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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

The changing role of the school principal in Washington State /

Wulff, Kevin L. January 1996 (has links)
Thesis (Ed. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [147]-149).

Stress faced by school headteachers a study of sources of stress of local primary school headteachers /

Chan, Mei-yuk, Yonny, January 2002 (has links)
Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 105-109). Also available in print.

A study of the current practices and uses of evaluation of Illinois public school principals

Small, William W. Lynn, Mary Ann. January 1987 (has links)
Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 5, 2005. Dissertation Committee: Mary Ann Lynn (chair), Patricia H. Klass, Ronald L. Laymon, Thomas W. Nelson, William F. Stimeling. Includes bibliographical references (leaves 78-81) and abstract. Also available in print.

An investigation into the status of the role of the elementary principal within a decentralization program

Strick, Thomas L., January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 78-82).

Key events in the lives of successful middle school principals in Virginia /

Perry, Samuel Eastburn, January 1994 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 119-122). Also available via the Internet.

A utilization-focused evaluation of the job-embedded component of the collaborataive principal preparation program

Harris, Kelly Dion, January 2006 (has links)
Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (April 25, 2007) Vita. Includes bibliographical references.

Ethics and the principalship /

Oliveira, Anthony J., January 1990 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 136-137). Also available via the Internet.

The next generation of school leaders : are they being prepared for the role? A thesis submitted in partial fulfilment of the requirement for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology [i.e. Unitec New Zealand] /

Reid, Maggie. January 2008 (has links)
Thesis (M.Ed.)--Unitec New Zealand, 2008. / Coda (electronic version) title-page has 2009 date. Includes bibliographical references (leaves 81-88).

Principal leadership for special education perceptions of principals and directors of special education /

Duncan, Angela Bost. January 1900 (has links)
Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Carl Lashley; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jul. 9, 2010). Includes bibliographical references (p. 160-164).

A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills

Carlton, Alan Mark 01 January 1987 (has links)
This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.

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