scholarly journals A Comparison of Assistant Principal and Principal Perceptions of the Assistant Principalship as a Training Ground in the Secondary School

2000 ◽  
Author(s):  
Patricia Howell
Keyword(s):  
Secondary School ◽  
Assistant Principal ◽  
Principal Perceptions ◽  
Assistant Principalship

Emotional Aspects in the Transition From Teaching to Assistant Principalship

2019 ◽  
Vol 28 (4) ◽  
pp. 348-365
Author(s):  
Rinat Cohen ◽  
Chen Schechter
Keyword(s):  
Assistant Principals ◽  
Assistant Principal ◽  
Transition Process ◽  
Educational Systems ◽  
Assistant Principalship ◽  
Emotional Challenges ◽  
Professional Career ◽  
Emotional Aspects ◽  
Group Interviews ◽  
Training And Support

The transition from teaching to assistant principalship is a turning point in a teacher’s professional career. This transition not only reflects a change in one’s hierarchical standing at the school but also constitutes a stage that affects one’s administrative identity and aspirations to further advance in the management arena. Despite the importance of the assistant principal’s position in the school, there is a lack of worldwide research on the transition process from teaching to assistant principalship and the emotional aspects of this process. This study’s objective is to examine the emotional challenges faced by teachers as they enter the position of assistant principal. It is based on a qualitative study in which 23 assistant principals were accompanied during various stages of their entering office. Thirty-seven semistructured in-depth interviews were conducted (some of which were repeated interviews, conducted a year after the initial interview). In addition, four focus group interviews were conducted with newly appointed assistant principals. The research findings indicate an unexpected emotional ordeal on entering the role of assistant principal, often including stress, fear, crying, insomnia, fatigue, regrets, and guilt feelings. The conclusions and recommendations provided by this study may enable educational systems and colleges of education to recognize the emotional challenges that new assistant principals may face, thus addressing their needs by offering them mentorship, training, and support programs fit to deal with this unique position in school organization.

Do Differences in High School Principal and Assistant Principal Perceptions Predict Student Achievement Outcomes?

2018 ◽  
Vol 102 (1) ◽  
pp. 38-57
Author(s):  
Gary Houchens ◽  
Chunling Niu ◽  
Jie Zhang ◽  
Stephen K. Miller ◽  
Antony D. Norman
Keyword(s):  
Student Achievement ◽  
School Leadership ◽  
Assistant Principals ◽  
Assistant Principal ◽  
School Principal ◽  
High School Principal ◽  
Principal Perceptions ◽  
Achievement Outcomes ◽  
Collaborative Engagement ◽  
Survey Responses

The assistant principal plays a key role in school success but research suggests there are differences between principals and assistant principals in their perceptions of their roles. The 2011 Teaching, Empowering, Leading, and Learning Kentucky survey responses of educator perceptions were statistically analyzed for the statewide sample of principals and assistant principals. Results indicate that principals and assistant principals reported significantly different perceptions regarding teacher leadership and school leadership. Differences in principal and assistant principal responses were not related to student achievement, however. Implications for collaborative engagement between principals and assistant principals as they focus on increasing school leadership and teacher effectiveness are discussed.

Examination of the Skills and Dispositions Needed for Assistant Principals to Be Effective Disciplinarians: Having the “Right Stuff” as Assistant Principal

2012 ◽  
Vol 41 (1) ◽  
pp. 92-112 ◽  
Author(s):  
SHERIE WILLIAMS
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Classroom Management ◽  
Assistant Principals ◽  
Delphi Method ◽  
Assistant Principal ◽  
Students With Special Needs ◽  
Male And Female ◽  
Disciplinary Process ◽  
The Right

ABSTRACT The purpose of this study is to identify a set of skills and dispositions needed for secondary school assistant principals to function as effective disciplinarians. Two methods of data collection are utilized: the Delphi Method using experts, and two focus groups using current male and female practitioners. Based on the results of this study, the skills and dispositions most needed by assistant principals to be successful disciplinarians include fairness and consistency, as well as the ability to foster relationships and build a positive school climate. The practitioners specifically expressed frustration with unique issues related to the disciplinary process for students with special needs. They also expressed frustration concerning teachers' lack of knowledge and ability in classroom management, as well as the extraordinary amount of time they spend each day dealing with disciplinary issues.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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