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1.
Recent research found that principals who are required to evaluate their teachers often give higher ratings than what they think these teachers deserve. This study aimed to explore principals' considerations while evaluating teachers. Participants were 39 Israeli principals. Data were collected through semi-structured interviews and were analyzed in four stages – condensing, coding, categorizing, and theorizing. Four considerations emerged for principals' over-evaluations: (1) time constraints/prioritization (low perceived value for high time investment); (2) evaluation's ineffectiveness for improving teaching (via teacher development or dismissal); (3) the imprecision of teacher evaluation measurements; and (4) impingement on interpersonal relationships. This study demonstrated how principals serve as local mid-level policymakers by actively buffering, rather than bridging, the policies imposed on their schools from above.  相似文献   

2.
Abstract

This study examined possible divergencies between the way elementary school principals evaluated their performance in carrying out certain administrative practices and an evaluation of the principals' performance as judged by the teaching staff. The principals' performance was evaluated on 46 administrative practices. Teachers and principals in 66 elementary schools participated in the study.

The null hypothesis proposed that there was no significant difference between principals' evaluation of their performance and an evaluation made by teachers. The chi square test of significance was used to test the hypothesis. The results were: (1) the two groups differed significantly on their evaluation of the principals' performance on 22 of the 46 administrative practices, and (2) principals rated their performance as more satisfactory than did the teachers.  相似文献   

3.
《Africa Education Review》2013,10(2):236-253
Abstract

The demands of the twenty-first century require effective and sustainable use of Information and Communication Technologies (ICTs) in education. Various ICT strategies and initiatives across South Africa have not resulted in system-wide, sustainable ICT integration in schools. Although the roles of principals are acknowledged in educational management, the question remains how principals influence teachers' effective and sustainable integration of ICT through teacher professional development (TPD). A matrix of theoretical criteria selected seven participants across diverse contexts. In-depth interviews produced an integrated dataset that revealed principals' patterns of influence, their perceptions and experiences, their leadership and management styles, their attitudes towards ICT integration, their knowledge on related ICT and related TPD issues, as well as their strategic thinking on ICT integration. The proposed theoretical framework illustrates the interrelatedness of aspects that influence principals' leadership through open distance learning.  相似文献   

4.
The United Nations Convention on the Rights of the Child anchors children's right to participate in decision-making. This right refers to decisions at the individual level as well as collective decisions taken by a group of children. Various studies have indicated that youth from disadvantaged backgrounds face high barriers to participation in collective decision-making and thus have fewer opportunities to enjoy the educational and developmental benefits of such participation. This study explored school principals' perceptions of at-risk youths' participation in collective decision-making in schools. Specifically, it analysed differences between the perceptions of principals who had established participatory frameworks and those who had not. The research design drew on interviews with 18 principals who manage high schools for at-risk youth in Israel. All interviewed principals acknowledged the potential cultural mismatch between the dominant models of pupil councils and the culture of at-risk youth. Principals who had established participatory frameworks viewed participation as a gradual process, trusting their pupils' capacity to attain higher levels of participation even if participatory activities did not come as ‘second nature’ to them. However, principals who did not institute such frameworks viewed their pupils' participation as an ‘all-or-nothing’ enterprise, inappropriate for at-risk youth. Fulfilling participation rights in schools for at-risk youth requires efforts to adapt the participatory capital to the pupils' background. The principals' perceptions of the participation process and of their pupils were intertwined with their willingness to engage in such adaptations and take the less-travelled road of participatory practices in schools for at-risk youth.  相似文献   

5.
A growing body of research has confirmed the link between excellent teachers and increased student achievement and school success. Consequently, selecting outstanding teachers is critical. This study examines Illinois principals' teacher hiring practices as well as their perceptions of what teachers do to enhance or hinder their selection. Included also is advice from principals on how candidates can best prepare and present themselves during the job search process.  相似文献   

6.
This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed.  相似文献   

7.
Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence.  相似文献   

8.
《Africa Education Review》2013,10(3):424-444
Abstract

This article explores principals' views regarding governance challenges they experience at schools. We conducted focus group interviews with primary and secondary school principals, purposely and conveniently selected from township schools in two Gauteng Province's districts. We found that principals were challenged mostly by having to balance their roles as ex officio school governing body members and their roles as bona fide members of school governing bodies (SGBs). Other challenges found were confirmatory of other school governors' views as reported in numerous studies, related to among others, the specialist nature of governance functions, poor training of school governors, difficulties associated with governor recruitment and unwillingness of parents to serve as governors. There is therefore a need for a re-clarification of the principals' roles, in terms of both their ex officio and bona fide SGB membership with regard to governance in the context of the functioning of the schools. This should include a review of the governing body structure, the re-allocation of specialist functions, customized and needs-based training of school governors and aspects relating to the general functioning of SGBs.  相似文献   

9.
The purpose of this article is to examine how the relationship between comprehensive school reform (CSR) and state accountability systems helps or hinders school improvement efforts. This article draws on case study data collected in schools in 3 states that received funding to implement reforms through the federal CSR program. Findings show that the 3 states all had high-stakes accountability systems in place (albeit of varying levels of maturity) and these accountability systems often had much more of an impact on teacher practice than the CSR models themselves. In some cases, there was synergy between the models and the states' own reform agendas, but in other cases, teachers felt as if they were being asked to achieve 2 independent goals. The states varied in their levels of support of schools' CSR efforts, depending on the primacy of CSR in the state reform picture and the political will and experience of the individuals in charge of CSR at the state level. Implications for the policy and practice of states, reform design teams, and district and school educators are discussed.  相似文献   

10.
This article discusses the results of a statewide study of elementary school principals' perceptions of barriers to the establishment of preschool programs in the public school setting. The study was conducted in response to current federal an: state mandates requiring school districts to provide comprehensive services for developmentally delayed and at-risk preschoolers, as well as other preschool populations. A representative sample of principals responded to a comprehensive questionnaire that included principals' knowledge of child development and their attitudes about establishing programs for preschool children in the public school sector. Results indicate that, across the board, elementary principals foresee major barriers to the effective implementation of such federal mandates as Public Law 99–457. Specific barriers are identified and discussed. Implications for practice and policy are presented.  相似文献   

11.
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12.
The study aimed to define the role of principalship, necessary because of the conflicting loyalties and responsibilities inherent in this role. Four ‘facets’ were used to classify areas of principals' activities, from which a questionnaire was constructed. Ninety principals, representing most of those in the northern part of Israel, participated in the project. On the basis of the questionnaire, they related their role activities to the degree of autonomy they felt they were granted. The findings identify the main factors in the role of the principal and show that principals' activities may be defined according to (a) the degree to which they have been planned in advance or carried outad hoc; (b) their professional or bureaucratic character; (c) the goals which they are meant to serve and whether their aim is task/product-or person-orientated. In all of these areas the principal can act with varying degrees of autonomy. The techniques employed in obtaining and analyzing the results offer a means of creating and comparing principals' profiles, hence also of indicating the position of the principal in the more general system; producing a typology of administrative styles; and identifying personal styles of principalship.  相似文献   

13.
How do principals adjust to new standards and measurement rulers of school performance when they are coupled with high-stakes consequences? Adopting a contingent view of leadership and a multiple accountabilities framework, this qualitative study explores how high school principals enacted their accountability in New York City, by comparing two periods: just before such policy changes took effect and just after. We observed large differences in principals' attention to external political, bureaucratic, and market accountabilities; how much accountability conflict or alignment was experienced; and how principals' sense of professionalism was constructed. These differences may portend a new politics of the principalship.  相似文献   

14.
This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives.  相似文献   

15.
The purpose of the paper is to identify the kinds of leadership that are likely to support implementing and sustaining education for sustainable development (ESD) effectively in a primary school. The paper identifies links between ESD and principal leadership literature and constructs a conceptual model of the leadership practices needed for reorienting a school to ESD/education for sustainability. Aspects of the model are explored through Cypriot principals' views on leadership and reported leadership practices. Data were obtained by a nationally administered questionnaire and semi-structured interviews. Outcomes indicated some enabling factors for ESD implementation such as encouraging teachers to engage in ESD programmes, collaborate with others and other ways of support which nevertheless reflect what is generally expected of school administrators without seeking deep change. Constraining factors included principals' reported lack of confidence in administrative skills for sustainable schools, limited willingness to challenge the status quo, limited engagement in actions important for supporting ESD activities and features of the national educational policy. Constraining factors pointed towards principals' limited commitment to ESD. The practical significance of the findings is that they identify specific areas of needed professional development for principals such as empowering staff, encouraging critique of current approaches and exploring alternative possibilities for curriculum, pedagogy and policy.  相似文献   

16.
This study examined the relationship between the implementation of comprehensive school reform (CSR) and changes in reading and math achievement from 1999 until 2003. Survey data about CSR implementation and school-level achievement data were collected for multiple years from a sample of CSR schools and compared with a sample of matched comparison schools. The sampled CSR schools adopted several promising CSR models. Results revealed that improvement over the years in school-level mathematics and reading achievement of CSR schools was not consistently greater than the improvement for comparison schools. The relationship between implementation of CSR and improvement in student achievement was shown to vary by number of years, level of implementation, and CSR designation. CSR schools experienced the largest increases in student achievement between Years 3 and 5 of implementation. A high level of implementation and comprehensiveness of implementation was weakly associated with a large increase in mathematics and reading achievement relative to the matched comparison school. This relationship also varies by CSR designation.  相似文献   

17.
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross-sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of principals' STEM capability: (1) STEM discipline-specific and integrated knowledge and practices; (2) contexts; (3) dispositions; (4) tools; and (5) critical orientation. These dimensions represent distinct, but interrelated, capacities required by principals to establish and maintain positive STEM learning cultures within schools. Elaborations have been provided, in the form of capabilities, for each of these dimensions. The model has the potential for shaping principals' STEM leadership development trajectories and structuring targeted professional learning programmes for principals, teachers and other members of the school community.  相似文献   

18.
Instructional Climate in Dutch Secondary Education   总被引：1，自引：0，他引：1  
Research, aimed at constructing an instrument for measuring instructional climate, was conducted in 121 Dutch schools for senior general secondary education. The instrument comprised scales for students, teachers, heads of department and principals. All scales proved to be sufficiently reliable and valid. The results show that the following variables are significantly related to students' results in mathematics: students' enjoyment of mathematics; students' attitude towards high grades; students' enjoyment of learning; appreciation of how teachers prepare students for tests; students' appreciation of the teacher as a person; students' appreciation of teaching abilities; an orderly instructional climate in the classroom; frequent monitoring of student results; emphasizing achievement by teachers; and the principals' emphasis on a task oriented climate.  相似文献   

19.
英国公学校长的教育管理特色主要体现在校长以学校为家庭的学校管理观、以自己为家长的教师管理观以及以品格教育为中心的学生管理观这三个方面上。公学校长在学校管理中采取了人性化的管理方式,并形成了一套自上而下的组织管理制度,校长的权威渗透于其中。英国公学校长的学校管理特色,对于我国私立中学的校长具有启示作用。  相似文献   

20.
Upward appraisal   总被引：1，自引：1，他引：0  
Listening is the most used of the communication skills, yet it is rarely taught. School principals can model or emphasize the various important behaviors they want their staff to emulate, who, in turn, can transmit them to their students. This study determined the extent to which principals perceived their listening behaviors and surveyed their staff members about the principals' listening. Principals felt they listened moderately well. The results also indicated several behaviors which appeared to be the strongest indicators of listening.  相似文献   

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