A Descriptive, Ex Post Facto Study of the Leadership Behaviors of Three Southern California Elementary School Principals in High-Performing Schools

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Nagy, Amy L.
Titel	A Descriptive, Ex Post Facto Study of the Leadership Behaviors of Three Southern California Elementary School Principals in High-Performing Schools
Quelle	(2011), (366 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-4210-9
Schlagwörter	Hochschulschrift; Dissertation; Principals; Administrator Behavior; Elementary School Teachers; Administrator Attitudes; Teacher Attitudes; Surveys; Interviews; School Culture; Teacher Administrator Relationship; Teacher Student Relationship; Beliefs; School Effectiveness; Elementary Schools; Change; Instructional Leadership; Leadership Effectiveness; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Belief; Glaube; Schuleffizienz; Wandel; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseffizienz; Kalifornien
Abstract	Purpose: The purpose was to identify whether the principals in three Southern California schools that have sustained API scores of at least 900 and state and similar schools ranking of a 10 for three or more consecutive years, demonstrate the eleven behaviors outlined by Marzano, Waters, and McNulty, in successfully achieving second-order change. The second purpose was to identify differences in the perceptions of the elementary principals and teachers in 10/10 schools about the extent to which the principals demonstrated these eleven behaviors in successfully achieving second-order change. Methodology: The subjects in the study were principals and teachers in three Southern California, high-performing, elementary schools. Subjects responded to two research instruments: (1) An 82-item survey, assessing 21 principal behaviors was completed by 3 principals and 45 teachers, and (2) an interview using 11 open-ended questions, assessing the eleven principal behaviors was completed by 3 principals and 18 teachers. Findings: Examination of quantitative and qualitative data from the three Southern California elementary schools indicated principals in these high-performing schools scored high in all of the behaviors important in leading schools in second-order change. Principals operated from a well-articulated and visible set of ideals and beliefs. Principals developed and fostered a positive school culture. Principals established strong lines of communication with and between teachers and students. Conclusions: The data support the conclusion that elementary principals in the top performing Southern California schools demonstrated the seven behaviors in successfully achieving second-order change. Additionally, the four behaviors that may be perceived by some as having eroded as part of a second-order change initiative, were not eroded. Principals scored high in these areas as well. Recommendations: Further research is advised: studies of the behaviors of secondary principals in high-performing middle and high schools and behaviors of teachers in high-performing elementary, middle, and high schools, would enrich the current understanding of leadership behaviors and their affect on student achievement. Also it is recommended that the study be replicated with a greater number of subjects in a greater number of schools. Finally, it is recommended that a study be conducted to compare high-performing and low-performing schools' culture and climate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10