東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Principal leadership responsibilitie...

Dilliplane, Robert William.

Linked to FindBook

Google Book

Amazon

博客來

Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools./
Author:	Dilliplane, Robert William.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	242 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103781
ISBN:	9781339673257

Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools.
Dilliplane, Robert William.

Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 242 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Widener University, 2016.

The primary goal of America's public school principals has been identified as increasing student academic achievement (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004). Marzano, Waters, and McNulty (2005) identified 21 principal leadership responsibilities that demonstrated a positive correlation with student academic achievement. Geijsel, Sleegers, Leithwood, and Jantzi (2003) argued that the leadership behaviors of principals have the potential to influence the attitudes and perceptions of employees and the overall performance and effectiveness of a school. Tschannen-Moran and Woolfolk Hoy (2001) maintained that one dynamic in the school setting that encompasses employee attitudes and perceptions is teacher efficacy, which they defined as teachers' judgment in regards to their skill at facilitating the achievement of student learning goals, even when students might not value learning or the other important functions of the school. Tschannen-Moran and Woolfolk Hoy (2001) defined three teacher efficacy factors that describe the main components of teacher efficacy and created an instrument that measured the three factors; the authors also measured for overall teacher efficacy.

ISBN: 9781339673257Subjects--Topical Terms:

969762
Middle school education.

Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools.
LDR:03566nmm a2200337 4500 001 2119888
005 20170627090652.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339673257
035 $a (MiAaPQ)AAI10103781
035 $a AAI10103781
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dilliplane, Robert William. $3 3281788
245 1 0 $a Principal leadership responsibilities and teacher efficacy in low-performing middle schools and high-performing middle schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 242 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Zora Wolfe.
502 $a Thesis (Ed.D.)--Widener University, 2016.
520 $a The primary goal of America's public school principals has been identified as increasing student academic achievement (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004). Marzano, Waters, and McNulty (2005) identified 21 principal leadership responsibilities that demonstrated a positive correlation with student academic achievement. Geijsel, Sleegers, Leithwood, and Jantzi (2003) argued that the leadership behaviors of principals have the potential to influence the attitudes and perceptions of employees and the overall performance and effectiveness of a school. Tschannen-Moran and Woolfolk Hoy (2001) maintained that one dynamic in the school setting that encompasses employee attitudes and perceptions is teacher efficacy, which they defined as teachers' judgment in regards to their skill at facilitating the achievement of student learning goals, even when students might not value learning or the other important functions of the school. Tschannen-Moran and Woolfolk Hoy (2001) defined three teacher efficacy factors that describe the main components of teacher efficacy and created an instrument that measured the three factors; the authors also measured for overall teacher efficacy.
520 $a This research study was conducted at the middle school level. Middle school students typically undergo six major developmental changes, marking these middle years as a tumultuous period of time for students (Association for Middle Level Education, 2016). Research has revealed that differences exist between low-performing schools and high-performing schools in terms of how teachers rate their own efficacy and the leadership of their principals (Brown, Anfara, & Roney, 2004; Richardson, 2014). The goal of this research study will be to explore the nature of the relationships between Marzano, Waters, and McNulty's (2005) 21 principal leadership responsibilities and Tschannen-Moran and Woolfolk Hoy's (2001) three teacher efficacy factors, and overall teacher efficacy, in low-performing middle schools and high-performing middle schools.
520 $a Findings from this study revealed statistically significant differences in the means between low-performing middle schools and high-performing middle schools. Findings also revealed strong, positive correlations between Marzano et al.'s (2005) 21 principal leadership responsibilities and Tschannen-Moran and Woolfolk Hoy's (2001) three factors of teacher efficacy and overall teacher efficacy.
520 $a Keywords: principal leadership responsibilities, teacher efficacy factors, student academic achievement.
590 $a School code: 1063.
650 4 $a Middle school education. $3 969762
650 4 $a Educational administration. $3 2122799
650 4 $a Educational leadership. $3 529436
690 $a 0450
690 $a 0514
690 $a 0449
710 2 $a Widener University. $b Education. $3 2096577
773 0 $t Dissertation Abstracts International $g 77-09A(E).
790 $a 1063
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10103781