Download Free Perceptions Of Selected Principals In South Carolina Concerning Their Instructional Management Behaviors Book in PDF and EPUB Free Download. You can read online Perceptions Of Selected Principals In South Carolina Concerning Their Instructional Management Behaviors and write the review.

This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
This case study examined the instructional leadership of principals as co-participants in professional learning with teachers in a rural school district in eastern North Carolina. Teacher and principal interviews were the basis of understanding if the design of a professional learning initiative influenced principals towards facilitation and co-participation with teachers during Project Chief Education Officer (CEO). The implementation of the Sheltered Instructional Observation Protocol (SIOP) in this small district was the basis for two years of intensive professional learning for teachers and principals as a method for improving the teaching of academic language throughout the district. Qualitative data for the case study was collected using structured interviews to examine the primary research question of "How did participation in Project Chief Education Officer (CEO) to implement the Sheltered Instruction Observation Protocol (SIOP) influence teacher perceptions of professional learning and the instructional leadership behaviors of principals" in the following contexts: (1) the teaching of academic language; (2) facilitation and participation in professional learning; (3) teacher and principal perceptions of instructional leadership. The case study also examined participant responses in the context of: (1) historical perspectives; (2) perceptions of current reality; (3) reflections regarding instructional leadership behaviors. Findings revealed that the personal and professional narratives of teachers reflected the influence of principal instructional leadership behaviors as facilitators and co-participants on instructional practices and teacher perceptions of instructional effectiveness. Teacher narratives revealed that the instructional leadership behaviors of visible presence, resource provider and observing or monitoring provided the basis for positive teacher perceptions about the instructional leadership of principals and its influence on their engagement in professional learning and teacher instructional behaviors.
The purpose of the study was to discover the principal instructional leadership behaviors differed in successful and nonsuccessful urban elementary schools. Six schools were selected and paired according to size, ethnicity, socioeconomic status, and attendance to discover the salient leadership behavior differences between and among them. A descriptive survey research design was utilized to collect data through the Hallinger-Murphy Principal Instructional Management Rating Scale (PIMRS) which assessed frequency of leadership behaviors. Six (100%) of the principals and 95 (49%) teachers responded. The research questions were tested statistically using Analysis of Variance to decipher leadership differences between the pairs of schools and differences of perceived principal behaviors based on teachers' grade levels and teaching experience. The instructional leadership behaviors manifested by the principals in the selected schools were identified through the PIMRS and tested using the .05 confidence level as the measure of significance. The current literature reported that higher frequency of leadership behaviors, such as those identified in the PIMRS, could lead to academically successful schools. The results of this study went against the grain of the current literature since high scores on the PIMRS did not ensure successful schools and provided confoundment rather than clarification. The principals in the paired schools showed few differences in job behavior patterns, yet one school in each pair was academically successful; the other was not. The research questions stated: 1) There are significant differences between the instructional leadership behaviors demonstrated by the principals of schools with high student achievement when compared with the principals of schools with low student achievement; 2) student demographic characteristics (ethnicity, attendance of students, socioeconomic status) influence student success; and 3) there is a difference in teachers' perceptions of principals' instructional leadership behaviors based on their years of teaching experience and grade level taught. The first and third questions were rejected since the data in this study did not support the questions. The second question was not statistically tested due to a lack of difference in the student populations in the schools. Further study and testing of the Ballinger-Murphy Model is required in order to draw final conclusions on the relationship between principal instructional leadership behaviors and student achievement