M.Ed. / Please refer to full text to view abstract

M.Ed. (Educational Management) / Please refer to full text to view abstract

This study examined the effects of the supervisory process on classroom teaching. Through examination of the supervisory conference setting, this study examined whether effective supervision required supervisors who practiced certain strategies as they dialogued with teachers in the conference, or whether discussion of research-verified knowledge about teaching and learning alone was sufficient to bring about an improvement in classroom teaching practice. This study also examined the effects of an intervention on school principals in their performance of the supervisory task. That is, the study sought to determine if supervisors transferred the research-verified knowledge and/or process strategies presented in workshop programs to the supervisory task, and, if so, what effect, if any, this had on teachers' classroom teaching performance (classroom management practices). The research design was a case study of three supervision dyads which included two different treatments. Pre- and post-test data sources included supervisee classroom management performance, supervisory post-observation conferences, and conference participants' independent post-conference reactions. Data analysis explored the relationships between classroom observation data and supervisory conference data, in each case, for evidence of improved practice on the part of the teacher in the classroom and on the part of the principal in the supervisory conference. The relationships among the teacher's classroom management practices, the supervisor's process strategies, the substantive content focus of the conference, and the differential treatments (workshops) received careful examination. Through this approach the effects of many variables on teachers' classroom management performance were explored. The supervisory experience appeared to be affected by the experience and/or professional confidence levels of both supervisors and supervisees, the openness of both supervisors and supervisees (as evidenced in the interactive nature of the conference), the level of content knowledge and supervisory process strategies employed by the supervisor in the conference setting, and the facilitating role played by the supervisor. Where teachers were experienced and professionally confident, they appeared to find the supervisory process less threatening, and were more open and interactive in the conference setting, rendering the supervisory experience more effective. Where supervisors were perceived as less threatening (low in experience and/or level of confidence), more knowledgeable, and sincere in their facilitating efforts (process strategies), the supervisory experience also appeared more effective. The effects of the treatments on supervisors also appeared to be related to their level of experience and/or confidence, as well as their degree of openness. While the supervisors in this study transferred the knowledge and/or strategies learned to their performance of the supervisory task, the levels of application differed considerably. The implications for practice, based on the limited findings of this study, suggest that the improvement of current supervisory practice may require a combination of several staff development programs designed to provide both partners involved in the supervisory process with opportunities to develop and/or enhance both the knowledge and/or the skills that appear necessary for effective supervision. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

M.Ed. (Education Management) / Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation system. The purpose of this study is to demonstrate the relation between communication and the evaluation system. In chapter 1 the concepts standards, criteria, communication and evaluation system are clarified. The problems relating to the effective functioning of the system are discussed. The teachers are not explicitly informed of the aims of the system, as well as the standards and criteria which are to be applied. This inadequate communication causes the evaluation system as well as effective education to suffer. The aim of this study is thus: *to explain and clarify the criteria and standards applicable to the teacher evaluation system, * to identify the essential communication; and characteristics of transparent * to identify evaluating techniques the school principal may use to create a positive inclination towards the evaluation system. Chapter 2 is a discussion of the criteria used in the present system. It is further important to consider the numerous variables influencing the evaluation process. It is of utmost importance for the evaluator (school principal) to be familiar with all the facets of the system. It is his task to motivate his staff to participate with a positive attitude. For the teacher it is, however, just as important to receive explanations concerning the evaluation scales, categories and instruments against which he or she is to be evaluated. In chapter 3 the characteristics of communication are described. This chapter serves as an aid to the school principal since the success of the total evaluation system rests on efficient and transparent communication. The principles of effective communication, communication models and the various means of communicating are described. Another important issue are the causes of defective or poor communication. In conclusion clinical management is discussed as a means whereby communication obstructions may be reduced. Possible evaluation techniques are described in chapter 4. The preconditions for the achievement of evaluation objectives as well as the process itself are dealt with. It is important for the principal to plan and prepare the evaluation process so that the persons involved receive the necessary information and explanations. The actual evaluation can then take place. The most important part of the evaluation process still lies ahead, but unfortunately, in many schools, this never occurs. It is of great importance to the teachers to receive feedback. The positive as well as the negative results must be available so that the teacher knows in which areas improvements are necessary. It is also expected that the school principal provides the necessary guidance for training and development. The ultimate goal of teacher evaluation is the achievement of more effective education and the use of transparent communication by the headmaster to clarify the evaluation process could serve as a catalyst towards this end.

The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their schools? (3) Is there a relationship between teacher perceptions of principal behaviors and school policies and teacher allocation of time? To address these questions, a random sample of full-time elementary, classroom teachers from a large suburban school district near Portland, Oregon, was used. These teachers represented fourteen moderate size schools with student populations ranging from 325 to 550. The "Tucson Teacher Job Description Survey" was used to measure teacher allocation of time in six areas of teaching responsibility: Instruction, Instructional Planning, Classroom Management, Diagnosis & Counseling, School System Responsibilities, Clerical & Administrative. Principal behaviors and school policies, derived from the Stallings & Mohlman (1981) study, "School Policy, Leadership Style, Teacher Change and Student Behavior in Eight Schools" were used to measure teacher perceptions of principal behaviors and school policies. Statistical comparisons using multiple regression analysis were used to predict teacher allocation of time based upon teacher perceptions of principal support. A three-way factor analysis did not confirm the principal behavior and school policy labels derived from Stallings & Mohlman (1981). Three new labels of principal support were established: Professional Support, Instructional Support, Resource Support. Five variables from the Professional Support category were found to be significantly related to the time allocation areas of Instruction and Diagnosis & Counseling. Findings from this study showed no significant relationships between Instructional Support or Resource Support to teacher allocation of time. Teachers reported to spend the most time in Classroom Management responsibilities. The least amount of time was devoted to School System Responsibilities. Teachers perceived principals in this sample to have a higher frequency of Professional Support behaviors than the other two categories. Principals were rated high in speaking preparation, setting an example by working hard, and looking out for the welfare of teachers. The availability of custodial services when needed was rated low by teachers. Information from this study will assist principals in knowing where teachers allocate time, how teacher perceptions relate to teacher allocation of time, and what principal support variables most significantly contribute to teacher time allocations. Teachers will be made aware of time allocation variables which may affect time allocated to student Instruction. Recommendations include additional research with other groups of teachers to substantiate these findings and further study into reliable scales which measure teacher perceptions of principal support.

published_or_final_version / Education / Master / Master of Education

Shum, Lai Ching. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 131-143). / Text in English; Questionnaire in Chinese. / by Shum Lai Ching. / LIST OF FIGURES --- p.6 / LIST OF TABLES --- p.7 / Chapter CHAPTER I --- INTRODUCTION --- p.8 / Chapter 1.1 --- Background. --- p.8 / Chapter 1.2 --- Purpose of the study --- p.10 / Chapter 1.3 --- Significance of the Study --- p.11 / Chapter CHAPTER II --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Leadership --- p.14 / Chapter 2.1.1 --- Definition --- p.14 / Chapter 2.1.2 --- Leadership theories --- p.16 / Chapter 2.1.3 --- Leadership functions --- p.22 / Chapter 2.2 --- Sex-role orientation --- p.24 / Chapter 2.2.1 --- Definition --- p.24 / Chapter 2.2.2 --- Measure of sex-role orientation --- p.25 / Chapter 2.3 --- Leadership and sex-role orientation --- p.27 / Chapter 2.4 --- Teachers' work attitudes --- p.29 / Chapter 2.4.1 --- Definition --- p.29 / Chapter 2.4.2 --- Teachers' work attitudes --- p.30 / Chapter 2.5 --- Teachers' work attitudes and woman principals' leadership --- p.31 / Chapter CHAPTER III --- CONCEPTION OF THE STUDY --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.3 --- Sex-role orientation --- p.34 / Chapter 3.4 --- Woman leadership as a combination of sex-role orientation and leadership function --- p.36 / Chapter 3.5 --- Teachers' work attitudes --- p.38 / Chapter 3.6 --- Woman principals' leadership and teachers' work attitudes --- p.38 / Chapter 3.7 --- Summary --- p.39 / Chapter 3.8 --- Research questions --- p.41 / Chapter CHAPTER IV --- RESEARCH METHODOLOGY --- p.42 / Chapter 4.1 --- Introduction --- p.42 / Chapter 4.2 --- Definitions --- p.42 / Chapter 4.3 --- Null hypotheses --- p.45 / Chapter 4.4 --- Survey instrument --- p.46 / Chapter 4.4.1 --- Teachers' personal demographic information --- p.46 / Chapter 4.4.2 --- Measure of perceived woman principals' sex-role onentation --- p.47 / Chapter 4.4.3 --- Measure of perceived woman principals' leadership functions --- p.49 / Chapter 4.4.4 --- Measure of teachers' work attitudes --- p.49 / Chapter 4.4.5 --- Reliability of the instrument --- p.50 / Chapter 4.5 --- Sampling Merhod --- p.52 / Chapter 4.6 --- Analysis --- p.52 / Chapter 4.7 --- Limitations --- p.54 / Chapter CHAPTER V --- RESULTS AND DISCUSSION --- p.56 / Chapter 5.1 --- General Information --- p.56 / Chapter 5.2 --- Description of key variables --- p.59 / Chapter 5.2.1 --- Sex-role orientation of the woman principals --- p.59 / Chapter 5.2.2 --- Leadership functions of the woman principals --- p.68 / Chapter 5.2.3 --- Teachers' work attitudes --- p.73 / Chapter 5.2.4 --- Summary of descriptive statistics --- p.77 / Chapter 5.3 --- Findings related to research question 1 --- p.78 / Chapter 5.3.1 --- Woman principals' leadership and teachers' work attitudes --- p.78 / Chapter 5.3.2 --- "Leadership, demographic variables and teachers' work attitudes" --- p.81 / Chapter 5.4 --- Findings related to research question 2 --- p.89 / Chapter 5.4.1 --- Masculinity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.2 --- Femininity Raw Scores (BSRI) and Leadership Functions --- p.90 / Chapter 5.4.3 --- Masculine Sex-Role Orientation and Leadership Functions --- p.91 / Chapter 5.4.4 --- Feminine Sex-Role Orientation and Leadership Functions --- p.92 / Chapter 5.4.5 --- Androgynous Sex-Role Orientation and Leadership Functions --- p.93 / Chapter 5.4.6 --- Undifferentiated Sex-Role Orientation and Leadership Functions --- p.94 / Chapter 5 .4.7 --- Summary --- p.95 / Chapter 5.5 --- Findings related to research question 3 --- p.105 / Chapter 5.5.1 --- Profile of woman principals' leadership --- p.105 / Chapter 5.5.2 --- Effective and Ineffective Leadership Profiles --- p.108 / Chapter CHAPTER VI --- CONCLUSIONS AND IMPLICATIONS --- p.112 / Chapter 6.1 --- Demographics --- p.112 / Chapter 6.2 --- Description of key variables --- p.112 / Chapter 6.3 --- Findings related to research question 1 --- p.114 / Chapter 6.4 --- Findings related to research question 2 --- p.116 / Chapter 6.5 --- Findings related to research question 3 --- p.119 / Chapter 6.6 --- Supplementary findings --- p.121 / Chapter 6.7 --- Theoretical implication --- p.122 / Chapter 6.8 --- Practical implication --- p.127 / BIBLIOGRAPHY --- p.131 / APPENDIX --- p.144

D.Ed.

The purposes of this study were to determine student teacher expectations of the behavior of the principal in two dimensions of leadership as measured by the Ohio State Leader Behavior Description Questionnaire (LBDQ) and the extent to which these expectations were related to sex, race, level of preparation, and the eight personality traits measured by the Gordon Personal Profile (GPP) and the Gordon Personal Inventory (GPI).

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Carolyn Riehl; submitted to the School of Education. Includes bibliographical references (p. 117-126).