Download Free Teachers Perceptions Of Principals Leadership Skills In Selected South Carolina Secondary Schools Book in PDF and EPUB Free Download. You can read online Teachers Perceptions Of Principals Leadership Skills In Selected South Carolina Secondary Schools and write the review.

The purpose of this study was to investigate and assess elementary, middle high, and high school teachers' perception of their principal's leadership ability. A survey was used to gather information from certified teachers of South Carolina, North Carolina, and Louisiana. the data collected from the questions used in the survey were analyzed to determine if there was statistical significant difference between the teacher perceptions of an effective principal in the elementary, middle high, and high schools. the four variables tested were skills of principal interests: problem solving and decision-making, leadership, staff development and motivation. the researcher hypothesized that there would be no significant differences in the perception of a principal's leadership at these schools. A descriptive quantitative research methodology was used to assess this study. Data were analyzed using MANOVA Test. For each variable there were significant differences in the teachers perceptions between the groups. There were no significant differences between the middle and high school teachers.
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.
The purpose of this study was to examine the differences of the teachers' perceptions and principals' perceptions of the principals' leadership practices in public schools of a small rural county in western North Carolina. The participants in this study included 207 certified teachers and 11 building-level principals. The researcher used the survey method of data collection in which the teacher participation was 70% and the principal participation was 92%. -- The instruments used to collect data included a demographic survey and the Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003a). The demographic survey was used to obtain teacher demographic characteristics. The LPI was used to record the teachers' perceptions and the principals' perceptions of the principals' leadership practices within the school setting. -- Data were analyzed using descriptive and inferential procedures. At the elementary level, teachers evaluated their principals lower in all five leadership practices than their principals evaluated themselves. At the high school level, the principals evaluated their leadership practices lower than their teachers in all five leadership practices. For the five leadership practices, the principals of elementary, K-8, and middle levels evaluated themselves significantly higher than the high school level. Among the teachers, the K-8 level evaluated their principals' leadership practices higher in all five leadership practices than all other levels. In all five leadership practices, the male principals evaluated their self-observed leadership practices lower than their teachers.
Abstract: This study examined the relationship between principals' leadership behaviors and the level of shared decision making in the areas of Policy, Curriculum and Instruction, and Planning in selected Northeast Mississippi schools. This study researched leadership behaviors as they relate to shared decision making with the assumption that shared decision making is an essential element of a successful school culture. The relationship between leadership behaviors and shared decision making holds significance for those who seek to move school reform and renewal forward at the state, regional, and national levels. Thirteen schools were selected to participate in this study. A total of 386 teachers participated in the survey. The teachers were surveyed using two different instruments. The Leadership Practices Inventory [LPI] (Kouzes and Posner, 1997) and the Shared Education Decisions Survey-Revised [SEDS-R] (Ferrara, 1994) were the two instruments that were used to measure the teachers' perceptions of shared decision making behaviors exhibited by their individual principal. The five leadership practices measured by the LPI "Challenging the Process", "Inspiring a Shared Vision", "Enabling others to Act", "Encouraging the Heart", and "Modeling the Way" were correlated with the three areas of the SEDS-R "Planning", "Curriculum and Instruction", and "Policy". The findings were presented and analyzed to test each of the five research questions. Detailed statistics were used to present profiles of the participants of the study. The sample consisted of 386 participants representing an 80.4% return rate. Pearson product-moment correlations were produced to analyze the relationships between the leadership behaviors of principals in selected Northeast Mississippi schools as perceived by teachers. A total of fifteen significant relationships were identified; however, the strength of the relationships range from low to moderate positive relationships as defined by Hinkle, Wiersma, and Jurs (2003). This demonstrated a low to moderate relationship between teachers' perceptions of the principals' leadership behaviors and the level of shared decision making in the schools.
The purpose of this study was to determine if a difference exists between teacher perceptions of principals' leadership behavior in low-performing schools. The conclusions drawn from the finding suggest that teachers in high-performing Title I schools had a more favorable perception of the principal's leadership skills.