scholarly journals Rural Missouri high school principals' perceptions of highly effective teachers : does it align with national research?

2017 ◽  
Author(s):  
◽  
Marcia Sankey
Keyword(s):  
High School ◽  
Content Knowledge ◽  
High School Principals ◽  
Effective Teachers ◽  
School Principals ◽  
Student Body ◽  
Pedagogical Content ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Subject Content Knowledge

The purpose of this case study was to discover what rural Missouri high school principals perceive as the characteristics of highly effective teachers to compare to the national research on highly effective teachers. High school principals carry a great deal of responsibility for identifying and placing highly effective teachers in all classrooms and it is important to know if they are truly looking at the same characteristics as is identified in the extant literature. For the purpose of this study, the definition of a highly effective teacher is someone who has strong pedagogical knowledge, pedagogical content knowledge, and subject content knowledge to reach and teach all students. The design of this study was as a qualitative case study of eight rural Missouri high schools within a forty-mile radius. The average 9-12th grade student-body population of the schools was 365, with an average of 98% of the student body population identified as Caucasian. Eight rural Missouri high school principals participated in semi-structured interviews to identify their perceptions of the characteristics of highly effective teachers. The results of this study identify that rural Missouri high school principals focus on pedagogical skills, like classroom management and relationships, as well as pedagogical content skills, like lesson planning and student engagement, to identify highly effective teachers. There is little if any perception of teacher subject content knowledge by the principals as they observe current teachers and interview prospective teachers to hire. This oversight could be detrimental to identifying and placing highly effective teachers in every classroom. Highly effective teachers according to research have strong pedagogical skill, pedagogical content knowledge, as well as strong subject content knowledge.

scholarly journals The effects of strategic compensation on teacher retention

2018 ◽  
Vol 10 (1) ◽  
pp. 92-104 ◽  
Author(s):  
Tori L Colson ◽  
Clint Satterfield
Keyword(s):  
High School ◽  
Effective Teachers ◽  
Research Question ◽  
Retention Rates ◽  
High School Science ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Compensation Plan ◽  
Chi Square Analysis ◽  
Strategic Compensation

This study examined the effects of strategic teacher compensation on the retention of teachers in a voluntary participation plan, especially the participation of hard-to-staff special education, high school mathematics, high school science, and high school language teachers. The first research question conducted a one-way chi-square analysis to determine if the observed retention rates of highly effective teachers were significantly different compared to the retention rates of highly effective teachers who elected to remain compensated by the traditional salary schedule. The study found no significant difference in the retention of highly effective teachers who were compensated by the district’s new strategic compensation plan compared to the retention of highly effective teachers who elected to remain compensated by the traditional salary schedule. The second research question conducted a one-way chi-square analysis to examine strategic compensation plan favorability among hard-to-staff special education, high school mathematics, high school science, and high school language teachers; it examined the voluntary strategic plan participation of hard-to-staff teachers compared to the voluntary strategic plan participation of non-hard-to-staff teachers. The study’s results revealed inconclusive findings between voluntary strategic compensation plan participation rates and hard-to-staff and non-hard-to-staff teachers, therefore concluding that the district’s strategic compensation plan was no more favorable to hard-to-staff teachers than to non-hard-to-staff teachers.

High School Principals' Resources, Knowledge, and Practices regarding the Returning Student with Concussion

2015 ◽  
Vol 166 (3) ◽  
pp. 594-599.e7 ◽  
Author(s):  
Geoffrey L. Heyer ◽  
Kevin D. Weber ◽  
Sean C. Rose ◽  
Sara Q. Perkins ◽  
Caitlin E. Schmittauer
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals

scholarly journals Teaching Certificates Earned Online and Hiring Practices of High School Principals

2016 ◽  
Vol 2 (1) ◽  
pp. 73 ◽  
Author(s):  
Jonathan Adams
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
Hiring Practices ◽  
Degree Programs ◽  
Residential Setting ◽  
Job Applicant ◽  
Face To Face ◽  
Type Of Institution

<p>A national survey of United States high school principals (n = 2,187) was used to assess the acceptability of job applicant qualifications that included degrees earned either online, partly online, or in a residential teacher-training program. The applicants with coursework taken in a residential setting were overwhelmingly preferred over applicants holding a degree earned partly or wholly online. Analysis indicated that the type of institution, personal experience and perceived benefits of face-to-face interaction play an important role in the formation of the perceived quality of online degree, programs and courses.</p>

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

scholarly journals The degree of awareness of the principals of the government high schools in the governorate of Irbid for the management of change and its relation to the effectiveness of these schools

2019 ◽  
Vol 3 (11) ◽  
Author(s):  
Iman Mohamed Ibrahim El-Taj
Keyword(s):  
High School ◽  
Change Management ◽  
High School Principals ◽  
School Principals ◽  
Secondary School Principals ◽  
Management Of Change ◽  
Public Secondary School ◽  
Regulatory Climate ◽  
Descriptive Approach ◽  
The Government

    The study aimed at revealing the degree of awareness of the principals of the governmental secondary schools in Irbid Governorate for the management of change and their relation to the effectiveness of these schools. The researcher used the descriptive approach. In order to achieve the objective of the study, the researcher constructed a questionnaire, , And the results showed that the degree of awareness of high school principals in the governorate of Irbid for change management is high and with a mean (4.01). The order of the fields ranked in descending order according to the level of fields: the field of school administration, reached (4.15) Teaching, Reached (3.96), the regulatory climate field, and was (3.92).obaha grade (high), also showed a strong correlation by (0.86), the degree of awareness of public secondary school principals in the governorate of Irbid to manage change effectively and their relationship to those schools. In the light of the results, a number of recommendations and proposals were presented to raise the level of awareness of change management among high school principals.

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