Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
Articles 1 - 22 of 22
Full-Text Articles in Education
Ineffective School Leadership: Teachers Weigh-In, Jerry Burkett, Sonya D. Hayes
Ineffective School Leadership: Teachers Weigh-In, Jerry Burkett, Sonya D. Hayes
School Leadership Review
Effective school leaders are essential to the success of the school environment. Teachers have left schools due to poor and ineffective campus leadership, but often do not report the reasons why they left or do not have a safe mechanism in place to support their claims and drive campus change. The purpose of this qualitative study is to understand the perceptions of teachers who work in elementary, middle, and high schools in Texas on the qualities of ineffective principals and how these qualities affect teacher retention. Respondents in an open-ended survey reported that ineffective principals lacked character, professionalism, and ethics; …
Exploration Of The Relationships Between Principal Preparation Program Admission Requirements And Program Performance, Summer Pannell
Exploration Of The Relationships Between Principal Preparation Program Admission Requirements And Program Performance, Summer Pannell
School Leadership Review
Admission criteria for principal preparation programs vary from state to state and even amongst universities within the same state. Despite the recommendation nearly two decades ago to connect admission criteria to leadership standards, little research has been done to help develop such criteria. This study examined principal preparation program admissions requirements at one southern university to determine if a relationship existed between admission criteria, academic program performance, and performance on educational leadership licensure assessments. The Pearson product-moment correlation found a statistically significant correlation between, both, the GRE and GRE Writing assessments and the School Leadership Licensure Assessment for educational administrator …
Relational Leadership: Reconceptualizing How School Districts Address Teacher Attrition, Nila J. Burt, Joseph R. Jones
Relational Leadership: Reconceptualizing How School Districts Address Teacher Attrition, Nila J. Burt, Joseph R. Jones
Journal of Educational Leadership in Action
American education is in crisis. Teacher attrition rates are astronomical and continue to rise post-pandemic. In his executive summary, Pelfrey (2020), a policy and research analyst in the Georgia governor's office, revealed that new teachers are abandoning their careers at steadily increasing rates within the first five years of service. As such, we must further examine teacher retention and the influence of school administrators. In this capacity, this study utilized a qualitative methodology to examine teacher attrition in a high school in Georgia. Specifically, narrative inquiry provided the framework to examine the lived experiences of teachers in this southern school. …
A Survey Of Lessons Learnt From Covid-19 By School Administration Interns, Precious Guramatunhu Mudiwa, William M. Gummerson, Barbara B. Howard
A Survey Of Lessons Learnt From Covid-19 By School Administration Interns, Precious Guramatunhu Mudiwa, William M. Gummerson, Barbara B. Howard
Journal of Organizational & Educational Leadership
The COVID-19 pandemic brought unprecedented challenges that threatened the quality and rigor of school administration internships. A survey administered to school interns in a principal preparation program at a large comprehensive university in the southeastern part of the United States revealed a huge difference in experiences and support that students received, based upon differences in existing school infrastructure and their supervising principal. The pandemic necessitated the principal preparation program adapt some internship requirements. The number of hours required to complete the internship was reduced. The building of authentic relationships with students became a greater priority. Finally, more flexibility was allowed …
School Leadership Assessment Of Teachers’ Work-Life Balance: Perceptions And Professional Learning Needs During A Global Health Pandemic, Juliann Sergi Mcbrayer, Summer Pannell, Alissa Sasser, Katherine Fallon, Katarina Evans
School Leadership Assessment Of Teachers’ Work-Life Balance: Perceptions And Professional Learning Needs During A Global Health Pandemic, Juliann Sergi Mcbrayer, Summer Pannell, Alissa Sasser, Katherine Fallon, Katarina Evans
School Leadership Review
The purpose of this study was to better understand the work-life balance of educators teaching students during the Covid-19 health pandemic. Teachers face a multitude of challenges during this unprecedented time with a rapid shift from traditional face-to-face class to online learning resulting in a cyclical phenomenon for many teachers as schools have shifted back and forth between virtual and in-person settings in response to constantly changing coronavirus messaging. The findings identified three overarching themes related to teachers’ needs including Boundaries with Time and Commitments, Mentally Processing Daily Stressors, and Healthy Lifestyle. Implications for practice denote that …
Interpreting Social-Emotional Learning: How School Leaders Make Sense Of Sel Skills For Themselves And Others, James Bailey, Randy Weiner
Interpreting Social-Emotional Learning: How School Leaders Make Sense Of Sel Skills For Themselves And Others, James Bailey, Randy Weiner
School Leadership Review
The need for social-emotional learning for adults has emerged due to accountability stressors and the Covid-19 pandemic. While many school leaders believe in SEL for adults, major disconnects exist between their understanding and belief in SEL and their plans to implement it. The main problem this research sought to address integrated two ideas in the affective world of school leaders: First, research literature today does not describe what competencies from the most commonly used framework for SEL, CASEL, mean concerning school leadership. Second, research literature today does not describe how school leaders explicitly develop SEL skills and operationalize these competencies …
School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon
School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon
School Leadership Review
The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all …
Developing A Super-Vision Of Education: Oh, No. I’Ve Said Too Much, But Maybe I Haven’T Said Enough, Carl Glickman
Developing A Super-Vision Of Education: Oh, No. I’Ve Said Too Much, But Maybe I Haven’T Said Enough, Carl Glickman
Journal of Educational Supervision
In this personal and candid essay by Carl Glickman, he examines the confluence of early experiences with his evolving concepts and theories of education, supervision, democracy, and school renewal that resulted in his studies, activities, university and school networks and partnerships, and widely read books. He covers the first 33 years of his life including being a child of immigrants and freedom from adults; academics, social life, and speech disability; identity, new worlds, and marriage; the teacher corps and forced integration of schools; the years as a principal of schools; and the origins of developmental supervision; and the significance of …
Evidence-Based Leadership Preparation Program Practices: From The Perceptions Of Georgia Rural School Leaders, Kristen N. Dickens, Juliann Sergi Mcbrayer, Summer Pannell, Katherine Fallon
Evidence-Based Leadership Preparation Program Practices: From The Perceptions Of Georgia Rural School Leaders, Kristen N. Dickens, Juliann Sergi Mcbrayer, Summer Pannell, Katherine Fallon
Georgia Educational Researcher
Phenomenological analysis was used to explore Georgia rural school principals’ lived experiences of effective school leadership preparedness. Four overarching themes were found: productive/favorable leadership preparation program culture, bridge theory and practice in educational leadership preparation program, multicultural competencies for practice, and recommendations for effective principal preparation. The findings revealed that school leaders need increased experiential learning opportunities, increased assignments applicable to daily leader tasks, and increased cultural awareness and diversity training in their preparation programs. Principal preparation programs should work with school districts to provide purposeful, collaborative, and sustainable professional learning to prepare competent school leaders. Further research includes recruiting …
The Correlation Between Mushroom Management Approach And School Leadership Behavior Of School Administrators Based On Teacher Perceptions, Gönül Şener, Seda Gündüzalp
The Correlation Between Mushroom Management Approach And School Leadership Behavior Of School Administrators Based On Teacher Perceptions, Gönül Şener, Seda Gündüzalp
Journal of Organizational & Educational Leadership
In this study, starting from the studies in the literature, it was found worthy of the research to determine the level of school leaders 'adoption of the mushroom management approach according to the teachers' perceptions. For this purpose, teachers employed in preschool, primary, secondary and high schools in Eastern and Southeastern Anatolia Region during 2018-2019 academic year were selected as the study sample with random and disproportionate cluster sampling methods. Relational screening model was used in the study. To determine the extent that the mushroom management approach adopted by school administrators predicted their school leadership levels, a literature-assisted model was …
The Partnership Imperative For Preparing Effective Principals In North Carolina Schools, Martinette Horner, Derrick D. Jordan
The Partnership Imperative For Preparing Effective Principals In North Carolina Schools, Martinette Horner, Derrick D. Jordan
Journal of Organizational & Educational Leadership
The extant literature highlights the impact principals have on daily operations, visioning, school climate, academic programming, instructional monitoring, and numerous other areas. The need for well-trained principals at the helm of schools, particularly those with large concentrations of at-risk students, has been identified as a critically important factor in improving academic outcomes. Underdeveloped leaders often struggle to improve schools and are unable to show adequate progress among the students they serve. They are also more prone to early burnout, increasing turnover rates. As such, the need to strengthen principal preparation programs has become even more evident in recent years. A …
Role Enactment And Types Of Feedback: The Influence Of Leadership Content Knowledge On Instructional Leadership Efforts, Sarah Quebec Fuentes, Jo Beth Jimerson
Role Enactment And Types Of Feedback: The Influence Of Leadership Content Knowledge On Instructional Leadership Efforts, Sarah Quebec Fuentes, Jo Beth Jimerson
Journal of Educational Supervision
Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to bridge this divide. Still, little is known about how leaders’ LCK intersects with their efforts to support improvements in teaching and learning. The purpose of this study was to explore ways in which LCK facilitates or, in its absence, hinders instructional leadership efforts. Thirty-one teachers and school …
Building Administrator’S Facilitation Of Teacher Leadership: Moderators Associated With Teachers’ Reported Levels Of Empowerment, Kelly Moran Edd, Karen H. Larwin Phd
Building Administrator’S Facilitation Of Teacher Leadership: Moderators Associated With Teachers’ Reported Levels Of Empowerment, Kelly Moran Edd, Karen H. Larwin Phd
Journal of Organizational & Educational Leadership
The current, mixed-methods investigation examines the role of building administrators in the perceived level of empowerment of classroom teachers. As such, this study was designed to contribute to the paucity of current research on teacher empowerment, thus informing school leaders on the importance of practice of empowering teachers and what variables can moderate attempts to empower educators. Level of perceived empowerment was measured using the School Participant Empowerment Scale (SPES), which evaluates six dimensions of teacher empowerment: decision-making, professional growth, status, self-efficacy, autonomy, and impact. Variables, such as gender and tenure of the building administrators and teacher, the presence of …
A Study Of Rural High School Principals’ Perceptions As Social Justice Leaders, Shelly Albritton, Stephanie Huffman, Rhonda Mcclellan
A Study Of Rural High School Principals’ Perceptions As Social Justice Leaders, Shelly Albritton, Stephanie Huffman, Rhonda Mcclellan
Administrative Issues Journal
This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the principals’ descriptions of themselves as social justice leaders in their respective school and community contexts through their conversations (Creswell, 2007; Marshall & Rossman, 2016). The investigators drew from Theoharis’ (2007, 2009) and Bishop’s (2012) studies to serve as the theoretical framework guiding this study. The results indicated that the principals …
Living And Leading In A Digital Age: A Narrative Study Of The Attitudes And Perceptions Of School Leaders About Media Literacy, Kerrigan R. Mahoney, Tehmina Khwaja
Living And Leading In A Digital Age: A Narrative Study Of The Attitudes And Perceptions Of School Leaders About Media Literacy, Kerrigan R. Mahoney, Tehmina Khwaja
Journal of Media Literacy Education
Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What are school administrators’ perceptions of, and attitudes about, media literacy? Through the stories of six K-12 school administrators, we highlight the connections of their experiences and attitudes to the actions they take to support media literacy learning, and their visions for technology, instruction, and learning in their schools.
Leonard Covello: A Study Of Progressive Leadership And Community Empowerment, Lorenzo Krakowsky, Patrick Shannon
Leonard Covello: A Study Of Progressive Leadership And Community Empowerment, Lorenzo Krakowsky, Patrick Shannon
Occasional Paper Series
Describes Leonard Covello's progressive work at and around Benjamin Franklin High School in East Harlem, NY.
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
Australian Journal of Teacher Education
Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity …
Book Review: School Leadership In The Context Of Standards-Based Reform: International Perspectives, David Cameron Hauseman
Book Review: School Leadership In The Context Of Standards-Based Reform: International Perspectives, David Cameron Hauseman
Comparative and International Education / Éducation Comparée et Internationale
No abstract provided.
Support For School Leadership: Who Is Feeding The Principal?, Barbara Stacy Rieckhoff
Support For School Leadership: Who Is Feeding The Principal?, Barbara Stacy Rieckhoff
Journal of Educational Leadership in Action
Neila Connors’ well-known book, If You Don’t Feed the Teachers, They Eat The Students (2000), serves as a favorite read for new and aspiring principals. It contains much sage advice for mentoring teachers and supporting their transition in the profession while offering wisdom to protect them from the ills and evils of the outside world. While the entertaining style gets the point across, the message underscores the fact that supporting teachers is a key role of a school administrator. Since the book was published, tremendous strides have been made to provide teachers, both new and veteran, resources to mentor and …
School Leadership’S Trials And Trails: A Hundred Leadership Paths Diverged, Intertwined And Bifurcated, Sometimes Coming Out At The Same Place, Charles R. Waggoner
School Leadership’S Trials And Trails: A Hundred Leadership Paths Diverged, Intertwined And Bifurcated, Sometimes Coming Out At The Same Place, Charles R. Waggoner
Administrative Issues Journal
School Leadership comes in many manifestatins and nomenclatures. Though the course of a day, a school year, or a lifetime an individual’s leadership style will emerge in a variety of diasporic ways that will encompass the unique individual who has the title of school administrator. The literature is replete with leadership terms and stories. All of the leadership paths and stores are instructive to those who pursue a lifetime of learning and leading in this business we call “school administratin.”
A Comparison Of Urban, Suburban, And Rural Principal Leadership Skills By Campus Student Achievement Level, Susan Erwin, Pam Winn, John Erwin
A Comparison Of Urban, Suburban, And Rural Principal Leadership Skills By Campus Student Achievement Level, Susan Erwin, Pam Winn, John Erwin
Administrative Issues Journal
Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared in a causal-comparison study to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Data were collected from a 2006-2008 Texas state-approved principal performance assessment, Principal Assessment of Student Success (PASS). Principal leadership skills identified in PASS were compared within campus student achievement categories as measured by Texas (No Child Left Behind) public school accountability ratings, and data were disaggregated by campus type (urban, suburban, rural). Important findings indicate that …
School Principal Profiles: Comparing China And The United States, Tak C. Chan, Ruiqing Du
School Principal Profiles: Comparing China And The United States, Tak C. Chan, Ruiqing Du
Journal of Global Initiatives: Policy, Pedagogy, Perspective
By comparing principal profiles in China and the United States) this study would contribute to a better understanding of school leadership in the two countries. Participating principals included 144 from two states in the United States and 77 from seven provinces of China. A researcher designed Likert-scale questionnaire covered the principals) profiles in seven leadership areas: character) professional knowledge) professional skill) administrative style) administrative duties) personnel management) and student affairs management. This was supplemented by a survey of three open-ended questions on principal's responsibilities) challenges) and fulfillment. The findings of quantitative data were compared with those of qualitative data. Results …