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Principal leadership during a time o...

Biscari, Brian R.

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Principal leadership during a time of change and the relationships among leadership, needs satisfaction, and self-initiated professional development on student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Principal leadership during a time of change and the relationships among leadership, needs satisfaction, and self-initiated professional development on student achievement./
作者:	Biscari, Brian R.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663078
ISBN:	9781321819250

Principal leadership during a time of change and the relationships among leadership, needs satisfaction, and self-initiated professional development on student achievement.
Biscari, Brian R.

Principal leadership during a time of change and the relationships among leadership, needs satisfaction, and self-initiated professional development on student achievement. - 129 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Dowling College, 2015.

The purpose of this study was to investigate elementary teachers' perceptions, from high-needs schools in New York State with high and low academic achievement, of principal leadership during the implementation of the Common Core Learning Standards in the leadership change dimensions of moral purpose, understanding change, building relationships, building and sharing knowledge, and coherence making. In addition, teacher perceptions of their own self-initiated professional development and their needs satisfaction in the dimensions of competence, relatedness, and autonomy and the relationship with student achievement were examined. Student achievement was determined by proficiency in the grade 5 New York State 2013 common core assessment in mathematics. The responses of grades K-5 classroom teachers from 66 high-need public elementary schools in New York State with varying years of experience, gender, years of current principal leadership, and years with the current principal were compared and analyzed.

ISBN: 9781321819250Subjects--Topical Terms:

529436
Educational leadership.

Principal leadership during a time of change and the relationships among leadership, needs satisfaction, and self-initiated professional development on student achievement.
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500 $a Adviser: Elsa-Sophia Morote.
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520 $a The purpose of this study was to investigate elementary teachers' perceptions, from high-needs schools in New York State with high and low academic achievement, of principal leadership during the implementation of the Common Core Learning Standards in the leadership change dimensions of moral purpose, understanding change, building relationships, building and sharing knowledge, and coherence making. In addition, teacher perceptions of their own self-initiated professional development and their needs satisfaction in the dimensions of competence, relatedness, and autonomy and the relationship with student achievement were examined. Student achievement was determined by proficiency in the grade 5 New York State 2013 common core assessment in mathematics. The responses of grades K-5 classroom teachers from 66 high-need public elementary schools in New York State with varying years of experience, gender, years of current principal leadership, and years with the current principal were compared and analyzed.
520 $a Respondents indicated that their principals lacked skills in knowledge creation and sharing as well as building relationships among the staff. An independent samples t test yielded no significant findings regarding student achievement. A significant negative correlation was found between years of teacher experience and student achievement. A significant positive correlation was also noted between the amount of district-provided professional development and the amount of self-initiated professional development of teachers.
520 $a Principals need to focus on the leadership dimensions defined by Fullan (2001) in order to help successfully lead teachers through productive change. They also need to find ways for teachers to feel autonomous to improve the climate of their schools and for teachers to feel motivated to productively affect change in a positive way.
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