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A comparison of teachers' and parent...

Cronin, Diane M.

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A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals./
作者:	Cronin, Diane M.
面頁冊數:	94 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1572.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175883
ISBN:	0542148366

A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals.
Cronin, Diane M.

A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals. - 94 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1572.

Thesis (Ed.D.)--University of Nebraska at Omaha, 2005.

This was a quantitative study investigating three main questions. The first two questions ascertained teachers' and parents' perceptions of the most important behaviors of effective Catholic elementary school principals in the areas of leadership styles, religious leader, instructional leader, administrator, and communicator, and the third question compared the perceptions of the two groups.

ISBN: 0542148366Subjects--Topical Terms:

626645
Education, Administration.

A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals.
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245 1 2 $a A comparison of teachers' and parents' perceptions of the behaviors of effective Catholic elementary school principals.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1572.
500 $a Supervisor: Laura Schulte.
502 $a Thesis (Ed.D.)--University of Nebraska at Omaha, 2005.
520 $a This was a quantitative study investigating three main questions. The first two questions ascertained teachers' and parents' perceptions of the most important behaviors of effective Catholic elementary school principals in the areas of leadership styles, religious leader, instructional leader, administrator, and communicator, and the third question compared the perceptions of the two groups.
520 $a Teachers and parents from 10 Catholic elementary schools in the Archdiocese of Portland, Oregon were surveyed. The schools had similar demographics with an enrollment of between 200 and 300 students each representing an average of 163 families and were all located in the metro area. The survey was a self-designed instrument that consisted of several questions in each of the areas: leadership styles, principal as religious leader; principal as instructional leader, administrator, and communicator. Subjects completed the survey by circling answers on a Likert scale from number 5 as highly important to number 1 as not important regarding principal effectiveness.
520 $a The results of this study indicate that the teachers and parents are very similar in their perceptions of what behaviors an effective Catholic elementary school principal should exhibit. They agree that leadership skills are most important for principals and that the principal's religious leadership is less important for effectiveness.
520 $a According to the means of the groups, the teachers and parents agreed on seven of the behaviors as most important for an effective principal among the individual questions. They also agreed on the six least important behaviors of an effective principal. Being an effective communicator was clearly the leader with both groups.
520 $a Although both groups ranked the subscale of principal as religious leader as important, there was a significant difference between them. The parents' mean was lower than the teachers' mean.
520 $a While a principal has many duties and responsibilities, the Church makes it clear that the religious leadership of the Catholic school must remain a priority. This study points out that parents and teachers may not understand the importance of this role.
590 $a School code: 1060.
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