Exploring Principals’ Perceptions of Supervised Agricultural Experience

2009 ◽  
Vol 50 (1) ◽  
pp. 70-80
Author(s):  
John Rayfield ◽  
Elizabeth Wilson
Keyword(s):  
Supervised Agricultural Experience ◽  
Principals Perceptions

Black Women: Perceptions and Enactments of Leadership

2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron
Keyword(s):  
Black Women ◽  
Women Leaders ◽  
School Leadership ◽  
Women Principals ◽  
Student Centered ◽  
Black Women Leaders ◽  
Depth Interview ◽  
Black Women Principals ◽  
Perceptions Of Leadership ◽  
Principals Perceptions

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

Principals’ Perceptions of Transformed School Counselors

2019 ◽  
Vol 103 (2) ◽  
pp. 139-157
Author(s):  
Ashley Lawrence ◽  
Carolyn Stone
Keyword(s):  
School Counselors ◽  
School Principals ◽  
Hiring Practices ◽  
Leadership Qualities ◽  
Factors Affecting ◽  
Counselor Educator ◽  
Effective Principal ◽  
The Relationship ◽  
Principals Perceptions ◽  
Perceptions Of School

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

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