The purpose of this study was to identify the existing relationships of the elementary school principals' and teachers' perceptions of the elementary school principal's role behavior in Ubon Province, Thailand. This study answers four questions: Are there significant differences in perceptions of teachers in each of the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all teachers among the thirty-four surveyed schools of the principal's role behavior; Are there significant differences in perceptions of all principals of the principal's role behavior; Are there significant differences in perceptions of all teachers and principals of the principal's role behavior?

The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in School District A perceived the program’s effectiveness in preparing them to demonstrate Florida’s principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles within School District A. This study was conducted at the request of the professional development services designee in School District A and is a companion study to research conducted by Eddie Ruiz and Wesley Trimble. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and to gather additional input from program completers. Survey results as well as interview data were analyzed in order to give the professional development services designee information for designing a new principal preparation program for School District A. The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant’s awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to iii the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP. Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness

No description available.

Principal workloads and demands are steadily increasing while principal health and well-being are declining, resulting in increased rates of principal turnover. Currently, principals are experiencing numerous work-related stressors that are increasing burnout. In many cases, school leaders are sacrificing their families and health to lead their schools. As school success is linked with principal leadership, principal burnout and wellness demands further discussion and investigation. Yet, there is a limited body of research that examines the lived experiences of principals who experience burnout. Consequently, this researcher conducted a phenomenological qualitative study of 12 Texas K-12 elementary and secondary public school principals in central Texas. Findings pointed out that principals experience burnout in waves. While the COVID-19 pandemic greatly impacted the burnout principal experienced, political divisiveness and social media attacks intensified their burnout. Additional findings revealed that burnout can cause principals to question staying in their role and negatively affect the quality of their family relationships as well as their health. Principals coped with their burnout by being aware of their emotions, spending time doing things that brought happiness, exercising, and reverting back to their faith in God. Additionally, principals believed that having knowledgeable district leaders who are visible, trust their leadership, and offer real support could help to alleviate or mitigate principal burnout. Suggestions for ways that district leaders, principal preparation programs, and state education departments could reduce principal burnout and increase student, school, and distinct outcomes while supporting principal well-being are provided.

This study sought to determine to what extend completers of School District A’s Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A’s principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school’s free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants’ experiences and school district needs.

An analysis of interrater agreement across multiple respondents on anecdotal assessments was compared with experimental functional analysis outcomes for correspondence. Experiment 1 evaluated the agreement of multiple respondents on the function of problem behavior for 22 individuals across 42 target behaviors using the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF). Results showed agreement on the primary maintaining consequence for 4 or 5 of the 5 respondents in 52% (22/42) of the individual's target behaviors with the MAS and 57% (24/42) with the QABF. Experiment 2 examined whether correspondence occurred between the anecdotal assessment results and experimental functional analysis (EFA) results for 7 individuals selected from Experiment 1. Correspondence between the QABF assessment and the EFA was found for 6 of 7 participants, and 4 of the 7 showed correspondence between the EFA and the MAS. This study showed that the QABF had higher correspondence with analog assessments than the MAS thus, supporting the previous findings of Paclawskyj et al. (2001).

： 本研究主要透過國民小學校長的職責與知能分析、校長培育的必要性分析、英美兩國小學校長培育制度分析及我國國民小學校長甄選儲訓制度沿革及優缺點之分析，及調查教育人員及家長會代表對國民小學校長培育制度之意見，以探討我國理想的國民小學校長培育模式。 本研究方法為文獻分析法、問卷調查法及訪談法，問卷調查樣本為臺灣地區二十五縣市國民小學教師、組長、主任、校長、家長會代表、教育行政人員及學者專家等共一二Ｏ二名，樣本回收七Ｏ二份，有效樣本數六八八份，總回收率達58.4%。訪談樣本為國民小學資深校長、新任校長、教育行政人員及學者專家，共十六人。研究工具為自編「國民小學校長培育模式調查問卷」及「國民小學校長培育模式訪談綱要」。本研究統計方法為次數分配、百分比、χ2考驗、變異數分析、及Scheffe法事後比較。 本研究結論如下： 一、理想的國民小學校長培育模式 (一)多數人認為理想的國民小學校長培育模式應採「先訓後選」模式。 (二)不同職務者對於理想的國民小學校長培育模式的看法達顯著差異。 (三)多數人贊成採用多種培育模式並行的方式。 (四)不贊成採用「多種模式並行」者認為「多種模式並行」會產生各種弊端。 二、國民小學校長培育權責問題： (一)國民小學校長培育法制事宜應由教育部統一訂定。 (二)國民小學校長培育專業機構應由設有教育行政研究所或教育學系行政組之大學校院辦理。 三、國民小學校長培育對象資格及產生方式： (一)國民小學校長培育人選應具備教學年資十一年以上。 (二)國民小學校長培育人選應規定其必須具備主任年資或其他教育行政年資三年以上。 (三)校長培育人數應該有計畫地培育。 (四)校長培育人選應由縣市教育局及培育機構共同組織甄選委員會篩選。 (五)國民小學校長培育人選篩選方式有口試、筆試、考績及年資、自傳、性向測驗、EQ量表、人格量表、自評、同儕評量等方式。 四、國民小學校長應修習課程與教學方式： (一)國民小學校長培育課程應屬研究所層級課程。 (二)國民小學校長培育課程應兼採研習時數及學分數方式計算。 (三)國民小學校長培育課程以學分計算者，應修習與研究所相同學分數，以研習時數計算者應修習288個小時(約十二週)以上。 (四)校長培育課程包含「一般教育領域」課程及「教育行政領域」課程。 (五)國民小學校長培育課程應採取的教學方式有實務研討、問題解決方案討論等。 (六)具有碩士學位者仍需參加校長培育課程及校長實習課程。 (七)校長培育機構的師資以聘請由具有國民小學校長、主任或教育行政經歷之大學教授擔任。 五、國民小學校長實習課程與方式： (一)校長實習課程應該安排在修畢職前課程且通過校長甄選或鑑定之後，始進行實習。 (二)校長實習時間以一年全時實習最適當，實施初期先以一個學期實施。 (三)校長實習課程由培育機構與實習輔導校長共同設計。 (四)實習輔導校長產生方式以由縣市教育局及校長培育機構共同推薦分派。 (五)實習輔導校長應具備的條件優先順序依序為「具有良好的教育理念與價值」、「所經營的學校是一所有特色的學校」、「具有教學及行政領導特色」及「善於表達經營學校之知識與技巧」。 (六)實習輔導校長的篩選方式優先順序依序為「透過縣市教育局學校評鑑資料」、「透過教職員意見調查」、「透過校長評鑑資料」及「透過校長意願調查」。 (七)對實習輔導校長實施訓練方式優先順序依序為「辦理實習輔導校長研習」、「提供實習輔導校長參加校長進修之機會」、「成立實習輔導校長工作坊」及「出版實習輔導校長手冊」。 六、完成校長培育課程之檢定： (一)完成國民小學校長培育課程者，須加檢定方授予校長培育及格證書。 (二)完成校長培育課程應採取的檢定方式優先順序依序為「提交校務經營研究報告」、「平時考核及綜合考核」、「筆試」等。 (三)具有校長培育及格證書者，應再參加校長甄選，並經短期儲訓，方可取得校長候選人資格。 七、培育人選費用及差假問題 (一)培育人選學費由學員負擔，但可比照教師在職進修申請學費補助。 (二)現任公立機關學校教育人員參加校長培育課程，由縣市政府甄選培育者，或經縣市教育局核准自行報考獲錄取者，可給予公假。未經縣市教育局核准自行報考獲錄取者，則應請事假或留職停薪。 同時，本研究提出理想國民小學校長培育模式及詳細實施方式。 最後，本研究依研究結果分別提出以下的建議： 一、對建立理想國民小學校長培育制度之建議 (一)校長培育的流程應優先採取先訓後選模式。 (二)校長培育相關法規事宜應由教育部訂定。 (三)設立校長培育機構、除現行教師研習會之外，依地區設立北、中、南、東校長培育中心。 (四)校長培育人選應由縣市政府及校長培育機構組成甄選委員會篩選。 (五)校長培育人選應加強人格方面的篩選。 (六)培育課程採用學分制及時數制，並延長培育時間。 (七)校長實習時間應加長至一學期全時實習。 (八)完成校長培育課程應加以檢定。 二、對進一步研究之建議 (一)發展國民小學校長能力指標，做為校長培育之基準。 (二)研究國民小學校長能力認證。 (三)建立校長在職進修制度。 / The purpose of the study was to explore the ideal model of preparation for elementary schools’ principals by (1) analyzing documents and literatures that deal with their responsibilities, knowledge and capabilities; (2) analyzing the necessity of principal preparation; (3) comparing the school principal preparation system of the United Kingdom and the United States; (4) analyzing the history, forte, and shortcoming of the selection and pre-service training system for the elementary school principal; and (5) to survey the opinions of different members of the education community and parents. The method of the study entailed the analysis of document, questionnaires survey, and interviews. There were 1202 questionnaire total issued and 688 effective samples were acquired. The sample including teachers, principals, parents, administrators, and professors. There were 16 interview samples included principals, educational administrators, and professors. The instrument were “ Questionnaire for the Principal Preparation Model of Elementary School.” and “Interview conspectus for the Principal Preparation Model of Elementary School.” The data gathered from questionnaire are analyzed by frequency distribution, percent, Chi-Squire test, one-way ANOVA, and posteriori comparisons. The conclusions drawn from the study results were as follows: 1.The ideal principal preparation model for elementary school principal. (1)The samples indicated that the ideal principal preparation model is “training before selection model ”. (2) There were significant differences in ideal principal preparation model among samples who were in different positions. (3)The majority of samples agreed that varied principal preparation model could be used in the same time. (4)The reason for opposition to the use of a varied model was that it would produce many abuses. 2.The authority and responsibility of principal preparation. (1)The Ministry of Education must make the legislation of preparing principal. (2)The ideal institution for principals’ preparation should be the universities having graduated program for education administration or department of educational administration. 3.The conditions of the principal preparation candidate and the ways to screen. (1)The qualification of candidate shall have at least teaching experience for 11 years. (2)The qualification of candidate shall precondition of administration experience more than 3 years.(the same as above). (3)The quantity of prospective principal must be programmed. (4) The selecting committee should include local Education Bureau and preparation institutions. (5)The ways to screen the candidate are oral examination, written test, merits and experiences, autobiography, aptitude test, emotion quotient test, charactation test, self-judgment, and same generation judgment. 4.The programs and teaching styles of preparing principals: (1)The program should be graduate level. (2)The program can be designed both by semester hours and study hours. (3)The program credit hours required should be the same with graduate school’srequirement, or more than 288 hours. (almost about 12 weeks). (4)The principal preparation program must include educational professional courses and educational administration courses. (5)The instruction strategies of principal preparation are discussions, problem solving, and case studies. (6)The candidate who has had master degree still need to take the preparation program and internship. (7)The best inductors (instructors) of preparation principal program are the professors who have the experience served as elementary school principal or related position. 5.The principal internship (1)The principal internship must be offered after the pass of candidate’s preservice program and principal selection. (2)The ideal duration of internship is one-year full-time internship or no less than one semester. (3)The courses of internship must be designed by graduate institutions and the mentors. (4)The mentors must be select both by local education bureau and principal preparation institution. (5) The selecting criteria of mentors are the following: have good educational vision and virtue, be effective administration, have fortes in teaching and leading, and have the ability to share skills and knowledge with a novice. (6)The approaches of selecting mentors are: schools’ evaluation report, faculty’s opinion survey, principals’ evaluation report, and principals’ opinion survey. (7) Mentors’ training approaches are: in-service training, workshop, and handbook publication. 6.The examination of principal preparation program: (1)Those who have finished the principal preparation program must pass examination to get the principal certification. (2)The methods of examination are: have a turn paper about school management, quiz and final examination, and written test. (3)Those who have passed principal preparation program still need to participate the principal selection and have a short-term pre-service training, then, can get the qualification of principal candidate. 7.The fee and vacation (1)The candidate must pay the principal preparation program, but he/she can get the bounty from the government. (2)The public school teachers or government officers who were nominated by government to participate in principal preparation program, can had a duty free vacation. Otherwise, they must use their own vacation. Finally, the study brought up an ideal model of principal preparation and some concrete suggestions of performance. The suggestions of this study are: 1.The suggestions to establish ideal principal preparation program: (1)The principal preparation model should be “train before selection”. (2)The Ministry of Education must make the legislation of principal preparation. (3) The government should establish northern Taiwan’s, central Taiwan’s, southern Taiwan’s, and eastern Taiwan’s principal preparation center. (4)The selecting committee must include local Educational Bureau and the preparation institution. (5) Respecting the principal　candidate’s personality screen. (6)The program can be design both by semester hours and study hours. (7)The duration of internship must prolong to one semester full-time internship. (8)Those who have finished preparation program must be tested. 2.The suggestions for future research: (1) Develop ability criteria of elementary school principals. (2) Research the accreditation systems of elementary school principals. (3) Establish the in-service training system.

The variety of principal minors of nxn symmetric matrices, denoted Zn, can be described naturally as a projection from the Lagrangian Grassmannian. Moreover, Zn is invariant under the action of a group G C GL(2n) isomorphic to (SL(2)xn) x Sn. One may use this symmetry to study the defining ideal of Zn as a G-module via a coupling of classical representation theory and geometry. The need for the equations in the defining ideal comes from applications in matrix theory, probability theory, spectral graph theory and statistical physics. I describe an irreducible G-module of degree 4 polynomials called the hyperdeterminantal module (which is constructed as the span of the G-orbit of Cayley's hyperdeterminant of format 2 x 2 x 2) and show that it that cuts out Zn set theoretically. This result solves the set-theoretic version of a conjecture of Holtz and Sturmfels and gives a collection of necessary and sufficient conditions for when it is possible for a given vector of length 2n to be the principal minors of a symmetric n x n matrix. In addition to solving the Holtz and Sturmfels conjecture, I study Zn as a prototypical G-variety. As a result, I exhibit the use of and further develop techniques from classical representation theory and geometry for studying G-varieties.

As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, how do high school teachers perceive their level of empowerment by their principals based on the four school conditions of empowerment: principal training, principal leadership, teacher leadership, and school culture? Second, what are high school teachers' perceptions of the degree to which they are empowered based on their understanding of the domains of empowerment: meaning, competence, self-determination, and impact? Third, how do the conditions of empowerment relate to the domains of empowerment? The study modified an existing survey developed for measuring the level of empowerment of workers in corporations. The survey was used in this study as the basis for determining the perceived level of empowerment of high school teachers in three schools in a Mid-Atlantic suburban/rural school division. Analysis of the responses revealed that school culture was rated significantly higher than the other three empowerment conditions. High school teachers rated themselves significantly higher in the meaning and competence domains of empowerment. None of the four domains of empowerment related significantly to the meaning domain. The principal training condition was the only domain significantly related to the competence domain, and the condition of school culture was significantly related to self-determination. Additionally, the teacher leadership condition was significantly related to the impact domain only. / Ph. D.

The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals. / Doctor of Education / The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.