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TOWARD A METHOD FOR SELECTING PRINCIPAL MENTORS IN FLORIDA
Title
TOWARD A METHOD FOR SELECTING PRINCIPAL MENTORS IN FLORIDA.
Creator
GEISMAR, THOMAS JAY., Florida Atlantic University, Kerensky, Vasil M.
Abstract/Description
The Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits...
Show moreThe Broward County, Florida school district has implemented an intern principal program for training new principals. One area of concern regarding the intern principal program is the process used for selecting mentors for intern principals. Toward generating a model for choosing mentors, the purpose of this study was to examine the relationship between six clusters of principal competencies and five clusters of mentoring traits. The relationship between the competencies and mentoring traits was examined to determine the degree to which it is possible to predict each mentoring trait cluster from ratings on the six principal competency clusters. The sample for this study was 91 principals in the Broward County, Florida public schools. The instrument used was the Mentor Identification Instrument which asked the sample to rate someone who had significantly influenced their career on the principal competencies and the mentoring traits. A Likert type scale was used. Canonical correlation indicated a significantly high degree of multivariate overlap between the principal competencies and the mentoring traits. Multiple regression showed that the principal competencies were highly predictive of each mentoring trait cluster. Further analysis yielded models that classified mentors and non-mentors with more than 80% cross-validated accuracy. Recommendations regarding the implementation of these selection models are included.
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Date Issued
1987
PURL
http://purl.flvc.org/fcla/dt/11893
Subject Headings
School principals--In-service training--Florida
Format
Document (PDF)
A Model for Improving Teacher Engagement Through Administrative Support
Title
A Model for Improving Teacher Engagement Through Administrative Support.
Creator
Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings
Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format
Document (PDF)
Principals' knowledge of special education policies and procedures
Title
Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator
Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3355571
Subject Headings
School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format
Document (PDF)