Principals' Approaches to Cultivating Teacher Effectiveness: Constraints and Opportunities in Hiring, Assigning, Evaluating, and Developing Teachers

Autor/in	Donaldson, Morgaen L.
Titel	Principals' Approaches to Cultivating Teacher Effectiveness: Constraints and Opportunities in Hiring, Assigning, Evaluating, and Developing Teachers
Quelle	In: Educational Administration Quarterly, 49 (2013) 5, S.838-882 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X13485961
Schlagwörter	Teacher Effectiveness; Change Strategies; Principals; Barriers; Semi Structured Interviews; Personnel Management; Professional Development; Human Capital; Teacher Recruitment; Teacher Evaluation; Teacher Dismissal; Context Effect; Leadership Styles; Charter Schools; Urban Schools + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lösungsstrategie; Principal; Schulleiter; Personalmanagement; Humankapital; Lehrerrekrutierung; Teacher appraisal; Lehrerbeurteilung; Lehrerbeurlaubung; Führungsstil; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Purpose: How principals hire, assign, evaluate, and provide growth opportunities to teachers likely have major ramifications for teacher effectiveness and student learning. This article reports on the barriers principals encountered when carrying out these functions and variations in the degree to which they identified obstacles and problem-solved to surmount them. Research Methods: I conducted semistructured interviews with 30 principals in charter or conventional schools in two adjacent northeastern states. State A has been at the national forefront of efforts to raise teacher effectiveness. State B is a particularly strong union setting. Charter school principals constituted 23.3% of the sample; 53% of principals worked in urban schools. After coding interview transcripts, I used thematic summaries, categorical matrices, and analytical memos to identify themes across participant experiences. Findings: Principals encountered barriers to cultivating teacher effectiveness that were economic, contractual, cultural, and interpersonal. Principals with more professional development regarding how to improve teachers' instruction and principals of schools that were elementary, smaller, and in State A reported fewer barriers and more opportunities to developing human capital. Implications: Implications for policymakers include creating incentives to draw teachers to urban and rural schools and curtailing teacher assignments that prioritize seniority. Implications for practitioners include efforts to shift the culture of schools to support principals in providing accurate and frank feedback on instruction. Further research should examine whether the patterns identified here hold for a larger, random sample of principals including those in large, urban districts and right-to-work states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10