The primary purpose of the study was to identify the effective school leadership behaviors that build trust with teachers, as perceived by teachers on selected campuses in the North East Independent School District. A secondary purpose of the study was to determine whether demographic variables, such as gender, experience, and level of teaching, influence the relationship between teacher trust and effective school leadership. Of the 3,974 teachers in the district, 457 teachers were surveyed from one high, two middle, and four elementary schools. Findings in the study include the following: 1. The behaviors that had mean scores reflecting ratings closest to being critically important to building teacher trust were that the principal maintains confidentiality (4.76), is a good listener (4.73), gathers sufficient information before drawing a conclusion (4.61), reacts calmly in a crisis (4.59), and communicates clear expectations (4.55). 2. The Administrator Rating Form, developed by Ferris (1994), divided all the behaviors into three categories: (a) general professional, (b) personal authenticity, and (c) supervision/evaluation behaviors. The supervision/ evaluation behaviors were the least important of the three groups with a mean score of 4.14. This concludes that the general professional and authenticity behaviors result in building more trust than the supervision/evaluation behaviors. 3. It was determined that females show higher levels of trust in their administrators than that of their male counterparts. The teachers’ number of years of experience had no effect on how they responded. Within the category of general professional behaviors of the principal, there was no significant difference in the responses of the three teaching levels. Within the other two categories, however, there was a significant difference in the responses of the three teaching levels. The following recommendations are based on the findings and conclusions: 1. The principal must maintain confidentiality and be a good listener. 2. Principals should establish a professionally personal relationship with each teacher. 3. Principals should be aware that: (a) male teachers are less trusting than female teachers, (b) teachers’ years of experience has no bearing on building trust, and (c) elementary teachers are generally more trusting than secondary teachers.

Part of a larger study of high-performing districts in Ontario, this mixed method (qualitative and quantitative) study identified school district actions perceived by principals to help them make sense of their leadership work and contribute to their sense of efficacy in carrying out that work. Qualitative data included interviews with 23 principals, 10 senior district leaders, and 5 trustees in two high-performing districts in the province. Narrative analysis was used to analyze these data. Quantitative data were provided by the responses of 1,563 principals and 250 senior district leaders to two forms of a survey which included sub-sets of questions about variables of special interest to this study. Descriptive statistics were used to summarize the survey results. Interview results showed that in the two study districts, each of 12 district actions framing the study were perceived to influence principals’ efficacy or principals’ sensemaking or both. Of those 12 district actions, principals in one of the two study districts identified 8 of the 12 district actions as especially influential in helping them to make sense of their work and to develop their sense of efficacy for carrying out that work; 10 of the 12 district actions were identified by principals in the second study district. Four of the 12 district actions were common across the responses of principals in both study districts including: networking interactions among principals; job-embedded and regional professional development opportunities; support from superintendents with the writing of school improvement plans; and emphasis and support with data interpretation and use for decision making processes. Except for one of these four district actions (use of evidence for decision making), survey results pointed to the same sets of district actions as particularly influential to both principals’ efficacy and sensemaking. This research adds to the understanding of what districts do that helps their school leaders work more effectively. Implications are identified for the actions of district leaders and for future research.

The decisions and actions of principals impact the work in schools. The purpose of this research was to investigate the decisions and actions of elementary principals who support science and then compare those to the decisions and actions of teachers and central office staff. The primary question guiding the research was, What are the decisions and actions of elementary principals that support science education? Secondary questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? This qualitative study involved interviewing six education stakeholders: one central office staff member, two school leaders, and three teachers that represented three schools in one school division. The questions focused on six components of principal leadership: high standards for student learning, rigorous curriculum, quality instruction, culture of learning and professional behavior, connections to external communities, and systemic performance accountability. The data were analyzed to compare the decisions and actions of the principal with the decisions and actions of the central office staff and teachers. The discussion of the findings includes components involving synergy among the three stakeholder groups. Decisions by the school leaders to build time for science instruction, curriculum planning, and professional development support science instruction. Curriculum resources and professional development from the central office are supports for schools. Included are recommendations of decisions and actions that may increase the synergy among the groups and the support for science. These components and practices are not unique to science and this framework could be used to ensure a cohesive instructional program across content areas. This research could provide school and division leaders with a series of actions for addressing the components of principal leadership and increase opportunities for all stakeholders to work together to enhance student achievement in science. / Doctor of Education / Principals make a difference for student achievement in schools, but they do not work alone. Teachers and central office staff also work to increase student achievement. This research examined how decisions and actions of principals impacted the decisions and actions of the teachers and central office staff to support science instruction. The research question was, What are the decisions and actions of elementary principals that support science education? Additional questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? Two school leaders, three teachers, and a central office science leader from three schools in the same school division were interviewed about decisions regarding standards, curriculum, instruction, professional learning, partnerships, and accountability. Their responses were analyzed to determine where the work was complementary to support science learning. This research could provide school and division leaders with a series of actions for addressing components of principal leadership and increase the opportunities for all stakeholders to work together to enhance student achievement in science.

A STUDY ON THE INTER-RELATIONSHIP OF PRINCIPLE¡¦S TRANSFORMATIONAL LEADERSHIP, INNOVATIVE CLIMATE OF ORGANIZATION, AND TEACHERS' ORGANIZATIONAL COMMITMENT IN ELEMENTARY SCHOOLS OF KAOHSIUNG CITY Abstract This study focuses primarily on public elementary schools in Kaohsiung City, investigating the inter-relationship of principal's transformational leadership, innovative climate of organization, and teachers' organizational commitment. The purposes of this study are to a) investigate the present situation of consciousness of elementary school teachers towards principal's transformational leadership, innovative climate of organization, and teachers' organizational commitment; b) understand the cognitive differences of elementary school teachers from different backgrounds towards principal's transformational leadership, innovative climate of organization, and teachers' organizational commitment; c) look deeply into elementary school teachers¡¦ perceptivity towards the inter-relationship among principal's transformational leadership, innovative climate of organization, and teachers' organizational commitment; d) submit some humble suggestions, in accordance with the results of this study, so that the educational administrative authorities and school administration as well can use them as references; and hopefully, innovative climate of organization at school can be enhanced, which in turn promote the fulfillment of the perception of teachers' organizational commitment, benefiting the upgrading of organization efficacy of schools. ¡@¡@The rational and research structures of this study are literature review. Then it serves as the basis for designing research instruments. Survey method is used to examine 605 teachers in 33 elementary school teachers of Kaohsiung City, with 553 valid questionnaires returned. Test instruments include ¡§Scales of Principal's transformational leadership,¡¨ ¡§Scales of Innovative Climate of Organization,¡¨ and ¡§Scales of Organizational Commitment from Teachers.¡¨ Data from valid questionnaires are tested and analyzed by t-test, single-factor ANOVA, movement correlation, typical correlation, and gradual-multiple transgression. The following results are reached: 1. The performance of principal's transformational leadership of the elementary schools in Kaohsiung City can be located between middle and high levels, in which ¡§encouragement and inspiration¡¨ is the best. 2. Innovative climate of organization of the schools occupies between middle and high levels, and ¡§self-reliance toward the assignment¡¨ has the best performance. 3. Organizational Commitment of elementary school teachers at the present occupies between middle and high levels, in which ¡§commitment of hardworking¡¨ is the best. 4. Teachers who are male, senior, experienced, and holding concurrent administrative jobs perceive a higher degree of the whole phase of principal's transformational leadership. 5. Teachers who are senior, experienced, and holding concurrent administrative jobs as section deans perceive a higher degree of innovative climate of organization. 6. Teachers who are senior, experienced, and holding concurrent administrative jobs as dean deans in middle-sized schools perceive a higher degree of organizational commitment. 7. The more the principals focus on their transformational leadership, the better innovative climate their schools have. 8. The more the principals focus on their transformational leadership, the better organizational commitment their teachers have. 9. The higher degrees the teachers perceive innovative climate of their schools, the better their commitment to their schools. 10. Higher degrees of the principal's transformational leadership and innovative climate of organization boost organizational commitment from the teachers. 11. Principal's transformational leadership and innovative climate of organization can validly predict teachers¡¦ organizational commitment, in which ¡§the challenges from assignments¡¨ has the best predictability. As a conclusion,the study results will be references for all Bureau of Education's and school's administrative organization.

The purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the formal appps for current assistant principals based: the florida principal competencies (fpcs), the interstate school leaders licensure consortium (isllc) standards, or another source? (c) to what extent do the school district appps in the 67 florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) are there differences among the appp components provided by florida school districts of various sizes? the findings of the study were found through an examination of quantitative and qualitative data that were collected from the florida aspiring principal program assessment (flappa) survey and the school districts' appp brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in florida do provide an appp for their aspiring principals, (b) the fpcs and the isllc standards are a part of the bases of the components found in appps provided by florida school districts, (c) florida school districts do provide appps that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the appp; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the appp, (e) school districts in florida recognized the need to modify and were in the process of modifying their appps according to the new florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as appp weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on florida school districts redesign of their appp components to identify whether or not the components are based upon the new florida leadership standards, especially technology; and the isllc educational standards; and (b) further research on florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an appp, thus ensuring best practices in the appp and improving the quality of their future principals

本研究旨在探究國民小學校長儲訓之實務實習課程與校長專業能力之關係。本研究方法為文件分析法及問卷調查法，問卷調查樣本以臺北市12個行政區內之公、私立國民小學現任校長及主任為研究對象，共375位，可用問卷247份，可用率為65.87%；研究工具包含參考專家訪談結果分析自編之「國民小學校長儲訓之實務實習課程調查問卷」及採用之「國民小學校長專業能力調查問卷」。本研究之統計方法為描述性統計、t考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關分析、逐步多元迴歸分析等方法進行分析討論。根據研究結果與發現，分析後歸納之研究結論如下： 壹、校長儲訓之實務實習課程的建置實屬重要，並以「標竿學校參訪課程」最 具實質幫助，而「原校實習課程」之建置則有待考量。 貳、應重視校長專業能力的涵養，並以「行政管理能力」為重。 参、背景變項中，調查對象之現任職務及最高學歷在校長儲訓之實務實習課程 看法的差異達顯著水準，但性別、年齡、服務年資、學校屬性及學校規模 未達顯著差異。 肆、背景變項中，調查對象之現任職務及最高學歷在校長專業能力的看法得分 差異達顯著水準，但性別、年齡、服務年資、學校屬性及學校規模未達顯 著差異。 伍、校長儲訓之實務實習課程得分高分組者，在校長專業能力得分顯著優於 中、低分組；校長儲訓之實務實習課程得分中分組者，在校長專業能力得 分顯著優於低分組。 陸、重視校長儲訓之實務實習課程可提升校長之專業能力。 柒、有效施行校長儲訓之實務實習課程，對校長專業能力的養成具有中度預測 力，並以「卓越校長訪談課程」之建置最具關鍵性。 最後，本研究根據研究發現及結論分別提出以下建議： 壹、對教育行政機關的建議 一、參酌過往豐富的儲訓經驗以規劃實務實習課程具體方向及內容。 二、國小校長儲訓制度宜加強實務實習課程，並藉以提升校長專業能力。 三、應重視個別差異，依照學員的需求提供合適之課程模組。 四、建議增添副校長一職及赴教育行政當局實習制度。 五、參準專業核心能力為國小校長儲訓之實務實習課程規劃依據。 六、舉辦校長專業能力涵養之研習進修活動。 七、國小校長儲訓之實務實習課程規劃宜重視績效評量設計。 八、建置國小校長儲訓之實務實習課程數位資料庫及人才資料庫。 九、統合相關資源，建置校長資訊提供及分享之網絡。 貳、對國民小學校長、主任的建議 一、建議國民小學校長在實習過程中依據自我需求增強學習知能。 二、建置校長專業發展之知識分享平臺，提升校長之核心專業能力。 三、組成校長、主任專業社群以增進交流、激盪與對話。 四、注重專業知能與實踐能力，以持續進修達成自我之提升。 參、對後續研究的建議 可由研究架構、研究對象、研究內容及研究方法等方面加以精進，並整合量化與質化方法，裨益於整體研究建立更完整的資料與模式，使研究結果更為詳盡。 / The main purpose of this research is to study of relationship of principal’s preparation curriculum of internship course and principal’s professional competence in elementary school. The research methods used was documentary analysis and questionnaire survey. The research instrument was distributed to 375 school incumbent principal and director of public or private elementary schools in 12 administrative areas of Taipei. There are 247 valid samples which were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, and Multiple Regression. The conclusions drawn from the study were as follows: 1.It is really important to establish internship course of principal preparation curriculum. Among the course dimensions, the “benchmarking schools visit course” contributes most, while the establishment of “original school internship course” still remains consideration. 2.The nourishment of principal’s professional competence should be underscored, especially for the dimension of “administrative government”. 3.The elementary school incumbent principals and directors’ background demography including incumbent duty and highest education reached a significant difference with all the preparation curriculum of internship course. 4.The elementary school incumbent principals and directors’ background demography including incumbent duty and highest education reached a significant difference with all the principal’s professional competence. 5.Elementary school incumbent principals and directors who got high score on the preparation curriculum of internship course were gotten better score in the principal’s professional competence than low and middle ones, who got middle score on the preparation curriculum of internship course were gotten better score in the principal’s professional competence than low ones. 6.Principal’s professional competence can be enhanced by the emphasis of internship course of principal preparation curriculum. 7.The efficient implementation of internship course of principal preparation curriculum can positively predict the achievement of principal’s professional competence. Among the course dimensions, the establishment of “remarkable principals interview course” is the most crucial. Based on the research results, the researcher proposed some suggestions for “educational administrative agencies”, “the principals and directors of elementary schools”, and “other researchers”, hoping to benefit the school principal preparation systems and in-service education of school principals and directors in the future.

The purpose of this study was to examine the issues that principals face in making the decision or recommendation to bring about the involuntary separation of non-tenured teachers. I was concerned with identifying the emotions, feelings, conflicts, and misgivings that principals experience during this process. Related concerns were identified. They included the issues of principals using professionally ethical ways to encourage or coach teachers to resign prior to dismissal, dealing with "lame duck" teachers between notification and the end of the school year, and writing positive letters of recommendation for teachers they have decided not to renew. These questions were addressed through questionnaires and in-depth interviews with 18 principals from the state of Tennessee who had made recommendations to involuntarily separate non-tenured teachers from their school systems. Several themes emerged from the data and the following conclusions were reached: (1) teachers were not recommended for renewal primarily as a result of concerns about discipline, inappropriate behavior, and professionalism; (2) principals were generally able to frame their decisions in context with their vision for the school; (3) directors of school systems were generally supportive of principals making personnel decisions; (4) personnel decisions frequently involved political considerations; (5) these decisions caused stress, anxiety, and emotional concerns for the principals; (6) the state model for teacher evaluation was generally considered as being inconsequential while making personnel decisions; (7) few problems were encountered from "lame duck" teachers; (8) principals frequently encouraged teachers to resign prior to taking formal action to not renew them; (9) positive or benign letters of recommendation were frequently written for teachers who were not rehired; (10) a shortage of teachers has resulted in the hiring of non-renewed teachers by other school systems.

Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's reading knowledge and teachers' perceptions of their principal's actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers' perceptions of their principal's reading knowledge and type of school; teachers' perceptions of their principal's actions and type of school; and teachers' perceptions of their principal's actions and teachers' years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed discrepancies between principals' and teachers' perceptions of the degree of principals' reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study's results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership.

Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth. This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas. It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.

Effective principal's instructional leadership yields high achieving schools (Dhlamini, 2008:105; Hallinger and Heck, 1998; Hargreaves, 1994; Hopkins, 2001; Effective principal’s instructional leadership yields high achieving schools Khuzwayo, 2005; Kruger, 1999; Mbatha, 2004; Mthombeni, 2004). Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008) revealed that South African learners are not able to read and write, and that their numeracy skills are not well developed. The performance is also evident in the Grade 12 performance which has not shown great improvement over the years. In an effort to address the poor performance as experienced in schools, the department of education introduced Resolution 1 of 2008 (DoE, 2008) which requires principals to provide professional leadership which is based on curriculum management; and to take accountability for the quality of learning that takes place within the school. The poor learner achievement in schools triggered the question about the quality of education provided in the primary schools and the instructional leadership provided by primary school principals as it is a foundation to the schooling system. A qualitative approach was used to explore the practices of primary school principals as instructional leaders and the implications for learner achievement. Six primary schools in the Tshwane West district in Gauteng province were sampled for the research. The research revealed the following distinguishing factors by those schools that performed extremely well in the Annual National Assessment (ANA) (DoE, 2009) and Systemic Evaluation (SE) in 2001 and 2007 (DoE, 2008): <ul> <li> The principal has to establish good relations amongst and between educators and learners and also foster two-way communication.</li> <li> The principal should make sure that academic results are analysed and interventions strategies are followed to improve learner achievement.</li> <li> Educators should be encouraged by the principal to perform a self-reflection of their teaching performance. The principal has to provide support for underperforming educators and encourage them to develop themselves professionally.</li> <li> The principal needs to conduct class visits.</li> <li> The principal should ensure that teaching and learning time is protected and that educators and learners attend classes punctually.</li> <li> The principal needs to keep abreast of the curriculum and instruction changes and provide the necessary support and guidance.</li> <li> The principal has to ensure that instruction is given priority and is central to the school’s activities.</li></ul> The above-mentioned factors proved to be essential in the instructional leadership of the primary school principal in ensuring improved learner achievement in schools. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted