Florida's Beginning Teacher Program was evaluated to determine if there were significant differences in administrative attitude and perception of success between Orange County and Seminole County. Further evaluation was conducted to determine if the four possible gender-pairings of beginning teachers and peer teachers/mentors resulted in differing success rates. Finally, the program was examined to determine if administrative or peer teacher/mentor attitude was related to the success of the program. Beginning teachers, their peer teachers/mentors and administrators in Orange County and Seminole County were surveyed to accomplish these evaluations, using the Administrative Attitude Scale and the Beginning Teacher Success Scale developed for the study. Statistical differences were found between Orange County and Seminole County on both of the survey instruments, indicating that differences in implementation of state guidelines can result in differing attitudes and success rates. These results suggest the need for comparative studies in order to evaluate the differing plans of implementation. The gender-pairing combination of male beginning teachers with male peer teachers/mentors consistently showed the most negative results on the Beginning Teacher Success Scale. Study of this phenomenon is needed in order to determine the causes and cures for this group's poorer success rate. Administrative attitude was not statistically related to the success of the program. This finding was in contrast to the previous research, which indicated that the attitude of a 'helping adult' was the most critical factor in the success of a beginner. Study is needed to determine if this is a result unique to the educational community. Administrative comments indicated, however, that their attitude toward the participants in the program was much more favorable than their attitude toward the program itself, and this may provide a key to understanding these results. In Orange County, peer teacher/mentor attitude was not related to the success rate. However, in Seminole County there was a statistical relationship between peer teacher/mentor attitude and beginning teacher perception of success. There may have been a greater commitment on the part of the peer teachers/mentors in Seminole county because they were financially reimbursed. Although there were variations in results between counties and groups in the studies, the survey instruments indicated that the Beginning Teacher Program was achieving success, and that administrative and peer teacher attitude was moderately positive.

A historical overview of the principalship is the story of a position in constant flux, responding continuously to a changing society and the demands that those changes bring to bear on the educational system. If the 1960s and early 1970s can be described as periods of uncertainty for the principalship, the late 1970s and early 1980s can be recognized as the period when the principalship came into its own, as it gained recognition as a key position in the determination of effective schools. Research studies conducted during the 1960s emphasized the need for the principals to assume a leadership role, with an emphasis on management of personnel resources for performance, morale, and productivity. Studies during the 1970s and early 1980s revealed insights into the nature of the principalship, and focused on those characteristics exhibited by effective principals. Faced by ever present societal demands for accountability, efficiency, and effectiveness at a time when the economy was on the downswing, coupled with constraints being placed upon their management prerogatives, principals were faced with many challenges during the 1970s and 1980s. During that period, research findings revealed that the nature of the principalship was reminiscent of a rapidly changing society. Time was a scarce commodity for principals who lived a fast paced, complex, and highly personal role, characterized by brevity of tasks, continuous face-to-face encounters, which often required on-the-spot decision making. Effective principals were described as diverse, proactive, people-oriented, risk takers, who were, for the most part, non-beleaguered and able to deal with the highly energized and demanding job. Another common characteristic of principals was their major stressor--dealing with teacher performance and evaluation, particularly when interpersonal conflicts and forced resignation were eminent. The second greatest stressor was perceived to be a threat to the physical status and/or job security of principals. In order to deal with their highly demanding and stressful jobs, principals were observed employing various coping mechanisms that enabled them to maintain control in often ambiguous roles. / Ed. D.

Career ladders emanated from the reform movement of the eighties. Little could be found in the literature on how principals and teachers relate to each other under these arrangements. This study investigated the relationships between principals and teachers in three elementary schools in one district that operated under the state’s Career Development Program in North Carolina. Interviews were conducted with principals and a random sample of five teachers in each of the three schools. Analysis focused on the patterns of relationships between principals and teachers. Major findings revealed that relationships between principals and teachers were open, positive, and caring. Principals believed their relationships with teachers were closer and stronger since the implementation of the Career Development Program. Teacher effectiveness training that accompanied the Career Development Program provided a pedagogical structure and common language for teachers. The teachers believed the training helped them to become more competent. Teachers and principals reported principals were more involved in the classroom and conducted more frequent formal observations and evaluations. Both groups believed the principal had more paperwork under the Career Development Program. Principals and teachers believed the evaluation system worked. Teachers did not trust outside evaluators if they observed in areas outside their field or school level. The overall conclusion of this study is that relationships between teachers and principals became more focused on an instructional model that increased conformity, possibly reduced creativity, and increased the feelings of competence of teachers. / Ed. D.

The overall purpose of this study was to identify and illustrate leadership practices of exemplary teachers and their principals. Specifically investigated were the perceptions of Florida's Teachers of the Year 2000 and their principals in the context of the Kouzes and Posner (1993, 1995, 1997) Model of Leadership. The research population consisted of 67 Florida Teachers of the Year 2000 and 60 respective principals. The problem of the study was to explore the extent to which: (a) principals and Teachers of the Year perceived themselves as leaders, (b) principals' perceptions and teachers' perceptions differed regarding their principals' leadership, and (c) principals facilitated leadership in their Teachers of the Year. The study focused primarily on the identification of the five leadership practices of Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Data derived from the Leadership Practices Inventory (LPI-Self and LPI Observer) were used in the analysis of the first four research questions. Percentages, means, range of scale scores, standard deviations, and one-way analysis of variance (ANOVA) were employed. Research questions five through eight were investigated using descriptive data acquired during oral and written interviews. Responses were recorded, categorized and discussed. It was concluded that Teachers of the Year and their principals perceived themselves as leaders and that they used all of the leadership practices to some extent. Teachers cited their own frequent use of Encouraging, Enabling and Modeling practices. Principals identified Enabling and Modeling as their most frequently used practices. They, more than their teachers, believed they served as enablers and modeled the behaviors associated with these two practices. Teachers, regardless of school level, shared similar perceptions of their principals' leadership practices. It was 'Concluded that while teachers and principals used Modeling most often to describe teacher leadership, Enabling and Encouraging were the major actions of principals that contributed to the leadership of the teachers in this study. Blocks identified were related not only to organizational "lack of administrative support," but also to inherent conditions such as "equal status," "stress," "lack of opportunity," "lack of time" and "lack of reward." Findings and conclusions of this study support previous research on the connections between teacher and principal leadership. Outcomes show that increased understanding of leadership practices could be used to design conditions fostering teacher leadership. Implications for practice include administrative and teacher leadership training, leadership mentors, increased communication, leadership visibility and collegial exchange. A critical need was demonstrated to extend the variety of leadership practices principals employ. Increased development of leadership practices among principals will ultimately contribute to teacher leadership in Florida schools.

The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools. / by Kevin Gardner Perry. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

by Chow Hung Wai. / Added t.p. in Chinese. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-141). / TABLE OF CONTENTS --- p.i / ACKNOWLEDGMENTS --- p.iv / ABSTRACT --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER I --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Significance of the Study --- p.9 / Chapter CHAPTER II --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Concept of Leadership --- p.13 / Chapter 2.1.1 --- Definition of Leadership --- p.13 / Chapter 2.1.2 --- Overview of Major Approaches to Leadership --- p.16 / Chapter 2.1.3 --- Antecedents to and Outcomes of Leadership --- p.38 / Chapter 2.2 --- Concept of Teachers' Self Concept --- p.41 / Chapter 2.2.1 --- Development of Self concept Studies --- p.41 / Chapter 2.2.2 --- Definition and Formation of Self Concept --- p.44 / Chapter 2.2.3 --- Structure and Content of Self Concept --- p.46 / Chapter 2.2.4 --- Outcomes of Teachers' Self Concept --- p.57 / Chapter 2.3 --- Conception of the Study --- p.59 / Chapter 2.3.1 --- Principals' Leadership --- p.59 / Chapter 2.3.2 --- Teachers' Self Concept --- p.60 / Chapter 2.3.3 --- Principals' Leadership and Teachers' Self Concept --- p.61 / Chapter CHAPTER III --- RESEARCH METHODOLOGY / Chapter 3.1 --- Definitions --- p.67 / Chapter 3.2 --- Hypothesis of the Study --- p.69 / Chapter 3.3 --- Nature of the Study --- p.70 / Chapter 3.4 --- Unit of Analysis --- p.70 / Chapter 3.5 --- Instruments --- p.70 / Chapter 3.6 --- Sampling Design --- p.75 / Chapter 3.7 --- Analysis Design --- p.77 / Chapter 3.8 --- Limitations --- p.78 / Chapter CHAPTER IV --- RESULTS AND DISCUSSION / Chapter 4.1 --- "General Information of the Principals, Schools and Teachers" --- p.81 / Chapter 4.1.1 --- General Information of the Principals and the Schools --- p.81 / Chapter 4.1.2 --- General Information of the Teachers --- p.84 / Chapter 4.2 --- Preliminary Analysis --- p.87 / Chapter 4.2.1 --- Means and Standard Deviations of Teachers' Self Concept Measures --- p.87 / Chapter 4.2.2 --- Means and Standard Deviations of Principals' Transformational Leadership Measures --- p.88 / Chapter 4.2.3 --- Correlation between Variables of Teachers' Self Concept --- p.89 / Chapter 4.2.4 --- Correlation between Variables of Principals' Transformational Leadership --- p.93 / Chapter 4.2.5 --- Teachers' Demographic Characteristics and Self Concept --- p.95 / Chapter 4.2.6 --- "Principals' Demographic Characteristics, School Contextual Variables and Transformational Leadership" --- p.100 / Chapter 4.3 --- Main Analysis --- p.105 / Chapter 4.3.1 --- Correlation between Principals' Transformational Leadership Measures and Teachers' Self Concept Measures --- p.105 / Chapter 4.3.2 --- Relationship of Teachers' Self Concept to Teachers' Demographic Characteristics and Principals' Transformational Leadership --- p.108 / Chapter CHAPTER V --- CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS / Chapter 5.1 --- Conclusions --- p.113 / Chapter 5.2 --- Implications --- p.116 / Chapter 5.3 --- Recommendations --- p.118 / BIBLIOGRAPHY --- p.122 / APPENDIX A Summary of Cronbach Alpha and Validity for the Instruments --- p.142 / APPENDIX B Instrument used in the Main Study --- p.143

published_or_final_version / Education / Master / Master of Education

This study analyzed a random sample of thirty-six collective bargaining contracts between teachers and their respective boards of education in Wisconsin, New York, Tennessee, and California. The contracts were studied to assess the effect that collective bargaining has had upon the powers of principals over time. This was done by comparing each contract to a comprehensive list of traditional powers that were available to principals prior to collective bargaining (Pre-Collective Bargaining Power Profile of Principals). This analysis of contracts was a two-phase process. The first step was to identify whether or not the profile statements in the Pre-Collective Bargaining Power Profile were referred to in each contract. The second step was to describe how the presence of references to these statements affected the Power Profile of Principals. The principal's power was reported as being affected in three ways: deleted, constrained, or authorized. The general conclusion of this study was that the effect of teacher collective bargaining upon the powers of principals has been marginal. The data from the analysis of the contracts revealed that the majority (66 percent) of the statements in the Pre-Collective Bargaining Power Profile were not referred to in the collective bargaining contracts. The effects of the references to the statements that were identified were mixed. In the role areas of personnel management, pupil personnel management, and instructional leadership, the negotiation process authorized more power to principals than it deleted. In the role area of business and plant management, the principals' powers were deleted much more than authorized. This was due solely to the inclusion into the contracts of two items (i.e., the power to control building space and the power to control who may and may not enter the building). In the role area of community relations, the frequency of references was so small that the effects upon the power of principals were nonexistent.

Thesis (Ed.D.)--East Carolina University, 2009. / Presented to the faculty of the Department of Educational Leadership. Advisor: James McDowelle. Title from PDF t.p. (viewed June 16, 2010). Includes bibliographical references.

The purpose of this study was to examine the experiences of novice teachers with regard to teacher leadership. It sought to ascertain the importance of teacher leadership for novice teachers, to determine how teacher leadership is enacted by novice teachers and to examine the factors that enhance or hinder teacher leadership of novice teachers. Teacher leadership is an emerging field of study in many countries. Literature surrounding education practices suggest that a democratic and collaborative environment should be fostered. This study draws on the Distributed Leadership theory and Grant’s (2008) model of Teacher Leadership. Paradigmatically, this study is interpretive and is qualitative. A case study research design was used. Data was generated using focus group and semi-structured interviews. One secondary school in the KwaDukuza Region, KwaZulu-Natal was purposively selected as the case study school with the Principal, senior teachers and novice teachers serving as participants. The findings of the research revealed that novice teachers execute most of their leadership skills within the classroom. Little or no opportunities are given to them within the school environment to lead. As a result, the ideal characteristics of teacher leadership seem to have no place within the chosen school. Although novice teachers are aware of their importance as being part of the school leadership, very few leadership roles are filled by novice teachers within the school, among their colleagues and in their community at large. Findings also revealed that the school management team pays little attention to developing novice teachers as teacher leaders. This is one of the main obstacles that hinder the enactment of teacher leadership by novice teachers. In addition to this, lack of resources, time constraints and teacher overload affect novice teachers negatively in terms of taking on leadership roles. The research findings also reveal that the school operates under a stringent beauracratic management system. Decisions are left entirely to the school management team and the Principal. It was noted that both novice teachers and senior teachers express the similar outlook on the manner in which the school operates, that is an authorised leadership practice as opposed to democratic distributed leadership. Some of the recommendations that emerged from the findings were that of the school management team harnessing the enthusiasm of novice teachers to take on leadership roles and be part of the schooling community. The implementation of induction and mentoring programmes was a suggestion put forth by participants. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.