This study investigated the relationship between teacher training transfer, perceptions of principal leadership, and specific principal behaviors among 62 teachers who participated in one district's new teacher induction program. A mixed methods design was employed. A sub-group of 19 participants reported statistically significantly greater training transfer than the other 40 participants; chi-square tests revealed no significant differences between these two groups in terms of demographics or conditions of their supervision. The 19 high-training-transfer participants also reported that their principals demonstrated certain behaviors at a statistically significantly greater level than was reported by the other 40 participants. These principal behaviors were categorized as promoting a culture of accountability and promoting a culture of professional learning. The participants in the high-training-transfer group also were more likely to perceive their principals as strong in both transactional and transformational leadership. However, in the entire sample, leadership style was not found to be significantly related to teacher training transfer, nor were any significant interaction effects revealed between perceived leadership style, teacher demographic variables, and teacher training transfer. The results indicated that specific instructional leadership behaviors were effective in promoting teacher training transfer, and that leadership style made a difference only when applied in the context of these instructional leadership behaviors.

NonLinear Principal Component Analysis (NLPCA) using three-hidden-layer feed-forward neural networks can produce solutions that over-fit the data and are non-unique. These problems have been dealt with by subjective methods during the network training. This study shows that these problems are intrinsic due to the three-hidden-layer architecture. A simplified two-hidden-layer feed-forward neural network that has no encoding layer and no bottleneck and output biases is proposed. This new, compact NLPCA model alleviates these problems without employing the subjective methods and is called quasi-objective. The compact NLPCA is applied to the zonal winds observed at seven pressure levels between 10 and 70 hPa in the equatorial stratosphere to represent the Quasi-Biennial Oscillation (QBO) and investigate its variability and structure. The two nonlinear principal components of the dataset offer a clear picture of the QBO. In particular, their structure shows that the QBO phase consists of a predominant 28.4-month cycle that is modulated by an 11-year cycle and a longer-period cycle. The significant difference in variability of the winds between cold and warm seasons and the tendency for a seasonal synchronization of the QBO phases are well captured. The one-dimensional NLPCA approximation of the dataset provides a better representation of the QBO than the classical principal component analysis and a better description of the asymmetry of the QBO between westerly and easterly shear zones and between their transitions. The compact NLPCA is then applied to the Arctic Oscillation (AO) index and aforementioned zonal winds to investigate the relationship of the AO with the QBO. The NLPCA of the AO index and zonal-winds dataset shows clearly that, of covariation of the two oscillations, the phase defined by the two nonlinear principal components progresses with a predominant 28.4-month periodicity, plus the 11-year and longer-period modulations. Large positive values of the AO index occur when westerlies prevail near the middle and upper levels of the equatorial stratosphere. Large negative values of the AO index arise when easterlies occupy over half the layer of the equatorial stratosphere.

No description available.

Schools have a responsibility to prepare students for the 21st century because the global economy demands a workforce that can adapt to a constantly changing and increasingly complex environment. High-stakes accountability for student learning is the United States’ strategy to ensure that schools adequately prepare students. This high-stakes environment requires school leaders to make curricular and instructional decisions intended to simply prepare students for tests. Yielding to the pressure to perform on tests often neglects students’ opportunities to think critically or engage in complex problem solving, which are both important skills for today’s workplace. Some school and district leaders do not succumb to a narrow curriculum nor do they dictate tight instructional practices in response to high-stakes tests. They realize that they must adapt to external pressures while also preparing students for the challenges they will face. These schools and districts rely on organizational learning to identify problems and develop solutions. All members of the organization engage in a cycle of error detection and correction as a means to better navigate a complex and changing environment. This kind of school and school district work environment requires that the superintendent and principals lead in a way that fosters organizational learning. This case study uncovers the relationship characteristics between three former superintendents and five principals in a central Kentucky school district that fosters organizational learning. The study of this district found that key components of these relationships were (a) decisions based on what is best for kids, (b) a reliance on continuous professional learning, (c) a desire to constantly challenge the status quo, and (d) a genuine respect for each other personally and professionally.

This study explored secondary school teachers’ experiences of their principals’ use of power and control at schools in the Matlosana area in the Dr Kenneth Kaunda district, North West province. The aims of the study were to (i) explore and describe secondary school teachers' experiences of their principals’ power and control at school, (ii) explore how their principals’ power and control affects secondary school teachers at school, and (iii) provide suggestions for secondary school teachers to help them to deal with their principals’ power and control at school. The theoretical framework was based on a number of theories of power and control. The study was situated in an interpretive paradigm. The researcher chose a qualitative research design and methods that were appropriate for a phenomenological approach. The participating teachers were purposefully selected for the data-generation process that involved photo-elicitation-narratives (written) and photo-elicitation group interviews. Ethical requirements were met by ensuring confidentiality and the anonymity of these participants. The following criteria were applied in order to ensure the trustworthiness of the study: truth value (credibility), applicability (transferability), consistency (dependability) and neutrality (confirmability). The data analysis was done by means of interpretive phenomenological analysis (IPA). The main themes that emerged from the data analysis process were: * Theme 1: principals’ expression of power and control evoked a range of feelings in secondary school teachers, and * Theme 2: teachers were oblivious to their own role in managing their experiences of their principals’ power and control at school. The findings of the study were used to provide suggestions for secondary school teachers to help them to deal with their principals’ power and control at school and to sustain their overall well-being. / MEd (Educational Psychology), North-West University, Potchefstroom Campus, 2014

The study was designed to compare instruction related leader behaviors of elementary principals with unit leaders as perceived by teachers in selected Individually Guided Education/Multiunit schools. The study population included 57 teachers from six IGE/MUS-E member schools of the Area Movement for Educationally New Dimension (AMEND) Network Project, School of Education, University of Wisconsin, LaCrosse.Data for the study were secured by means of two questionnaires, adapted from the Leader Behavior Description Questionnaire-Real Form. Participant responses provided teacher perceptions relative to two leader behaviors of Consideration and Initiating Structure of elementary principals and of unit leaders.Data were analyzed statistically. The hypotheses were tested using a 2 x 6 Univariate, two-way Analysis of Variance, fixed-effects procedure. Post-hoc multiple comparisons were made when suggested at the .05 level of statistical significance by the analysis. The Newman-Keuls procedure and t tests were used in making post-hoc comparisons. Analyses of effects were made when significant interaction effects were present.A summary of findings was organized relative each of the four hypotheses.Hypothesis IThere will be no difference between teacher perceptions of the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Consideration.Hypothesis IIThere will be no difference between teacher perception of the instruction related leader behavior of Initiating Structure of elementary principals from unit leaders.Teachers perceived the instruction related leader behavior of elementary principals and unit leaders as significantly different regarding the leader behavior of Initiating Structure.Hypothesis IIIThere will be no difference between perceptions of teachers from each particular Individually Guided Education school relative to the instruction related leader behavior of Consideration of elementary principals from unit leaders.Teachers from particular schools perceived the instruction related leader behavior of elementary principals and unit leaders as being different regarding the leader behavior of Consideration.development programs, both pre-service and in-service, have not adequately emphasized the need of building personal leader behavior patterns which reflect commitment to, and belief in, the component aspects of Consideration. Professional staff development programs, both pre-service and in-service have not adequately emphasized the need for building personal leader behavior patterns which reflect commitment to, and belief in, component aspects of Initiating Structure. School officials, responsible for the selection of elementary principals and/or unit leaders to serve in Individually Guided Education schools, should be particularly careful to select individuals with demonstrated effective leader behavior relative to Consideration and Initiating Structure factors.

Arguably, the leadership demonstrated by a school principal determines the success of an educational organization, a school. This viewpoint, grounded in literature, maintains that the role of a leader (school principal) determines the effectiveness of followers (teachers). While accurate, this premise does not consider the role of followers to influence the significance of the leader. Therefore, it is appropriate to examine the teacher-principal relationship from the perspective of the follower. Specifically, what motivates teachers to follow a school principal? A qualitative research design was employed; data collection consisted of interviews, a questionnaire and survey, where a limited number of semi-structured open-ended questions were posited. Conclusively, the study identified an exemplary followership style as predominant among participants (followers), and several specific and general professional qualities and personal characteristics, expected and modeled by principals (leaders). Collectively, style, criteria, and rationale established that active followership is an essential component of the teacher-principal relationship. / Graduate / 0525 / rammon@uvic.ca

This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined that one principal had a transformational leadership and one principal who had a transactional leadership style. <br>A survey assessed the perceptions of elementary teachers regarding each school's climate, and their own empowerment resulting in teacher efficacy. Results were not congruent with the review of literature. <br>The school led by the transactional principal underwent an intervention for a twelve-week period during which changes were made based on the data from the pre-tests administered. These interventions reflected a more transformational leadership approach. The results of a second administration of surveys after interventions by the principal showed limited results in improving teacher efficacy and school climate. The researcher also gained insights as to future studies and implications for practice such as replication of the study using a longer intervention period and a larger sample within one school or more schools in the study. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

Little attention has been paid to how kindergarten principals in Hong Kong enact their leadership and how their leadership is related to the gender of the principals and to the culture of the society. This study therefore aimed to document and explore how two kindergarten principals in Hong Kong conducted their leadership in respect of what they did, why they did so, and how they experienced their leadership, with a view to understanding the leadership conduct of these principals and to shedding light on the issues of women and the role of culture in school leadership. Both participants were female. One of the leaders was the principal of a non profit-making kindergarten which had joined the government's subsidy scheme, and the other was a principal of a profit-making kindergarten that had not joined the scheme. A series of in-depth, semi-structured interviews were conducted with the principals along with observations of what they did on specific days as well as an analysis of documents the principals used in their work. Rich and thick data were obtained regarding what these principals did in leading staff to offer an education to children, and the beliefs, values and motives underlying their leadership. Both principals exercised strong and direct control over what to teach children, how teachers engaged in their teaching, and the activities designed to promote the kindergartens to the public to recruit children. They did so because of their beliefs about the importance of these matters for defining the kind of education to offer to children, their determination to lead well, and their perception of staff being insufficiently competent and motivated. Both exerted much less control on matters perceived as less important to enhancing the survival of the kindergartens. One of the principals was concerned about adverse effects of how staff viewed her leadership, which arose from the strong control she exercised. In light of her perception of the propriety of caring behaviour towards others in a kindergarten, she exhibited caring and teamwork behaviour aimed partly at minimising the adverse effects of her strong control. The other principal was not concerned about negative effects on staff of the strong and direct control she exercised, but still demonstrated a range of behaviour, including caring and teamwork behavior, to motivate staff to perform. The findings show that these leaders considered a host of factors in enacting their leadership, and thus suggest that current theorizing of women in leadership needs to capture an extended range of complex factors that may influence how female leaders conduct and experience their leadership. In addition, the findings add to current theorizing about the motives underlying the enactment of leadership, in that control was enacted to conform to cultural expectations and to ensure adequate staff performance, while caring was enacted to minimize the adverse effects on staff of control or as means to motivate staff. The findings also show that the two leaders made active use of culture to influence staff, and experienced tensions coming from competing cultural values and norms. These are aspects that have not been addressed by current theorizing of the role of culture in school leadership.

Thesis (Ph.D.)--Baylor University, 2007. / Includes bibliographical references (p. 225-231).