The High School Principal's Impact on Classroom Learning Activities: Research Report.

Autor/in	Erlandson, David A.
Institution	CFK, Ltd., Denver, CO.
Titel	The High School Principal's Impact on Classroom Learning Activities: Research Report.
Quelle	10 (1980) 1, S.3-10 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Cognitive Measurement; High Schools; Institutional Research; Intentional Learning; Models; Principals; Research Reports; Secondary School Teachers; Teacher Administrator Relationship; Organizational Climate Description Questionnaire + Suchen Sie Ihr Suchwort? High school; Oberschule; Institutionelle Forschung; Intentionales Lernen; Analogiemodell; Principal; Schulleiter; Research report; Forschungsbericht
Abstract	The high school principal's impact on classroom learning activities is examined in this research report. The study, conducted in four Houston high schools, applied the model described in "CCBC Notebook," February 1980. This report offers a portion of the overall research, providing a summary of the patterns identified. The first segment of the report consists of data collection procedures for the three measured groups: students, teachers, and principals. Two instruments were used, the Class Activities Questionnaire (CAQ) and the Organizational Climate Description Questionnaire (OCDQ), in conjunction with interviews and on-site observations. The second segment lists the findings and analyses. Observations and interviews indicate that the four principals were not equal in their understanding of instruction and, thus, were not equally clear on intentions for instruction. Table 1 compares actual cognitive activity with the teacher's ideal of cognitive activity on seven cognitive levels. Table 2 compares teacher and principal behavior on four dimensions of organizational climate. Three figures provide correlational interaction between levels of instruction and organizational climate dimensions, suggesting that teachers operate according to their unique perception of the school which may differ greatly from the perception of other teachers within the school. Synthesis reveals that data obtained through interviews and observations were remarkably synchronous with the CAQ and OCDQ data. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC