東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Instructional leadership self-effica...

Ford, Matthew C.

FindBook

Google Book

Amazon

博客來

Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system./
作者:	Ford, Matthew C.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580139
ISBN:	9781303882593

Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system.
Ford, Matthew C.

Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system. - 159 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2014.

This item must not be sold to any third party vendors.

Principals play a key role in the improvement of student learning. School leaders have been shown to have a noticeable impact on the learning outcomes of students, even though this impact is often complicated and indirect (Hallinger, Bickman & Davis 1996). Principals that focus on improving the teaching and learning in classrooms are known as instructional leaders. If principals can improve in their roles as instructional leaders, then perhaps student outcomes can improve (Leithwood et al., 2004; Spiro, 2013). A new educator evaluation system in Massachusetts seeks, in part, to encourage principals to serve as instructional leaders.

ISBN: 9781303882593Subjects--Topical Terms:

529436
Educational leadership.

Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system.
LDR:03527nmm a2200349 4500 001 2062541
005 20151027073504.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303882593
035 $a (MiAaPQ)AAI3580139
035 $a AAI3580139
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ford, Matthew C. $3 3176929
245 1 0 $a Instructional leadership self-efficacy of principals in the context of a statewide educator evaluation system.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Jill Lohmeier.
502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Principals play a key role in the improvement of student learning. School leaders have been shown to have a noticeable impact on the learning outcomes of students, even though this impact is often complicated and indirect (Hallinger, Bickman & Davis 1996). Principals that focus on improving the teaching and learning in classrooms are known as instructional leaders. If principals can improve in their roles as instructional leaders, then perhaps student outcomes can improve (Leithwood et al., 2004; Spiro, 2013). A new educator evaluation system in Massachusetts seeks, in part, to encourage principals to serve as instructional leaders.
520 $a In order to learn about the current instructional leadership capacity of Massachusetts's principals and their views of the new evaluation system, an Internet survey was administered to all principals in Massachusetts in the fall of 2013. Responses were received from 275 principals. Qualitative and quantitative analysis of the data indicated that principals had a very positive view of the new evaluation system and of their ability to serve as instructional leaders.
520 $a Principals demonstrated high self-efficacy across the different dimensions of instructional leadership self-efficacy: support teacher, data use, culture and collaboration, and observation and evaluation. They expressed that the new evaluation system would improve their schools and that they had the required experience and training to achieve many of its instructional leadership goals. Some evidence showed that principals were most apprehensive about the amount of time and paperwork needed to successfully implement the new system, especially the requirement to observe multiple classrooms each day. Further analysis of the survey data found that principals of urban schools generally reported higher leadership self-efficacy than principals of rural schools.
520 $a Findings from this study suggest that Massachusetts should continue with its implementation of the new evaluation system. Since principals have a central role in the new system, their high self-efficacy and positive views hint that the new evaluation system might succeed. In order to help principals implement and administer the new system, the state should look at reducing the amount of paperwork and time required while also giving special attention to the demands the system places on principals of rural schools.
590 $a School code: 0111.
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a Educational evaluation. $3 526425
690 $a 0449
690 $a 0458
690 $a 0443
710 2 $a University of Massachusetts Lowell. $3 1017839
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 0111
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580139