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Instructional leadership and home-sc...

Kolakowski, Ruth Elaine L.

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Instructional leadership and home-school relations in high- and low-performing schools: SBM team perceptions.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Instructional leadership and home-school relations in high- and low-performing schools: SBM team perceptions./
作者:	Kolakowski, Ruth Elaine L.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0041.
Contained By:	Dissertation Abstracts International62-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3001433
ISBN:	9780493100630

Instructional leadership and home-school relations in high- and low-performing schools: SBM team perceptions.
Kolakowski, Ruth Elaine L.

Instructional leadership and home-school relations in high- and low-performing schools: SBM team perceptions. - 184 p.

Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0041.

Thesis (Ed.D.)--University of Maryland, College Park, 2000.

This study examined the judgments of randomly selected School-Based Management/School Improvement Team (SBM/SIT) members and school administrators about the leadership skills of the principal and the home-school relations of the school in ten identified high- and low-performing schools in one district. This study was conducted in a mid-Atlantic state.

ISBN: 9780493100630Subjects--Topical Terms:

626645
Education, Administration.

Instructional leadership and home-school relations in high- and low-performing schools: SBM team perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0041.
500 $a Director: James Dudley.
502 $a Thesis (Ed.D.)--University of Maryland, College Park, 2000.
520 $a This study examined the judgments of randomly selected School-Based Management/School Improvement Team (SBM/SIT) members and school administrators about the leadership skills of the principal and the home-school relations of the school in ten identified high- and low-performing schools in one district. This study was conducted in a mid-Atlantic state.
520 $a A survey was distributed to the 80 participants in this study. Follow-up interviews were conducted with four administrators and four teachers. The data received from the surveys and follow-up interviews became the basis for the conclusions and recommendations of this study. The Connecticut School Effectiveness Questionnaire, developed by Robert M. Villanova, was used to collect data on the judgments of SBM/SIT members and administrators about the characteristics of the instructional leadership of the principal and the home-school relations of the school. The interview questions were developed after the responses to the questionnaire were tabulated in order to delve more deeply into the responses of teachers and administrators.
520 $a There were statistically significant mean differences in the judgments of the principal's instructional leadership as judged by administrators in high- and low-performing schools. Administrators in high-performing schools rated the principal's leadership higher than low-performing school administrators. Significant differences also existed in the judgment of administrators and SBM team members in high-performing schools on the question of instructional leadership. Administrators, whether from high- or low-performing schools, rated the instructional leadership of the principal higher than did the SBM members from high- and low-performing schools. There were no statistically significant differences in the judgments of the SBM team members and administrators in the area of home-school relations. The comments of administrators and teachers about home-school relations indicated a strong value for the participation of parents in the school. The activities for enhancing home-school relations were similar in both high- and low-performing schools.
520 $a The findings of this study generally support conclusions from previous research with regard to the instructional leadership of the principal and the home-school relations within the school. Implications and recommendations for further research are discussed.
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