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).

Women in the United States are underrepresented in high school principalships. A review of literature identified specific barriers that have historically contributed to this disparity including role congruity, normative male dominance, and gender bias against women. Furthermore, the high school principalship has been defined over time from a male perspective assumed to be the universal reality leaving the unique career experiences of female high school principals glossed over and often misunderstood. Similar barriers most likely have also contributed to the underrepresentation of female high school principals in Utah, yet intentional studies analyzing their unique career journeys have not been completed. A lack of understanding and awareness of the female high school principal experience in Utah may also leave their unique experience glossed over and misunderstood. The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which this leadership position has traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. The findings of this study indicated female high school principals in Utah have experienced similar barriers in their career journeys as those identified in the literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. The findings of this study imply that a male-gendered leadership lens continues to impact the careers of female high school principals in Utah; however, increasing an awareness of their unique career journeys may promote a transformation away from this perspective and generate a high school principal experience that is more inclusive and refined.

The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics, lack of support, politics, advancement opportunities and promotion on tenure and turnover among high school principals in the state of Texas. The participants in the study included 60 Texas high school principals who left a high school principalship for a different high school principalship within the past 5 years. The participants completed the Texas Principal Survey and data were analyzed using binary logistic regression. The data indicated that salary, compensation and benefits was a significant factor in predicting an increase in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Additionally, advancement opportunities was a significant factor in predicting a decrease in the odds of principal turnover for principals who had been in their prior principalship 5 or more years over principals who had been in their prior principalship less than 5 years. Responses from an open ended question asking principals why they left their prior principalship suggested that principals left for reasons including new challenges, lack of support and family. The results of this study support the need for continued research in the area of principal turnover and provide insight to district superintendents, school boards and principals.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

This essay examines high school principals experienced autonomy and control during the COVID19-pandemic 2020 – 2021. During the pandemic, the Swedish government chose a different path than other countries regarding for example public restrictions and the possibility for preschools and elementary schools to remain open. High schools, on the other hand, were forced to have distance learning during parts of the COVID19-pandemic. The high school principals’ experienced autonomy and control are examined trough a theory about domains in which autonomy can be experienced. These domains are educational domain, social domain, developmental domain and administrative domain. Six high school principals were interviewed using a semi-structured interview method and the material from these interviews was coded based on the four domains’ keywords. The results from this survey show that before the pandemic the principals felt that they had high autonomy in all domains. At the same time, their perceived control was high, something they largely viewed as positive. However, during the COVID19-pandemic all but one of the principals found that their autonomy had diminished. Also, control decreased in all domains except the administrative one. In the administrative domain the control increased, both in terms of implementation and number of controllers. Parts of this control were perceived as positive but not all. The conclusion of this essay is, that when a society experiences a major crisis such as the COVID19-pandemic, the control and supervision of principals’ work increase and their experienced autonomy decreases.

In the United States, students must pass Algebra I to graduate from high school. The purpose of this qualitative study was to identify the instructional practices of teachers and leadership supports in rural secondary schools with a high pass rate among African American and Latino students in Algebra I. This study was used to determine the instructional and leadership supports that influenced three high schools with a high pass rate in Algebra I for minority students for 3-years consecutively, based on Virginia Standards of Learning. This study was conducted using semi-structured interviews. The findings indicated that teachers influenced the high academic performances of minority students through relationships, praise, and support while they employed effective teaching practices and consistently utilized teaching resources. Also, teachers provided sufficient time for practice, modeling, scaffolds, guided notes, and remediation using their personal experiences to serve the needs of minority groups. Teachers established relationships, built relatable lesson plans, and set high expectations continually. School leaders, who supported student success by providing autonomy to teachers, created plans and utilized approaches to meet the needs of struggling students. The implications of this study were that school leaders should institute a strong culture promoting strong relationships between teachers and students, provide mathematics teachers with professional development, give teachers time and space for meaningful collaboration, and consider teachers' skills when assigning a mathematics course. / Doctor of Education / Algebra I is a required course that students must pass in the Commonwealth of Virginia to graduate from high school. Teachers influenced the high academic performance of minority students through relationships, personal experiences, effective teaching practices, and resources. Although school leaders provide support, they must also provide professional development and allow teachers time for collaboration. The purpose of this qualitative study was to identify the perceptions of math teachers in rural secondary schools with a high pass rate among African American and Latino students in Algebra I regarding their instructional practices and school leadership supports. This study was conducted in three high schools within three different rural divisions and in two different regions within the Commonwealth of Virginia. This study generated six findings and four implications.

Recent research surrounding educational leadership indicates that among school-related factors, leadership is second only to the classroom teacher as a variable associated with improving student achievement (Leithwood et al., 2004). Given the current climate of high stakes testing and accountability, the role that the principal plays in fostering continuous school improvement and ensuring academic success for all students has become increasingly important. To enhance school performance, the literature proposes that school leaders serve as instructional leaders and distribute their leadership responsibilities. One significant element of such leadership models is the ability of the school principal to support and promote inquiry by teachers and school administrators into student and school data. Wayman and Stringfield (2006) note that a campus culture that values and practices data-based decision making is marked by collaborative inquiry into student data. Advocates of data-driven decision making and data use suggest that inquiry into student data has been shown to be useful in improving overall school practice (Bernhardt, 2003; Wayman and Stringfield, 2006). Furthermore, using data to focus on specific goals will improve student learning (Schmoker, 1999). To explore how principals can foster the development of structures that allow for inquiry into student and school data, a case study of one purposely-selected high school was conducted. The four primary research questions this study addressed were: (1). What structures can high school principals develop and implement that promote inquiry by teachers and administrators into data? (2). What structures positively impact student academic achievement, as perceived by high school teachers and principals? (3). How are teachers using student achievement data in their instructional decision-making? (4). What are the qualitative data elements that school leaders might consider to inform the ongoing planning and decision-making process? Over the course of four months, data was gathered through individual interviews, observations, a survey, and analysis of pertinent documents. Several themes surrounding data analysis and leadership practices emerged. These included: the benefits of using structures to empower school staff to own data, the use of structures to allow for time for collaboration, using data to improve teaching practices, and the benefits of providing teachers greater access to pertinent data. / text

本研究旨在探討國民中學校長透明化優勢領導與學校混沌動力系統之間的關係。除探討國民中學校長透明化優勢領導、學校混沌動力系統的內涵及現況，瞭解教育人員人口變項及學校背景變項在校長透明化優勢領導及學校混沌動力系統得分的差異情形外，亦分析校長透明化優勢領導與學校混沌動力系統之相關程度，並探討校長透明化優勢領導對學校混沌動力系統的預測情形。 本研究係以台灣地區之國民中學教育人員為研究對象，以「國民中學校長透明化優勢領導與學校混沌動力系統調查問卷」為工具進行研究，內含基本資料、國民中學校長透明化優勢領導問卷及學校混沌動力系統問卷三部分，具有良好的信度、效度。正式施測有效樣本502位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中學教育人員在知覺「校長透明化優勢領導問卷」的總得分上，屬於中上程度，在各向度之得分中，以「誠實至上」最高，最低則是「勇於認錯」。國民中學教育人員在「學校混沌動力系統問卷」的總得分上，亦屬於中上程度，在各向度之得分中，以「回饋機制」最高，最低則是「亂中求序」。 二、教育人員人口變項與學校背景變項中，性別、年齡、服務年資、職務及區域在校長透明化優勢領導問卷上，均具有顯著差異，僅學歷無顯著差異。 三、教育人員人口變項與學校背景變項中，性別、年齡、服務年資、職務及區域在學校混沌動力系統問卷上，均具有顯著差異，僅學歷無顯著差異。 四、教育人員知覺校長透明化優勢領導問卷之得分中，低、中、高三組在整體學校混沌動力系統及學校混沌動力系統各向度上，均有顯著差異；同時，不論在整體學校混沌動力系統或各向度的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 五、校長透明化優勢領導及各向度，與學校混沌動力系統及各向度間呈現出顯著的正相關，亦即教育人員知覺校長透明化優勢領導行為愈高，則校長經營學校混沌動力系統之能力也愈佳。 六、在探討校長透明化優勢領導各向度中，以鼓勵讚賞、傳達警訊、信守承諾、勇於認錯、卸下防禦及沈著鎮靜等六者對學校混沌動力系統之聯合預測力最佳，尤以鼓勵讚賞最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中學校長及未來相關研究之參考。 / The purposes of this study were to explore relationships between principal's transparency edge leading and chaotic dynamical system in junior high school. The fist were to explore the reality for principal's transparency edge leading and chaotic dynamical system in schools. Secondary, the researcher also investigated the differences of school staff’s demographic variables and schools' background variables among principal's transparency edge leading and chaotic dynamical system in schools. Thirdly, to analyze the relationships among principal's transparency edge leading and chaotic dynamical system in schools. Finally, to explore predictive power of principal's transparency edge leading on chaotic dynamical system in schools. This study employed the survey method. The subject were 502 educational staff randomly sample from 70 junior high schools in Taiwan island. Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were： 1. There is above average perception for principal's transparency edge leading and chaotic dynamical system in schools among the junior high school staff. 2. Significant difference existed among the gender, age, seniority, position, and district for principal's transparency edge leading. 3. Significant difference existed among the gender, age, seniority, position, and district for chaotic dynamical system in schools. 4. Significant difference existed among low, middle, and high teachers' perception of principal's transparency edge leading for chaotic dynamical system in schools. 5. Significant positive correlation between principal's transparency edge leading and chaotic dynamical system in schools. 6. In regression forecast of principal's transparency edge leading to chaotic dynamical system in schools, especially the variable of “encouragement and applause” has the biggest predictability. Based on the results of this study, to make some suggestions for educational administration, the junior high school principals and future study.

The problem of this study was the investigation of the development of H.B. 235 and its impact upon the role of the high school principal in Texas, as perceived by high school principals, superintendents, and selected professors of educational administration. The purpose of the study was twofold. First, it analyzed the development and provisions of H.B. 235, and second, it tried to determine the impact of its implementation upon the role of the high school principal in Texas.