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The Perceptions of Elementary School Principals and Teachers of Principal's Behavior as Informed by 13 Core Competencies and their Relationship to School Performance in Third Grade Reading Language Arts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Perceptions of Elementary School Principals and Teachers of Principal's Behavior as Informed by 13 Core Competencies and their Relationship to School Performance in Third Grade Reading Language Arts./
作者:	Coleman, Sheryl Elaine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	144 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-06, Section: A.
Contained By:	Dissertations Abstracts International78-06A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296878
ISBN:	9781369400977

The Perceptions of Elementary School Principals and Teachers of Principal's Behavior as Informed by 13 Core Competencies and their Relationship to School Performance in Third Grade Reading Language Arts.
Coleman, Sheryl Elaine.

The Perceptions of Elementary School Principals and Teachers of Principal's Behavior as Informed by 13 Core Competencies and their Relationship to School Performance in Third Grade Reading Language Arts. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 144 p.

Source: Dissertations Abstracts International, Volume: 78-06, Section: A.

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

This item must not be added to any third party search indexes.

This study explored the extent to which principals in a school district exhibit behaviors informed by 13 core competencies. The purpose of this study was fourfold. First, this study aimed to determine the extent to which elementary principals of a school district in the southwest region of Tennessee perceived that they exhibited behaviors informed by the 13 core competencies. Second, this study was designed to investigate the extent to which elementary teachers perceive that their principal exhibits behaviors informed by the 13 core competencies. Third, this study investigated if there was a correlation between the principal's self-perception and the teacher's perception of the leader's behavior with regard to each of the 13 core competencies. Finally, the study sought to identify congruence or lack of congruence between the perceptions of principals and the perceptions of teachers regarding principal's behavior based on the 13 core competencies and their relationship, if any, to third grade reading language arts. The principals' self-perception responses and the teachers' perception responses of their principal's behavior were collected from the Leader Behavior Inventory for Principals. Descriptive statistics were used to analyze principal and teacher responses. A correlation of principal responses and teacher responses was analyzed. The results revealed that all principals within the district believed they exhibited behaviors informed by the core competencies; teacher perceptions of two schools resulted in their principal always exhibiting behavior informed by the competencies. The study also explored the extent to which principal and teacher perception responses were congruent or lack congruence and if they were influential with third grade student performance in reading language arts TCAP scores. The results revealed that student performance was highest in the proficient range regardless of congruence or lack of congruence regarding principal behaviors informed by the 13 core competencies. The conclusion of this study included the new Professional Standards for Educational Leaders 2015 that replaced the Interstate School Leader Licensure Standards (ISLLC) and their alignment with the 13 core competencies.

ISBN: 9781369400977Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Core competencies

The Perceptions of Elementary School Principals and Teachers of Principal's Behavior as Informed by 13 Core Competencies and their Relationship to School Performance in Third Grade Reading Language Arts.
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520 $a This study explored the extent to which principals in a school district exhibit behaviors informed by 13 core competencies. The purpose of this study was fourfold. First, this study aimed to determine the extent to which elementary principals of a school district in the southwest region of Tennessee perceived that they exhibited behaviors informed by the 13 core competencies. Second, this study was designed to investigate the extent to which elementary teachers perceive that their principal exhibits behaviors informed by the 13 core competencies. Third, this study investigated if there was a correlation between the principal's self-perception and the teacher's perception of the leader's behavior with regard to each of the 13 core competencies. Finally, the study sought to identify congruence or lack of congruence between the perceptions of principals and the perceptions of teachers regarding principal's behavior based on the 13 core competencies and their relationship, if any, to third grade reading language arts. The principals' self-perception responses and the teachers' perception responses of their principal's behavior were collected from the Leader Behavior Inventory for Principals. Descriptive statistics were used to analyze principal and teacher responses. A correlation of principal responses and teacher responses was analyzed. The results revealed that all principals within the district believed they exhibited behaviors informed by the core competencies; teacher perceptions of two schools resulted in their principal always exhibiting behavior informed by the competencies. The study also explored the extent to which principal and teacher perception responses were congruent or lack congruence and if they were influential with third grade student performance in reading language arts TCAP scores. The results revealed that student performance was highest in the proficient range regardless of congruence or lack of congruence regarding principal behaviors informed by the 13 core competencies. The conclusion of this study included the new Professional Standards for Educational Leaders 2015 that replaced the Interstate School Leader Licensure Standards (ISLLC) and their alignment with the 13 core competencies.
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