<p> Our nation faces a daunting challenge in assuring that we have a sufficient supply of well-educated, well-prepared teachers for our children. There presently exist several quality teacher preservice programs, nationally and internationally. Unfortunately, each institution varies greatly in its content and emphasis. </p><p> This research project examines a related, but often neglected, aspect of teacher success in the classroom: Are new teachers being given the content and experience that they need and desire? The results of qualitative anecdotal research find the answer to be an emphatic &ldquo;no.&rdquo; This project examines this question through a holistic approach that looks at teacher preparation through a variety of related topics. A few of these include credentialing and licensing practices, retention of teachers, teacher training programs, importance of teachers, and current challenges, to name a few.</p><p> The fact is that the success of our students is ultimately affected by the quality of the teachers that enter the classroom. It&rsquo;s the purpose of this study to raise the question of what our new teachers feel they need to be successful and whether or not those needs are being fulfilled.</p>

<p> Criticism of the public school system tends to be aimed squarely at teachers in the classroom (Karpinski, 2012). As school principals lead in this current educational climate, it is incumbent upon them to provide their teachers an environment that is conducive to job satisfaction, emphasizing teacher retention, and mitigating the deleterious effects of teacher turnover on students&rsquo; academic achievement. To understand the practices of the principal, this study investigated teachers&rsquo; perceptions of their principals&rsquo; practice, asking the following questions: What is the relationship between teachers&rsquo; perceptions of their principal&rsquo;s practice of building professional capital and teachers&rsquo; job satisfaction? What are the experiences of teachers in relation to their perception of their principal&rsquo;s practice of building professional capital and job satisfaction?</p><p> Research was conducted employing an explanatory sequential mixed-methods correlational study; utilizing a researcher-created on-line survey and semistructured interviews. The results of this study indicate that teachers&rsquo; job satisfaction is independent of principals&rsquo; practice of building professional capital. The quantitative findings found no correlation between teachers&rsquo; perceptions of their principal&rsquo;s practice of building professional capital and teacher job satisfaction. The qualitative data indicate that teachers attributed their job satisfaction to factors that are independent of their relationship with their principal; commitment to their students and colleagues and sense of purpose were cited as sources of job satisfaction.</p>

Research Report submitted to the School of Education, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the Degree of Master of Education May 2016 / This research is focused on an examination of executive leadership in education which has emerged in the South African independent schools sector over the past two decades. School leadership is based on the premise that the role of the principal or head of a school is to lead and manage teaching and learning. Executive leadership per se is generally associated with business practice in large, corporate organisations, and the introduction of executive leadership structures in education was therefore seen as a paradigm shift which warranted investigation. Shortly after the first democratic elections in 1994, the South African Schools Act (SASA) was passed by parliament in 1996. The Act provides amongst other things the right to every person to establish and maintain, at their own expense, an independent educational institution. Since then the number of independent schools in South Africa has increased and some of them have doubled or tripled in size over the years. Independent schools fall into the category of private providers of education and are required to operate within the legal and education policy framework of the Republic of South Africa and to obtain accreditation from Umalusi, which is the Council for Quality Assurance in General and Further Education and Training in South Africa. In addition, and as part of their membership obligations, independent schools that are affiliated to ISASA (Independent Schools Association of Southern Africa) undergo a periodic quality assurance process which is carried out by IQAA (Independent Quality Assurance Agency). Compliance and quality standards are therefore considered as key aspects of leadership and management of an independent school. This research study is located within qualitative methodology, and grounded theory was used to determine theories to explain executive leadership in the selected case study school. As there were no available previous studies or theories to explain the trend towards executive leadership, grounded theory was considered most appropriate for this study. According to Dimmock and Lam (2012), grounded theory is well suited to research in educational leadership because of ‘its ability to offer a theory of explanation of complex interactive situations involving human beings in their natural or organisational settings’ (2012: 189). One case study was selected in the Gauteng Province of South Africa and the experiences of eight participants were investigated. The participants comprised of two executive leaders (these are known as Rectors and are the current Rector of the school and his predecessor), the five designated principals of the schools within a school, and the business manager. The research instruments used included questionnaires and interviews; the questionnaires were structured with the purpose of eliciting as much data from each participant as possible. The interviews were semi-structured with follow up probing questions, designed to enable full and frank engagement by the participants. The analysis of data revealed that the role of an executive head (or Rector in the example of the selected case school) is strategic, policy-based and relational in nature. The role serves to galvanize a school towards a particular long-term shared vision and helps to focus all role-players on what must be done in the present and immediate future in order to achieve the long-term vision of the school. It was also revealed that the role of the Rector does not extend to matters of teaching and learning, and that these are delegated to the designated principal within a particular school environment. The research concluded that executive leadership structures can be of great benefit to education. The core business of schools is teaching and learning and therefore the principal’s key role should be about instructional leadership. The Rector or executive head on the other hand will be the best placed person in a school to lead and manage strategy, vision and policy compliance.

Principals implement a variety of strategies to improve the quality of instruction within their school buildings. These strategies can range from teacher development to professional learning communities to teacher evaluation systems to various ways to provide feedback to teachers on the quality of instruction. Working in our nation’s schools to improve the educational experiences for all students; principals must strive to improve student learning through improving the quality of instruction that all students receive. This is the basis for which this research study is constructed. Following a classroom observation by the principal, how can the principal’s feedback to the teacher yield sustainable improvements in a teacher’s instructional practices? How can a principal’s instructional leadership skills ensure improvement in a teacher’s instructional practice? Throughout this research study, the Design Based Research (DBR) methodology (as authored/researched by Rick Mintrop) was used to explore these research questions. The steps for design based research include: defining/framing a problem of practice, making intuitive theories of action, understanding the problem/change process, designing research- based interventions, implementing interventions/ collecting data, and evaluating interventions/ deriving design principles (Mintrop, 2015). DBR procedures were embedded in my research study to explore these research questions through FICS Observation Cycles, Teacher Perceptions Surveys, and Principal Reflective Interviews. For this research study, we explored the feedback three principals provided to their teachers over the course of several months. Each participating principal was trained on how to ensure feedback conversations are meaningful, descriptive, specific, and undergirded by a self-regulating action plan. They used FICS Observation Protocol Sheets to capture these conversations. Each principal used teacher perception surveys to gauge the instructional leadership and the level of instructional change the teachers made based upon feedback from the principal. The premise behind this design is to ensure that teacher feedback is embedded in an instructional framework with specific goal-setting steps that are discussed through a collaborative laser-like focus on good teaching which results in better student learning. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2018. / April 4, 2018. / instructional leadership, principal, teacher evalaution, teacher feedback, teacher goals setting, teacher perceptions / Includes bibliographical references. / Stacey Rutledge, Professor Directing Dissertation; Itel Jones, University Representative; Marytza Gawlik, Committee Member; Helen Boyle, Committee Member.

Online graduate education accounts for the fastest rising portion of new graduate students in the United States (Allum & Okahana, 2015). Yet, their experiences are missing from the literature, and we know little about what drives their development and degree progression. The purpose of this study was to explore the experiences and perceptions of doctoral students enrolled or graduated from solely online education doctorate (EdD) programs at public, not-for-profit, research institutions in the United States. This multiple case study, conducted at two online EdD programs, explored the intricacies of the online doctoral experience from the perspective of students themselves. The research was guided by the following questions: • How do education doctorate students in solely online programs at research institutions in the United States experience their degree programs? • How do student experiences help or hinder progression through the education doctorate degree? A multiple case study was conducted to begin research in this area with a focus on descriptive analysis and exploration of online doctoral student experiences. The case study research involved a survey and follow-up interviews with online doctoral students from each program. Survey data were subject to descriptive analysis, and qualitative survey data were coded and analyzed along with interview transcripts. A cross-case analysis allowed the researcher to identify differences in the student experience and perspectives on online doctoral study by program, highlighting differences in the student experience. Three themes emerged as key experiences during the doctoral program: (a) navigating expectations, (b) learning experiences, and (c) interactions while completing the doctoral program. Students' early experiences during the online doctoral program set the stage for their expectations of the program, their expectations of themselves as students, and what they believe the program expected of them. Using personal skills, such as time management and early feedback from faculty on expectations or class work, helped the student navigate the transition. Learning occurred through coursework and other formal program activities, but also through applied learning experiences. Students in both programs found value in the interactions they had with cohort members with diverse perspectives on education issues and practice. Interactions during the doctoral program occurred with many groups, and each became sources of support for students' success. Three groups mentioned most often by participants were peers in their cohort, faculty members and the major professor, and individuals beyond the program. In general, students felt they were experienced practitioners entering online doctoral programs. Most students perceived changes in their thinking as a result of coursework and interactions with diverse perspectives in the classroom. These changes were evident to students when they applied their knowledge in work settings, and these experiences left them feeling more confident in themselves and their abilities and poised to be a more capable contributor in the future. This is best described as becoming a "scholarly practitioner" over the course of the doctoral program, as students integrated their learning, research, and work experiences. As institutions expand doctoral programs through online offerings, and students continually turn to online EdD programs, these findings were both timely and relevant. These findings from this study are informative for graduate program directors, faculty members, and administrators seeking to improve or expand their online offerings at the doctoral level. Furthermore, findings will allow these individuals to better address academic, social, and developmental needs of students in online doctoral programs. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / October 22, 2018. / Academic degrees, Dissertations & theses, Graduate studies, Higher education, Online instruction / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Vanessa P. Dennen, University Representative; Tamara C. Bertrand Jones, Committee Member; Kathy L. Guthrie, Committee Member.

Even though the official kick-off of special education was witnessed in 1960 in the Kingdom of Saudi Arabia, its history dates back to 1958 following the individual efforts of Ahmad Aba Hussein to teach the Braille system to a group of blind people who later proceeded to teach other blind people at their homes. Despite making substantive progress towards ensuring that students with special needs have better access to education through the enactment of various policy frameworks, there is still a lot that needs to be done to realize an inclusive education curriculum for all. Notably, students with Down syndrome and autism have, for a long time, been disadvantaged in terms of their access to schools due to the stereotypical attitude that they were unteachable. Therefore, the current research study investigated the factors associated with the academic success of fourth- and fifth-grade autistic and Down syndrome students’ successful transition in Saudi Arabia’s public schools. The study employed a qualitative research approach whereby interviews were used to gather relevant evidence. Study participants were selected randomly, and included four special school teachers in one of Saudi Arabia’s public schools, one education administrator, one counsellor and eight parents. The researcher used interviews to ask participants questions related to the variables in the study. The findings of this study indicated that teachers believe that schools can adapt the classroom learning environment to address the needs of students with disabilities. Teachers also agreed that having high expectations for students with Down syndrome and autism encouraged them to perform better and showed positive results. Generally, the results showed that offering a conducive learning environment for children with special needs enabled them to attain better academic achievements. The findings indicated that it is important to give teachers proper and continuous training so that they can address the needs of autistic and Down syndrome students. The major results of the study demonstrated that schools should place students in safe and conducive learning environments. Overall, it is hoped that the findings of this study will inform policy changes aimed to address the needs of autistic and Down syndrome students.

<p> The purpose of this qualitative exploratory multi-site case study was to explore how principals perceived the influence of role models in the development of ethical leadership behaviors in principals in a school district in Maryland and to elaborate on teachers and staff description of the ethical leadership behaviors modeled by principals. Research directed the need to know how principals perceived the influence of role models in the development of ethical leadership behaviors in principals, as well as teachers and staff description of the ethical leadership behaviors modeled by principals. The sample consisted of four principals and seventeen teachers from four Title 1 middle schools in a school district in Maryland. The data collection instruments used were the in-depth interview on principals and teachers; open-ended questionnaire, and focus group discussions with teachers. The qualitative exploratory multi-site case study was used to explore the research questions, and the data were analyzed, and coded using the MAXQDA software into themes and sub-themes. The findings from this study confirmed that principals&rsquo; ethical leadership behaviors were acquired from childhood through adulthood and career life. Ethical leadership behaviors modeled by principals included behaviors like supportiveness, integrity, honesty, fairness, respectfulness, utilizing rewards, open communication, accountability, trustworthiness, cooperativeness, committed to high professional standards, motivational, and modeling expectations. The findings showed some variations in the principals&rsquo; demonstration of ethical leadership behaviors as some of the principals were considered to be more ethical than others. </p><p>

<p> The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader&rsquo;s leadership formation and development. </p><p> The research found four categories related to the participants&rsquo; leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.</p><p>

<p> Research shows minority teachers positively impact minority student achievement, yet these teachers (especially Blacks and Latina/os) account for the highest percentage of pre-retirement teacher attrition rates. The primary reasons for their premature departures are a lack of autonomy relating to classroom instruction; exclusion from the school-wide decision-making process; and school culture and climate issues. These concerns could be alleviated through the agency of teacher leadership, especially when considering the finding that leadership is second only to classroom instruction when it comes to student achievement. School leaders, therefore, who adopt a distributed leadership model and nurture a culture wherein teachers are empowered to lead reform efforts, could potentially help ameliorate achievement gaps and minority teacher shortages. This mixed-methods, qualitatively dominant study sought to fill the gap in knowledge on the benefits of early career teacher leadership development for minority teachers and its potential impact on teacher attrition rates. Participants were surveyed using the Teacher Leadership School Survey as a means to determine how conducive their individual school&rsquo;s culture is/was to teacher leadership development and follow-up interviews were conducted to ascertain individual perceptions of teacher leadership and its impact on their decisions to commit to or exit the profession. Findings indicate teachers&rsquo; decisions to remain committed to the profession were largely influenced by their intrinsic motivation to teach and champion underserved students; their individual school culture&rsquo;s conduciveness to teacher leadership development; and the provision of teacher leadership opportunities. </p><p>

<p> For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, &amp; Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who understands the importance of engaging learners with the technological advances of today&rsquo;s society. Partnering with the principal, the instructional technology leader can aid to improve the school&rsquo;s learning environment by influencing individual and institutional factors to support classroom technology use (Consortium for School Networking, 2009; International Society for Technology in Education, 2011). Unlike the role of the school principal, the instructional technology leader lacks authoritative power and instead relies on the ability to manage one&rsquo;s own emotions and attitudes as well as the emotions and attitudes of others (teachers), a process explored in emotional intelligence theory. </p><p> Using a blend of portraiture and narrative design methodology, this study explored the experiences of instructional technology leaders under the lens of emotional intelligence. The following question framed this study: How do instructional technology leaders perceive their own emotional intelligence (EI) and the role EI plays in the implementation and integration of instructional technology in the schools they serve?</p><p>