Education Commons^™

Exploring School Counselor-Principal Collaboration, Self-Efficacy, And School Climate: A Comprehensive Review Of Literature, Rachel Louise Geesa, Derien D. Kunce, Audrey N. Enyeart

Mid-Western Educational Researcher

School counselors and principals have many shared responsibilities within PK-12 schools to better meet students’ social/emotional, academic, and career and college readiness needs. School counselor-principal collaboration can promote the success of PK-12 students, staff, and the overall school environment. Within the area of school counselor-principal collaboration, more research is needed regarding the implementation of collaboration methods between the two professions at pre-service levels. Due to this need, we conducted an extensive literature review to examine the developments and outcomes of school counselor-principal collaboration. Based on the review of 33 articles, the following themes emerged within the literature. These themes focus …

Learning From Each Other: Experiences Of Rural Principals In A Networked Learning Community, Jeana M. Partin, Sonya D. Hayes

The Rural Educator

Rural school principals in Tennessee face serious challenges in leading their schools, including isolation, high turnover, and a lack of instructional leadership skills. Facilitated by a state university, the Tennessee Rural Principals Network (TRPN) was developed to provide professional learning opportunities for rural school principals. The purpose of this study was to explore the perceptions of principals in rural schools who participated in the TRPN during the years 2019–2021 (n = 133). The study used a basic qualitative research design with semi-structured interviews of 12 participants. Through our data analysis, key learning strengths and challenges were identified and organized …

Learning From Post-Observation Conferences: Emerging Measures Of And Mechanisms To Improve Principals’ Feedback To Teachers, Alyson L. Lavigne, Shanena Allen, Shiquan Shao, Jorge Americo Acosta Feliz

Journal of Educational Supervision

As principals seek to strengthen their impact on teaching and learning, it is critical to understand how principals provide feedback to teachers about their instruction and the focus of those conversations. This study examined the content and quality of principals’ (N = 4) verbal feedback to teachers (N = 11) during post-observation conferences (N = 11) and teachers’ perceptions of that feedback. In post-observation conferences, principals emphasized students’ opportunities to learn and supportive classroom environment, but rarely provided feedback on curriculum sequencing, the balance of procedural and conceptual knowledge, and teachers’ review and feedback to students. The …

The Degree To Which Public School Teachers In Ajloun Governorate Practice The Islamic Education Values System From The Point Of View Of Principals And Supervisors, Khaled Ennabeh, Muneera Al-Shurman

Jordan Journal of Applied Science-Humanities Series

This study aimed to identify the degree to which public school teachers in Ajloun governorate practice the Islamic education values system from the point of view of principals and supervisors. The study sample consisted of (123) principals and (30) supervisors from the government schools and directorates of Ajloun Governorate during the first semester of the academic year 2021/2022. The study reached several results, the most important of which are: The degree of practice of the school teachers in Ajloun governorate of the Islamic education values system from the point of view of school principals and supervisors came to a (high) …

The Degree Of Principals' Practice Of Transformational Leadership And Its Relationship To Administrative Empowerment, Ismaeel Mrizeq Ateia Aseadani

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

The article aimed to identify the degree of principals' practice of transformational leadership (ideal influence, inspirational motivation, mental stimulation, individual consideration) and its relationship to administrative empowerment from the point of view of teachers of Madaba schools in Jordan. To achieve this goal, the study used the analytical descriptive approach, the study sample was distributed to (601) male and female teachers teaching in Madaba schools during the first semester of the academic year 2022/2023. The results of the study indicated that there is a high impact of transformational leadership on the administrative empowerment of teachers, the “ideal influence” dimension obtained …

Distribution Of Instructional Leadership Roles Within A School Organization, Zora Wolfe, Kim-Kathie Knudsen, Abbie Mahaffey

Excelsior: Leadership in Teaching and Learning

Educational leaders are tasked with many managerial responsibilities as well as instructional leadership roles. However, effective instructional leadership is a critical factor in improving student achievement. The purpose of this study was to explore how instructional leadership is distributed within a school organization, specifically examining the perceptions of district, building, and teacher leaders in relation to their roles in instructional leadership and the barriers to effective instructional leadership. Qualitative interviews were conducted with district office leaders, building leaders, and instructional coaches, and their responses to the questions were reviewed, categorized, and coded using Crewell’s Data Analysis Spiral (2011).

Data from …

The Relational Exchange Model For Academic Partnerships (Remap): A Transition From Transactional To Transformational Relationships Between Pk-12 School Districts And Institutions Of Higher Education, Kaleb G. Patrick Ed.D., Gregg Dionne Ph.D.

Journal of Contemporary Research in Education

Education is in an incredible time of transition. Even prior to the COVID-19 pandemic, there was mounting importance on the need for professional development to meet the ever-increasing demands of students, families, and communities along with ongoing accountability and improvement measures. This increased need of professional development for educators in PK-12 school districts has only accelerated in the wake of COVID-19. Considering this need, a new model for sustainable, mutually beneficial, relationships between PK-12 school districts and Institutions of Higher Education (IHE) is critical. A movement from the currently existing, singularly beneficial, transactional finite relationships to a sustained, mutually beneficial, …

Leader Developers: Perspectives Of Mentor Principals In An Administrator Preparation Program, Patricia Virella, Casey Cobb

Journal of Educational Supervision

Principal preparation programs use various components to develop candidates, including course work, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor’s perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills -- metacognitive ability, developmental …

Transformational Leadership And Organizational Citizenship Behavior Motives In Teachers, Jeremy Davis, Juliann Sergi Mcbrayer, Suzanne B. Miller, Katherine Fallon

Journal of Organizational & Educational Leadership

A principal’s leadership is a key part to the success of a school as their leadership guides both instructional and organizational outcomes. Teachers often work beyond their formal duties to see that all their students have their needs met. This is referred to as an Organizational Citizenship Behavior (i.e., when followers display behaviors that benefit the organization or its members beyond their current job requirements). This study investigated the relationship between principal’s transformational leadership and teachers’ Organizational Citizenship Behaviors and related motivating factors. Participants from a suburban school district completed a questionnaire based on their perceptions of their principal’s leadership …

Reality Of The Competitive Advantage In Public Secondary Schools In The State Of Kuwait From The Schools’ Principals' Point Of View واقع الميزة التنافسية في المدارس الثانوية الحكومية بدولة الكويت من وجهة نظر مديري المدارس, Mohammed Saleh Al-Ajmi, Dr. Saleh Ahmad Ababneh

Jordanian Educational Journal

Abstract: The present study aimed at finding out the reality of the competitive advantage in public secondary schools in the State of Kuwait, from school principals' point of view. To achieve the objective of this study, the researchers have developed a questionnaire which consisted of (44) items, its validity and reliability were confirmed, and distributed to (190) male and female principals. The researchers depended on the descriptive survey methodology. Results of the study showed that the degree of evaluation reality of the competitive advantage in public secondary schools in the State of Kuwait from the point of view of the …

Selection And Faith/Spiritual Formation Of Catholic Public School Lay Principals In Ghana, Joseph Domfeh-Boateng

Journal of Global Catholicism

While Catholic schools strive to maintain a particular identity, this is not easy when they operate as public schools. In most African countries where the Church operates large networks of Catholic schools, most Catholic schools are public schools, which provides funding but also leads to some constraints. This paper focuses on the issue of the selection and faith/spiritual formation of lay principals in Ghana’s Catholic public Schools. Issues are discussed and a few recommendations are made.

In-The-Moment Experiences Of Rural School Principals In The Covid-19 Pandemic, Simone White, Hobart Harmon, Jerry Johnson, Brian O'Neill

The Rural Educator

The COVID-19 pandemic has exposed the many existing inequalities in education systems across the world. Not all children have easy access to educational online resources or digital technologies, a situation more amplified in rural contexts where access, connectivity and affordability play a significant factor. This qualitative account reveals examples of how rural school leaders were able to find innovative ways early in the COVID-19 pandemic to address the remote learning needs of their students and families. This paper shares in-the-moment experiences of rural principals, and those who supported them, in quickly transitioning to address student needs when school buildings closed. …

Principals’ Perceptions And Understandings Of Teacher Leadership, Anna Hart

Journal of Organizational & Educational Leadership

No singular definition of teacher leadership (TL) exists in empirical literature or practice in the field. This lack of clarity has greatly impacted the implementation of TL in American schools. The purpose of this study qualitative case study was to investigate public school principals’ perceptions and understandings of TL in an effort to better inform continued efforts toward its ubiquitous application in American schools. Principals’ definitions of TL fell into three categories: action-based, quality-based, and role-based definitions. Principals’ recognition of the work of teacher leaders in schools fell into two parallel categories: action-based and role-based leadership. Findings reveal that many …

The Necessary Training Needs For School Principals In The Directorate Of Education In Jerash From The Viewpoints Of The Principals Themselves, محمد ابو شريعه, عمر الخطيب, حابس حتامله

Jadara Journal For Research and Studies

Education in Jerash from the viewpoints of the principals

themselves.
The population consisted of all school principals in
Jerash )n=168(. The sample consisted of )106( individuals
of the aforementioned school principals )63%(. In order
to achieve the objectives of the study, the researchers

prepared a questionnaire that consisted of 52 queries in

six different fields. The study arrived at the following

results:
The study revealed that the degree of school principals
needs was high in the six domains; which refer to the need

to practice these skills and that. Therefore the principals

cannot perform their tasks as required. The required …

Bullying Prevention And Mediation: The Role Of Values Education, Janine Brown, Boris Handal, Liz Mckenna, Sandra Lynch

eJournal of Catholic Education in Australasia

The growing incidence of bullying in schools calls for alternative prevention and mediation approaches in which values are integrated into current practices. This study explores educators’ and parents’ beliefs about the explicit application of a values-based approach to bullying intervention and mediation in Catholic schools. Individual and focus group interview among teachers, principals and parents were held in three Catholic primary schools in the Sydney Metropolitan area. The study also served to identify current anti-bullying practices employed as well as to examine specific values perceived to be relevant by parents and educator in preventing and solving bullying conflicts. Respondents showed …

The Effect Of School Tasks On Principals' And Assistant Principals’ Leadership Self-Efficacy, Torri Jackson, Juliann Sergi Mcbrayer, Summer Pannell, Richard E. Cleveland, Suzanne B. Miller, Katherine Fallon

School Leadership Review

The pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators’ perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of …

Instructional Leadership Practices And School Leaders' Self-Efficacy, Juliann Sergi Mcbrayer 4785659, Carter Akins, Antonio Gutierrez De Blume, Richard Cleveland, Summer Pannell

School Leadership Review

The purpose of this quantitative study was to investigate instructional leadership practices and the degree to which these practices predict the leadership self-efficacy of school leaders while controlling for years of experience as a school leader. With educational reform focused on school accountability, principals must attend to tasks that lead to school improvement. Identifying such tasks as instructional leadership practices and gaining a more comprehensive understanding of instructional leadership practices through leadership self-efficacy may contribute to school improvement. The methodology utilized a survey and the participants were 100 principals and assistant principals of public schools in the southeastern United States, …

The Professional Development Of Rural School Principals: The Elements, Contexts, And Topics Desired By Principals In A Rural School District, Thomas Cothern

School Leadership Review

Abstract

Effective professional development for school principals is crucial to the successful administration of schools. This data from a mixed methods study to determine the elements, contexts, and topics found in the principals’ professional development in a rural school district in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals’ career. The participants in the study included the principals of the schools in the rural district.

The data collected through the survey used and the interview provided a glimpse of the professional development found in the …

Lessons From Principals Of High-Performing Ethnically Diverse High-Poverty Schools, Elizabeth T. Murakami, W Sean Kearney

School Leadership Review

This study examines practices of principals working in high-performing, high-poverty schools with a high representation of students of color in south central Texas. This study explores how leaders build individual and organizational capacity in high-needs schools. Using a criterion sample, and a conceptual framework focused on leadership for learning, three principals were included in this study. Their schools each had 85% representation of students of color, 85% or more of students qualifying for free/reduced lunch, and at least 85% of students demonstrating mastery on state assessments. Principals demonstrated that while it is paramount to set organizational structures and policies conducive …

The Need For Collaboration: Experiences And Perceptions Of Preservice Principals And School Counselors, Jennifer Tygret, Sylvia Mendez, Adric Arndt, Desiree Lovato, Margaret Scott

Journal of Counselor Preparation and Supervision

While professional collaboration between school counselors and principals has the potential to enhance the educational environment for students, preparation programs typically do not provide collaborative opportunities to preservice candidates. In response to concerns expressed by preservice school counselors and principals regarding this lack of opportunity, researchers designed and implemented a collaboration workshop. Following the workshop, a multiple-case study research design was utilized to explore the value of collaboration from the perspectives of both groups through participant interviews grounded by the Five Elements of a Professional Community. Findings indicate educators in these preparation programs have the opportunity to institutionalize a collaboration …

Superintendents’ Perceptions Regarding The Supervision And Evaluation Of Principals In A Rural State, David Hvidston, Courtney Ann Mckim

The Rural Educator

The goals for this mixed methods study were to examine superintendents’ perceptions regarding their own supervision and evaluation of principals in a rural state. Five research questions guided the mixed methods inquiry. An online survey tool was used to gather perceptions from superintendents regarding their own evaluation and supervision of principals. Participants solicited included all 48 superintendents from a rural Mountain West state. Out of the participants solicited 23 superintendents agreed to participate (48% response rate). Results from this study provided implications for those who train superintendents and those who supervise and evaluate principals. Keywords: superintendents, principal supervision, principal evaluation, …

Leadership Challenges Of The Rural School Principal, Barbara Klocko, Riley J. Justis

The Rural Educator

As stress impacts the organization and operations of a school, leader stressors may be determined by the setting, years of experience of the leader and the greater educational landscape in which the principal must lead. The researchers sought to differentiate between the perceived stress and joy of urban and rural school principals. Findings derived from this time series design inquiry suggest that despite external influence, there is limited change in reported stress of rural school principals. Though the leadership in any setting is complex and multi-faceted, the researchers identified and assessed contributing factors.

An Analysis Of Superintendent And Principal Perceptions Regarding The Supervision And Evaluation Of Principals, Courtney Ann Mckim, David Hvidston, Barbara J. Hickman

Journal of Educational Supervision

The goals for this study were to examine principals’ perceptions regarding their own supervision and evaluation and compare to superintendents’ perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents’ regarding their own supervision?; (2) What are the perceptions of principal and superintendents’ regarding their own evaluation?; and (3) What are the differences in perceptions of principal and superintendents’ regarding supervision and evaluation? This study followed a descriptive format and used a 20 item on-line survey to measure principal and superintendents’ perceptions regarding critical elements in their …

Teacher Leaders’ Perceptions Of Charter School Principals’ Instructional Leadership Practices, Frednardo Davis, Mary K. Boudreaux

Journal of Educational Research and Practice

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. While teacher leaders may formally or informally fulfill different roles in the school, depending on the school’s needs and the principal’s vision. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals’ practices …

Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington

Journal of Educational Supervision

Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …

Novice Principals' Transformational And Transactional Leadership Practices, Maria De Lourdes Viloria, Gloria Palau, Jeanette Montalvo

Journal of Educational Leadership in Action

Novice school principals’ challenges range from school and curricular restructuring, pressures of accountability, and changing local initiatives. The interplay from these different variables leads some novice school principals to abandon their positions during their third year (Fuller & Orr, 2008). This narrative case study explored the relationship of the transformational and transactional leadership practices of two elementary novice principals. The first goal of this narrative case study was to complement course content with a field-based learning experience. Secondly, in this field-based theory to practice research experience, Educational Administration graduate students interviewed two novice school principals. Data analysis focused on the …

The Practice Of Administrative Supervision In An International Context – The Case Of Vietnam, Lou L. Sabina, Katherine A. Curry

Journal of Global Education and Research

Collaborative international partnerships offer important benefits for institutions of higher education, both domestically and abroad. Recently, a Midwestern institution formed an important partnership with a sister institution in Vietnam that provides opportunities for cultural and academic exchange across cultures that differ dramatically. Very little research has been conducted in Vietnam, especially regarding instructional supervision. Using a collaborative, developmental model of supervision, this paper analyzes the influence of introducing a relationship oriented model of supervision as professional development training to principals in Vietnam. Findings indicate both challenges and opportunities for this collaborative leadership style in the context of education in Vietnam.

I’M Paying The Time For Someone Else’S Crime: Principals And Core Teachers At Rural Middle Schools Under Chronic Academic Stress, Jafeth E. Sanchez, Janet Usinger, Bill Thornton, William E. Sparkman

The Rural Educator

Today, many principals are assigned to struggling schools with the mandate to quickly change the academic trajectory of the students. Interviews were conducted to gain an understanding of how principals and core teachers working at rural middle schools under chronic academic stress perceived the increased academic expectations at their schools. Three key findings were revealed: (a) There were misaligned principal and teacher interpretations of efforts to improve the school; (b) there tended to be an ongoing focus on what was wrong with the school; and (c) principals felt they were alone in the process. A discussion of these findings is …

Public School Principals’ Perceptions Concerning The Hiring Of Social Studies Teachers, Lindon Joey Ratliff, Joshua Watson, Patricia Ratliff

The Councilor: A National Journal of the Social Studies

The authors employed a qualitative research design to explore issues pertaining to the selection and interviewing of social studies applicants for teaching positions in public secondary schools. They specifically focused on the quality of the applicant pool, characteristics of desired candidates and the school principals’ perspectives of a desired interview. Analysis of the principals’ responses to the interview questions yielded two primary categories related to their perspectives regarding potential social studies teachers: (a) personal and professional educator attributes and (b) a candidate’s actions within the formal setting of an interview. Subcategories were developed that further delineated the expectations administrators have …

Work-Related Stress And Burnout Factors Of Principals In Regional Greece: A Historical Perspective, Christos Leventis, Evangelos C. Papakitsos, Konstantinos Karakiozis, Argyrios Argyriou

Journal of Research Initiatives

Work-related stress and burnout is a reality in modern society, because the lack of time and the high work demands seem increasingly intensified. Thus, the study of working conditions and the factors that affect the physical and mental health becomes even more imperative. Professions that are particularly stressful are those where there is daily contact with people, for example, doctors, nurses, social workers, or school leaders. Besides administrative and official duties, modern principals perform additional functions such as the organization and management of schools, the coordination of people who are involved in the teaching and operational process and they intervene …