The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered Approach-Avoidance Motivation as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person's approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. This research sought to answer the questions: 1. What is the academic background in mathematics of elementary school administrators? 2. What is the attitude toward mathematics of elementary school administrators? 3. What is the frequency of classroom observations of mathematics lessons by elementary school administrators? 4. What, if any, is the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators? The participants in this study included elementary school principals and assistant principals in one school division in Virginia. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of both formal and informal classroom observations of mathematics lessons conducted. The sample population data indicated positive attitudes toward mathematics and low levels of mathematics anxiety, which conflicts with some previous research (Dorward and Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and teaching licensure endorsements specific to mathematics instruction. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools. / Ed. D.

The intent of this non-experimental correlational and comparative study was to determine the extent to which self-efficacy predicts student achievement as well as the differences between the self-efficacy beliefs of principals in turnaround and fully accredited schools at the elementary, middle, and high school levels in one urban Virginia school division. Principal leaders should be selected based on expertise related to their assigned school needs and challenges (Murphy, 2010a). Turnaround schools in the process of improvement present a distinct challenge and require individualized applications of effective leadership practices (Leithwood, Harris and Strauss, 2010). Principal self-efficacy is defined as, "...a judgment of his or her own capabilities to structure a particular course of action in order to produce desired outcomes in the school he or she leads" (Tschannen-Moran and Gareis, 2004, p. 573). Overall principal self-efficacy as well as efficacy for management, instructional leadership, and moral leadership were measured using the Principal Sense of Efficacy Scale (PSES) (Tschannen-Moran and Gareis, 2004). The Virginia Standards of Learning (SOL) assessment results for reading and mathematics, specifically the overall school pass rates by subject, were used as indicators of student achievement. The researcher sought to examine the usefulness of measuring self-efficacy as a potential method for identifying and assigning principals to specific school contexts based on any relationships and differences revealed by the data. A hierarchical multiple regression analysis was used to predict student achievement in reading and mathematics from overall principal self-efficacy and the three principal efficacy subscales while controlling for poverty. An independent samples t-test was conducted to compare the self-efficacy of principals at turnaround and fully accredited schools. Analysis of the predictive relationship between principal self-efficacy and student achievement in reading and mathematics failed to reveal significant findings. Comparative analysis of the mean self-efficacy for turnaround and fully accredited school principals further failed to reveal statistically significant differences. Calculated effect size of the differences between the groups indicated a medium effect. Implications for practice and recommendations for future research were developed from the findings. / Ed. D.

Catholic schools are in need of innovative change. The problem lies in how to construct the elements of change to create viability for a school in the face of rapid declining enrollment. Responding to this type of environment as an educational leader requires qualities and characteristics similar to those of first responders in a medical emergency, a term I coined as the triage principal. This autoethnographic research study was designed to answer three research questions: 1. As a new principal at Michael, the Archangel School (MAS), a Catholic school in danger of closing, what challenges did I experience? 2. As a new leader, how did I respond to the challenges to bring about change at MAS? 3. What did I learn from this first year leadership experience? This autoethnographic study is constructed from my voice as a first year, first time principal, using several data sources: my blog, my archival field notes, and three interviews from archdiocesan leaders. Each of the given data sources had contained a data collection procedure resulting in overarching thematic patterns that led to generalizations based on the past experiences at MAS and my review of the literature. The weaving of the past and present of my life’s leadership journey in combination with the culture and the people that surround me for this study, has made me realize that I do have a story worth sharing, a story that can potentially help others who might find themselves seemingly lost and alone.

本研究以兩位成功校長為研究對象，透過質性研究的厚實敘寫以及理論與實務的反覆對照深化，深度探索校長成功領導學校的領導行為與實踐，並分別歸納出具體可行的原則與作法，以及對於校長領導實務、領導理論以及未來研究的建議。透過訪談與分析，本研究獲得如下的分析結果與結論：首先，孔校長的成功領導以分層負責以及完全授權為核心，以走動領導與啟發式溝通為實踐的方法，透過各處室能力的提升，培育各處室獨立作戰與問題解決的能力，學校進入穩定成長期之後，各處室能力皆已成熟，孔校長則以無為而治的領導風格進行學校領導。程校長的領導以教學領導與學習型組織為核心，以教育愛為堅實之理念基礎，透過不斷的問題解決歷程以及環境要素的改善與提供，提升教師的教育信念與教學能力，同時亦提升學生的學習態度、方法與自信，造就學校經營效能飛越式的進步。 本研究對於領導的結論與實務建議如下：（一）欲成為校長的教育工作者應對於自我的特質深切省察；（二）清廉是校長成功領導的基礎條件；（三）善用學校既存問題的解決機會展現校長領導能力；（四）理念正確與堅持力是校長領導成功的致勝關鍵；（五）與學校成員理念與價值觀的溝通應先於（優於）命令與規定；（六）校長在學校組織成員心中未建立信賴感或心服感之前避免躁進；（七）校長應忽略自己的面子問題，並能夠謹慎處理部屬的面子問題；（八）要成為成功校長之前必須先學會如何避免誤觸導致失敗的領導地雷；（九）民主化校園中，校長必需強化本身的溝通能力；（十）成功校長需有能力將關懷行為作為一種倡導行為使用；（十一）成功校長具備優異的問題解決能力；（十二）成功校長需具備消解學校派系的能力；（十三）成功校長能夠掌握各領導理論的基本精神並靈活綜合運用，而非僵化的施行單一領導理論；（十四）成功校長能夠提升學校成員的道德判斷層次並以高層次需求為訴求；（十五）校長對於組織成員個別要求與態度應「知所權變」；（十六）學校變革宜溫和，「在和諧中求進步」；（十七）以環境與風氣改變部屬是至柔且最易成功的領導作法。 / The main participants of this study are the two successful principal in Taiwan’s middle school. Using a qualitative research approach, analysis was done regarding both theoretical and practical applications of school leadership. In-depth exploration of successful leadership of the school principal's leadership behavior and practice were also accomplished. Results were then classify and organized into principles and practices. Recommendations were done on the practice for the leadership of principals, leadership theory, and future researchers. Results are as follows: (1) Principal Kong’s leadership is decentralized and fully authorized as core, leadership by walking around and inspiring communication as a technique, enhancing the ability of each school administrative departments and nurture their independent operation and problem solving capability, hence, the school shall goes into a stage of long-term stability. Principal Kong’s leadership style is a low intervention but decentralized and fully authorized. (2) Principal Cheng’s leadership is focused on instructional leadership and learning organization as the core to school leadership, in addition of the solid foundation in the concept of education love, and through the continuous process improvement and problem-solving with the improvement of school environment, hence upgrade the educational beliefs of teachers and teaching ability, which also enhance the students learning attitude, methods and self-confidence, resulting in the swift operating performance and advancement of the school.

Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles. Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives. Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.

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 purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

Nowadays, the theory of proxy warfare receives more and more attention. However, it is not an entirely new phenomenon. Recent conflicts in Syria and Yemen got proxy warfare to the forefront of academic and public interest. This thesis aims to describe the existing proxy relationships in the area of the Middle East and analyze those relations from the perspectives of an actor's motivation to forge such a relationship and management of the proxy. The principal-agent (p-a) analysis is the approach that allows us to do that. We apply this approach to three case studies. In the first case study, we analyze the principal-agent relationship between Iran and Hezbollah. In this relationship, we can observe a high alignment of interests, and therefore it should be a textbook example of the p-a relationship. In the second case study, we focus on the relationship between Israel and Hamas. However, it may seem like there is no possibility these two actors will cooperate in any sense. We described that if "declared interests" (ideology) are put aside, both principal and agent can find a common pragmatic interest enabling them to establish the p-a relationship. The third case study analyzes Hamas as a hybrid actor, suggesting that one agent (Hamas) can be in the principal- agent relationship with two hostile...

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Skolan ska enligt skollagen bedrivas likvärdig över hela landet, där styrdokumenten ska fungera som ett verktyg för att upprätthålla en likvärdig svensk skola. En del av lärares arbete är att betygsätt elever utifrån Skolverkets styrdokument. Systemet förutsätter att alla lärare på alla skolor arbetar på precis samma sätt. Problematik för likvärdigheten kan därmed uppstå ifall styrdokumenten tolkas olika av lärare, ifall skolor arbetar på olika vis eller när lärare låter sig påverkas av yttre omständigheter. I uppsatsen har fem gymnasielärare inom samhällskunskapsämnet på olika skolor, såväl fristående som kommunala skolor, intervjuats för att undersöka deras upplevelser av betygsättning utifrån styrdokumenten, arbetsplatsen och samhället. Studien är kvalitativ och har en fenomenologisk forskningsansats, där resultatet av intervjuerna syftat till att beskriva de fem lärarnas upplevelser av betygsättning. Principal-agent teorin har satts in i ett skolsammanhang, vilket inneburit att studien undersökt hur lärare (agent) upplevt sin roll som betygsättare och hur de förhållit sig till Skolverkets (principalen) styrdokument samt sin arbetsplats. Resultatet i studien har visat att de intervjuade lärarna sett betygsättning som ett komplicerat hantverk, där lärarnas erfarenhet spelar stor roll vid tolkning och förståelse av styrdokumenten. Lärarna har upplevt att skolans arbetssätt gällande betyg varit väsentligt för deras betygsättning, då arbetsplatsen ska fungera som ett stöd för lärarna. Skolornas arbetssätt har däremot visat sig variera mellan de intervjuade lärarnas nuvarande arbetsplatser, samt skolor som de tidigare arbetat på. Lärarna har även förklarat att samhällets bild av skolan idag är negativ, vilket påverkar hur människor uppfattar lärares arbete i allmänhet och betygsättning i synnerhet.