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1.
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’ unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.  相似文献   

2.
Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness.  相似文献   

3.
Book reviews     
This study examines Black student and parental perceptions of exclusionary practices of Black school principals. I ask why students and parents viewed two Black principals as contributing to abusive and exclusionary school environments that marginalized Black students. After a two-year ethnographic study, it was revealed that exclusionary behaviors toward Black students—which was viewed as “abuse” by students and parents—was a reproduction of the district's racism, and thus adds new considerations for discussions around the value of racially-like (i.e., all Black) educators and students. Parents perceived these two Black principals as dealing more harshly and rigidly with the Black students and their families; moreover, analysis of the interview data revealed that the principals rejected the cultural and social capital, and proclivities of Black students, and blamed Black students for their lower achievement and unique behaviors. I draw significant attention to the larger contexts of White supremacy and racism as I examine how Black principals negotiate their own roles, how they understand their own treatment of urban Black students, and how they are (knowing or unknowingly) reproducing oppressive practices of White supremacy on Black students in school.  相似文献   

4.
Part of a 13-nation, cross-cultural study of the extent to which principals perceive their pre-appointment experiences had prepared them for the job, the International Study of Principal Preparation (ISPP), this paper compares the responses of novice principals in Turkey and Western Australia. Using a survey based on data from case studies of principals in their first 3 years, the views of 50 Western Australian and 60 Turkish principals were examined in terms of the difficulty of the problems they faced and the extent to which they felt prepared for these problems. Responses were analysed by sex, qualification, age at appointment, school size, and school location. Respondents from both countries found that managing the budget and achieving work/life balance presented challenges for them while working with parents and acquiring adequate resources were not challenging. For Turkish respondents, building positive relationships with staff was more challenging than it was for the Australian respondents. Surprisingly respondents felt well prepared for the tasks they faced, with Australians, females, principals of small schools in rural and remote locations reporting significantly more positive views about their preparation than their counterparts.  相似文献   

5.
The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.  相似文献   

6.
ABSTRACT

One aspect of instructional leadership is the work principals undertake in supporting and developing teachers’ skills and capabilities. This paper examines this aspect of school leadership within a climate characterised by increased principal workloads, heavy external accountabilities, pressure to improve student results, and heightened autonomy which included discourses regarding principals’ increased freedom in staffing decisions. The case studies within this paper focus specifically on principals’ work in relation to the recruitment and development of staff. Policy and discourse suggests that principals have the autonomy to recruit and build staffing teams to meet school needs and improve outcomes, though questions have been raised about how autonomous public schools can be a part of a wider system. This paper explores the role autonomy plays in leadership practices relating to staff recruitment and development. The findings contribute to a body of knowledge regarding the ways principals make sense of and enact their work under highly pressurised school improvement policy conditions.  相似文献   

7.
Today’s young people have integrated the online world into their everyday reality and schools have generally accepted the importance of technology in the education process. However, there has been limited use in schools of technology to counsel young people, although early indications suggest that school counsellors may be prepared to offer synchronous online counselling if they were supported by school principals. The aim of this study was to investigate Australian secondary school principals’ views about using an online format for counselling in schools. There were 33 principals who participated and they indicated technological competency and acknowledged the benefits of using technology in the counselling process. The principals were generally supportive of the provision of online school counselling, although their major concern was the need for more counsellors and the impact on the workload of current counselling staff. A few principals, however, were unconvinced about offering online counselling and had a fundamental preference for face-to-face communication experiences for students. Strategies for facilitating the acceptance of online counselling by principals and guiding implementation in schools are proposed.  相似文献   

8.
影响学生的听力能力的提高有多种因素。要想提高学生的听力能力,首先要为学生创造一个良好的语言学习环境,找出学生听力差的原因,培养他们的辨音能力和连续记忆能力,还要培养他们的语言预测能力。在此基础上,老师还要注意因材施教,这样,才能有效地提高学生的听力水平。  相似文献   

9.
The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed.  相似文献   

10.
This study examined how different stakeholders in school (principals, teachers, parents) conceptualize teachers' role breadth, i.e., whether they define given behaviors commonly assumed to be OCBs as in-role or extra-role behaviors. Drawing on a survey of 29 principals, 245 teachers and 345 parents, the results showed that principals and teachers defined more teachers' OCBs in general and toward the school as in-role behaviors than parents did; parents defined more teachers' OCBs toward the student as in-role behaviors than teachers did. A wide variety of possible school interventions is indicated, each with the potential for far broader improvements in school effectiveness.  相似文献   

11.
The roles of principal leadership in change management have long been documented. The key concern to examine in this study was the dilemmas and measures confronting principals’ when they led changes to instigate inclusive education in Hong Kong. Thus, this paper aims to report sources of dilemmas and how principals tackled them in the change process. Ten principals of schools recognized for effective inclusive education practices were interviewed in a qualitative study. Findings suggested that the process of leading change was very complex. Two dilemmas were identified: (a) principals’ struggles between benefits and issues of participating in inclusive education and (b) autocratic initial decisions versus need for staff involvement. The second dilemma stemmed from not involving key staff while the implementation required their active participation. Thus, the existing organizational culture and personnel capacities became obstacles required for the success of inclusive education. The leadership measures to tackle the obstacles began by building a shared vision which in turn required both transactional and transformational leadership activities in order to increase teacher commitment to reforms. This study has contributed to change leadership theories in affirming the need to include socio-political contexts in examining leadership decisions toward school reforms.  相似文献   

12.
This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles.  相似文献   

13.
The purpose of this paper is to present findings from a study of instructional leadership in 20 Icelandic compulsory schools. More specifically, the perceptions of staff concerning supervision of instruction, and the views of principals regarding their role as supervisors of instructional development. Data was collected with questionnaires from staff and interviews with principals. The approach was based on a mixed-methods design. The findings indicate that supervision of instruction differs between the schools. Principals provide for little direct supervision of teachers, however, they provide considerable indirect supervision. The supervision of instruction suggests that collegial supervisory emphasis is considerable in most of the schools. The collegial model, however, emphasizes systematic collection of data on what happens in classrooms, an important element that is largely neglected in the Icelandic schools.  相似文献   

14.
为什么学校会对学生的发展不负责   总被引：8，自引：0，他引：8  
作为教育机构的学校理应对学生的发展负责。导致学校对学生发展不负责的症结,并不在于学校对其基本职能的把握上的偏颇,也不宜简单归结为校长和教师的职业道德问题,而是在于校长和教师对其切身利益的谋求。学校真正对学生负责,就必须在加强校长和教师职业道德教育的同时,通过制度的改造与创新,使校长和教师切身利益的获取同其促进学生发展的实绩紧密关联起来。教育理论工作者有责任为这种制度设计提供具体的科学论证乃至基本架构。  相似文献   

15.
The purpose of this study was to explore how often 159 practicing teachers enrolled in a university Master's degree principal preparation program observed their mentor principals model the four mandated Texas standards‐based instructional leadership competencies for the principalship. The competencies focus on leadership through curriculum and planning, nurturing and sustaining the instructional program, implementing a staff evaluation plan and applying decision‐making skills. Findings on the four competencies ranged from a high of 59.1% to a low of only 44.7% of the participants who indicated that they observed their mentor principals modeling these four competencies at least ‘usually.’  相似文献   

16.
The launch of the Independent Public Schools (IPS) programme in Western Australia (WA) in 2010 reflects the neoliberal policy discourse of decentralisation and school self-management sweeping across many of the world’s education systems. IPS provides WA state school principals with decision-making authority in a range of areas, including the employment of staff and managing school budgets. Using an analytical toolkit provided by Michel Foucault and Foucauldian scholarship, this article examines how the IPS programme functions as a regime of government and self-government. Data collected from two IPS principals is used to examine the subjective effects of power as it is exercised in the IPS regime. The article finds that the IPS initiative introduces new possibilities for principals to actively participate in practices of self-formation, through which these principals self-steer, exercise their freedom and govern themselves and their schools. It illustrates how governmental mechanisms depend on, harness and shape the autonomy of these principals, and how their individual practices of self-government align with neoliberal governmentalities.  相似文献   

17.
This study explores how school principals perceive subversiveness and how they exercise subversion to transform policies, regulations and practices that they believe are counterproductive. This qualitative research employed semi-structured interviews with 18 elementary and secondary school principals in Metro Vancouver. Role theory was used to guide the inquiry and data analysis. Research results show that school principals have mixed feelings towards subversiveness given its negative political connotations. Although the negative image seems to go against the normative role expectations of school principals, this does not deter principals from the attempt to exercise subversiveness when they think it is good for their students. Principals have employed various strategies in their subversive activities in order to succeed at their work. This study suggests that leadership is essentially a subversive activity from which change occurs.  相似文献   

18.
校长是一所学校的灵魂。要发挥校长的职能,达到学校发展和教师专业成长的目标,校长必须懂得管理艺术:要科学"知人";以人为本、以情感人;以法约人、以理服人;要有领导智慧。  相似文献   

19.
This paper presents the results of an exploratory research project about the perception of aspiring principals regarding the challenges of beginning principals and the support that they need. These aspiring principals are participants on the Leaders in Education Programme (LEP) in Singapore. According to the research findings, the LEP participants perceived that the main challenges they were likely to face if and when appointed as principals would be adapting to a new environment and role; working with staff and other stakeholders; and meeting the expectations of others while trying to live true to one's values. The support they felt they would need as beginning principals was a network of professional peers; guidance from an experienced mentor; and access to the expertise of academics and continuous professional development platforms. Interestingly, while Singapore appears to have a reputation for a focus on examination results and quality assurance measures, the participants hardly mentioned any challenges or need for support in these areas. The paper calls for a greater level of understanding and support for beginning principals in doing an increasingly demanding job in a highly complex environment.  相似文献   

20.
While policy makers and school effectiveness researchers often insist that schools can make a substantial difference to student achievement, it is less clear whether school staff themselves really believe this. This paper draws on qualitative research in New Zealand schools where teachers, principals (heads) and trustees (governors) were asked how accountable they felt school staff could actually be for student outcomes. In contrast to official discourses about the responsibilities of teachers, the often complex responses of those interviewed illustrated relatively modest expectations of the ability of schools to affect student outcomes. The findings suggest that school staff have yet to take to heart the school effectiveness research catchcry that ‘schools can make a difference’ but that they also struggle to avoid a deficit approach without a stronger sociological understanding of the reasons for student failure.  相似文献   

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