Education Commons^™

Principals Roles And Responsibilities In Technology Integration In Rural Georgia, Christie Dunham

Electronic Theses and Dissertations

The purpose of this qualitative study was to describe the elementary school principal’s roles and responsibilities in the use of technology for instructional purposes in Title I rural schools. Three principals, three technology coordinators and 8 teachers in the Southeastern area of Georgia participated in the study. Interview questions for the participants were created after a careful review of the literature on the subject and with input from leadership professors at Georgia Southern University. An analysis was conducted on data provided by the participants from the interview questionnaire and analyzed as separate entities to authenticate results.

Data from principals’ interviews …

Georgia High School Principals' Perceptions Of Inclusion, James Timothy Yarborough

Legacy ETDs

While considerable research has been conducted concerning the perceptions of teachers regarding the practice of inclusion, there is little corresponding research about the perceptions of principals towards inclusion. Also, much ofthe existing research is contradictory. Therefore, the purpose of this study was to provide educational policymakers with data regarding inclusion. Since principals are responsible for designing and instituting inclusion programs at the school level, their current and prevailing perceptions regarding inclusion were the missing pieces of the information puzzle.

In an attempt to fill this void, the researcher created a survey with quantitative and qualitative components. The survey was distributed …

The Level Of Involvement Of Georgia's Principals In Providing Inclusive Special Education Services, Marie Penkunas Klofenstine

Legacy ETDs

Increased responsibility of principals for all programs, including special education, comes at a time when administrative training provides minimal information on special education programs (Malloy 1996). Even though the trend in Georgia toward more inclusive practices has resulted in a call for major changes in teacher education programs, there have been little changes requiring principals to be competent, knowledgeable, or to take coursework related to special education administration. The purpose of this study was to investigate the level of involvement of Georgia's school principals in special education service delivery in their schools. The dependent variables were three specific categories related …

The Personal And Professional Backgrounds Of Georgia's Female High School Principals, Marjorie H. Hamilton

Legacy ETDs

The purpose of this study was to describe the personal and professional backgrounds of the female public high school principals in Georgia. Both quantitative and qualitative methods were employed to conduct the research. A demographic questionnaire, which included items addressing personal, educational, and professional background information, was mailed to all of the identified female public high school principals for the 2000--2001 school year. The quantitative data analysis resulting from the demographic questionnaire is presented in the narrative form with corresponding tables. The final item on the questionnaire asked whether or not the respondent would participate in a long, in-depth interview …

Barriers To Female Principals: Perceptions Of Female High School Administrators In Georgia, Jane Spires Hilliard

Legacy ETDs

The purpose of this study was to determine what factors female high school principals and assistant principals in Georgia perceived as barriers to women entering high school principalships. The factors presented to the participants were determined by a thorough review of the literature. A survey instrument with two sections was developed. Section one consisted of 12 factors often mentioned as barriers to women entering high school principalships. These factors were rated on a Likert scale which ranged from strongly agree to strongly disagree. Participants were also given the opportunity to list any other factors they perceived as barriers. The second …

Perceptions Of Georgia Public Secondary School Principals And Counselors Regarding Counseling Program Tasks, Dorothy Frances Hall Hardy

Legacy ETDs

The purpose of this research was to determine if the perceptions of public secondary school principals and counselors differed as to actual and desired involvements of secondary school counselors in appropriate and inappropriate counseling program tasks. The counseling program tasks used for this study were specified in Sharing the Vision: The National Standards for School Counseling Programs, a publication of the American School Counselor Association.

Two survey instruments were developed using the appropriate and inappropriate counseling program tasks. Section I consisted of Likert scales for responses to actual and desired involvement in each task area. Section II asked for …

Existence Of And Responses To Violence In Georgia Elementary Schools, Marie Craig Hooks

Legacy ETDs

Most elementary schools throughout the nation are safe environments in which young children are achieving and flourishing. However, as the literature confirms that elementary schools are experiencing an increase in incidents of school violence (Petersen, 1997, National Parent Teacher Association, 1993, Sauerwein, 1995), it is imperative that principals examine both proactive and reactive means of responding to these violence issues should they arise in their schools. Disciplinary consequences addressing violent acts which have been used historically in secondary and middle schools are not always available to elementary principals nor are they developmentally appropriate for young perpetrators of violent acts.

The …

Georgia's Globally-Minded Principals: Backgrounds, Attitudes, And Perceptions, Catherine Cummings Wooddy

Legacy ETDs

This study sought to provide information concerning the high school principal's global-mindedness and whether that global-mindedness had an effect on globally focused teaching and programming within that school. The study also attempted to identity demographic and background factors, beliefs, attitudes, and behaviors that have an association with the global-mindedness of the person. Underlying the study was the premise that today's students need to be prepared for the globalized world in which they will live, that their preparation will come primarily from school and home, that educators must understand the globalized world if they are to prepare students, and that the …