inform practice and lead conversations to focus on individual learning. The pressure felt by principals affects how they use data to guide decisions and change efforts. Fourth, the principalship is highly reliant on relationships. In order to inform and change practice, which addresses instruction, principals must foster relationships with colleagues and staff.
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    Principals and Blogs: In what ways does blogging support the practices of school principals?
    (2011-01) Regene, Marie Engebritson
    This study paper explores the factors that motivate school principals to blog and the effectiveness of those blogs in terms of instructional and technology leadership. Participants were school principals who blog and were sent a web-based survey. Fifty responded. Results indicate that principals blog to communicate to others, including parents, staff, other principals and the school community. Respondents felt that blogs do support their role as instructional and technology leaders of their school. Advice for other principals thinking about blogging, was to "Just do it!"
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    Principals and Their Supervisors: Relationships that Support Development
    (2022-05) Olson-Skog, Peter
    Principals can have a positive impact on student achievement by employing specific actions targeted at improving teaching and learning. District offices can have a positive impact by helping principals develop and grow as leaders, but how and under what conditions? While growth and development are entwined with relationships, little is understood about the relationship between principals and their supervisors, the focus of this study. Through interviews in four suburban school districts, a grounded theory emerged that described the relationship needed for superintendents (and others who lead principals) to play a meaningful role in principals’ growth as leaders. A trusting relationship was a pre-requisite to facilitating principal growth through a balancing of “push” and “support”. However, this trusting relationship (from the principals’ perspective) was more elusive and required more intentionality than many supervisors understood. The grounded theory that emerged from this study details the specific actions and characteristics that undergird both core concepts of a “trusting relationship” and achieving a balance of “pushing and support”. Four actions and four characteristics were identified as critical in establishing a trusting relationship. Five actions and two characteristics were identified as effective in achieving a balance of push and support. Examples of identified actions include “investing time” and “co-creation”. Examples of identified characteristics include “vulnerability” and “caring”. The ground theory illustrates how the different actions and characteristics interconnect, as well as compares the differences in emphasis between principals and their supervisors.