Improving the instructional supervisory behavior of public school principals by means of time management: Experimental evaluation and social validation.

1986 ◽  
Vol 1 (3) ◽  
pp. 177-191 ◽  
Author(s):  
Charles A. Maher
Keyword(s):  
Public School ◽  
Time Management ◽  
Experimental Evaluation ◽  
School Principals ◽  
Social Validation ◽  
Public School Principals

Perceptions of Beginning Public School Principals

1993 ◽  
Vol 3 (2) ◽  
pp. 186-202
Author(s):  
James E. Lyons
Keyword(s):  
Public School ◽  
Time Management ◽  
School Principals ◽  
Beginning Principals ◽  
New Principals ◽  
Local School ◽  
Principal's Role ◽  
Public School Principals ◽  
School Operations

This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.

scholarly journals Stress and Coping Among Public School Principals in a Midwest Metropolitan Sample

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982954 ◽  
Author(s):  
Jason A. Kaufman
Keyword(s):  
Decision Making ◽  
Public School ◽  
Elevated Level ◽  
School Principals ◽  
Coping Skills ◽  
Stress And Coping ◽  
Future Research ◽  
Public School Principals ◽  
Leading Schools ◽  
And Coping

The present study sought to investigate perceptions of stress and coping among public school principals. School principals are daily called upon to make decisions regarding a range of unscripted events. The position can be stressful, and stress is known to interfere with sound decision making. It was predicted that present samples of school principals would report a mean level of elevated stress. Contrary to expectations, school principals did not report an elevated level of stress. They instead reported an ostensibly effective reliance on problem-focused and emotion-focused coping skills. It remains unclear how the school principals developed such adaptive means for coping with the stress of leading schools. It is recommended that future research explore this question so that such skills may be transmitted to principals-in-training.

US principals’ sensemaking of the future roles and responsibilities of school principals

2020 ◽  
pp. 174114321989607
Author(s):  
David B. Reid
Keyword(s):  
Public School ◽  
School Improvement ◽  
School Principals ◽  
School Principal ◽  
Policy And Practice ◽  
Public School Principals ◽  
Future Role ◽  
Roles And Responsibilities ◽  
The Future

School principals are fundamentally important to school improvement. Due in part to this importance, the roles and responsibilities of school principals are constantly evolving. To explore leader sensemaking about this phenomenon I conducted 30 interviews with 10 public school principals in the US state of New Jersey during the 2018–2019 school year. Specifically, in this study I asked: (a) What are current public school principals’ predictions of the future role of school principals? and (b) In what way(s) do these predictions shape principals’ thinking about remaining in the profession? The findings of this work indicate: (a) principals believe the future of the school principal will focus heavily on safety and security; (b) principals believe the future of the role will include an increased emphasis on supporting student and teacher emotion and mental health; and (c) principals believe their future role as a school leader will evolve in how they interact with parents/guardians. Finally, an analysis of data shows in some cases how principals make sense of the future of the profession shapes their thinking about remaining in or exiting the role of school principal. Implications for policy and practice are discussed.

scholarly journals School principals’ preparation in Spain and in the USA: alignments between higher education and supranational recommendations

2020 ◽  
pp. 299
Author(s):  
Carmen Tortosa Álvarez
Keyword(s):  
Higher Education ◽  
Public School ◽  
International Organizations ◽  
School Principals ◽  
Preparation Programs ◽  
Public School Principals ◽  
Mandatory Training ◽  
Service Training ◽  
The Usa ◽  
Policies And Practices

 This article tackles one of the relevant issues related to the professionalization of school principals’ role: their pre-service training or, in other words, the mandatory training they receive before they can take the roles as public-school principals. The research conducted about the cases of Spain, and specifically the Region of Madrid, and the USA, and specifically the State of Washington, let us draft some conclusions on their policies and practices on this matter within these countries and regions. Also, the study of the recommendations by the international organizations selected leads us to further understand and explain the alignments between those recommendations and the real policies and practices on principals’ pre-service preparation programs in Spain and the USA. This article aims to serve education stakeholders to further develop their work towards the improvement of the professionalization of the school principals’ role.    

scholarly journals Perception is Reality: Teachers' Perceptions of the Presence of Servant Leadership Characteristics in Public School Principals and its Influence on Teachers

2020 ◽  
Author(s):  
◽  
Johnnie Simmons
Keyword(s):  
Public Schools ◽  
Public School ◽  
Servant Leadership ◽  
Phenomenological Study ◽  
School Principals ◽  
Leadership Characteristics ◽  
Structured Interviews ◽  
School Teachers ◽  
Public School Principals ◽  
Teachers Perceptions

This phenomenological study explored teachers’ perceptions of the presence of servant leadership characteristics in their school principals and how the principals’ use of servant leadership characteristics influenced teachers. The primary phenomenon was the teachers’ perceptions of their principals’ use of servant leadership characteristics based on their direct personal experiences with the principals and the intrinsic and extrinsic influence on their behavior. A nonrandom sample of 16 public school teachers from Grades 1 through 12 from three similar districts in a southern California county was recruited. The elementary, middle, and high school teachers participated in one-on-one semi structured interviews. The data from the 16 oral interviews indicated that principals’ use of servant leadership characteristics, as perceived by the teachers, intrinsically and extrinsically influenced the teachers. The interviews generated seven themes regarding perceptions held by the teachers regarding their principals’ use of servant leadership characteristics. When principals in public schools exhibit servant leadership characteristics, teacher satisfaction and retention are impacted. Therefore, consideration must be made for use of servant leadership as a framework and model for teachers’ perceptions of their principals’ use of servant leadership and how those perceptions influence teachers.

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