Nationally recognized superintendents: Perceptions on how they lead in relation to the characteristics of effective schools research

The purpose of this study was to increase the knowledge about the qualities, attitudes, and behaviors of public school superintendents in relation to the effective schools research. It also sought to further investigate the relationship between the role of the superintendent and the creation of effective schools and effective school districts. Finally, this research described how a recognized population of public school superintendents perceived themselves to incorporate effective school methods in their leadership strategies. This ultimately provided the opportunity to validate the findings of the effective schools research through the investigation of the superintendents office; This study employed what Creswell (1994) called a two phase/dominant less dominant design (p. 177). The two phase approach used the triangulation of results from mailed questionnaires and telephone interviews as a means of studying the perceptions of superintendent behavior related to the effective schools research. The data obtained from both methodologies were then used to identify the conclusions of the study; Recognized AASA superintendents of the year for 1999 were mailed a 70 item questionnaire of which 42 out of 49 superintendents responded. Five telephone interviews were also conducted which were used to enrich the data obtained from the mailed questionnaire. These data collection techniques focused on superintendent perceptions of their own leadership behavior in relation to the effective schools research; The analysis of the obtained data revealed that the responding sample of recognized superintendents perceived themselves to make efforts in the effective school areas of: (a) frequent monitoring of student progress; (b) instructional leadership; (c) safe and orderly environment; (d) clear and focused mission; and (e) climate of high expectations. Superintendents were not found to be a driving force in the areas of (a) providing opportunities to learn and time on task and (b) encouraging positive home and school relations; Questionnaire results in the areas of instructional leadership, positive home and school relations, climate of high expectations, and a clear and focused mission indicated that superintendents tended to answer general questionnaire items more strongly then action specific items. Arguably this finding could indicate that recognized superintendents perceive themselves to behave in one way while their actions may not support those perceptions as strongly; Notable differences were found between the superintendent perceptions from larger and smaller school districts in the effective schools areas of: (a) instructional leadership; (b) providing a clear and focused mission; and, (c) maintaining a climate of high expectations. Responses to the mailed questionnaire found superintendents of larger districts tended to be more focused on bureaucratic behaviors and less on instructional leadership strategies, while superintendents from smaller districts relied less on bureaucratic efforts and more on instructional leadership types of behaviors; This research study also generated many questions. Are superintendent perceptions consistent with their behavior? Can superintendents be expected to provide leadership in the areas of creating positive home and school relations as well as increasing opportunities to learn and time on task? Are superintendents from larger districts more bureaucrat and politician than instructional leader? Are superintendents from smaller districts more hands on while possibly providing less vision? These questions provide rich areas from which further research is recommended

Professional development and training needs of school principals in Tonga

The main aims of this study were to investigate and identify the perceived professional development needs of the school principals in Tonga in relation to the current situation. The inquiry was designed to provide a description of the understanding and perceptions which the principals and educators held concerning: I. The familiarity of principals and educators with the professional development issues and provisions made for the professional development of school principals . 2. The perceived professional development and training needs of school principals. 3. The extent to which the current provisions offered for professional development of school principals meet the needs of the principals. Data sources included senior personnel from the Tonga Government, Tonga Ministry of Education, representatives of various school systems, ten primary school principals and ten secondary school principals; and documents relating to the work of principals in schools. Interviews and questionnaire techniques were used for data collection. The Interview data were analyses using Helder\u27s (1958) attributional analysis methods and Morris, Fitz-Gibbon\u27s (1978) content analysis methods. The questionnaire data were coded, collated and analysed using the SAS PC+ WRITE computer package. The findings were similar In many ways to the findings of certain. Australian studies, namely, Chapman\u27s (1986) study of Victorian primary school principals, Harvey\u27s (1987) study of the newly appointed principals In Western Australia. Hyde’s (1988) study of the principals In remote area schools In Western Australia. The study found that the needs for professional development among the school principals in Tonga were related to knowledge and skills in four broad areas, namely: I. Management of the Human Resources at the School Level 2. Management of the Curriculum 3. Management of the School\u27s Physical Resources 4. Leadership and Entrepreneurial ship of Human Resources both Internally and within the School\u27s External Environment From these, and In consideration of the current changes In the Tonga education system these findings confirmed that professional development is context bound and a complicated process which occurs In different contexts and for different purposes. In this regard one, emphasis in the determination of professional development needs of principals appears, to be shifting from a central level to the people most directly involved in that process, the principals themselves. The evidence from this study suggested that, for the issues of professional development of principals to be addressed properly, there must be a move away from the notion of principals and educators as master implementers of policies and programmes to a broader perception wherein leadership Is a primary focus

Journal of the Senate of the 75th GA 1 Vol. 1 of the State of Iowa, 1993

The published daily journals of the transactions of the Senate for the legislative session and the official bound journals printed after adjournment for previous legislative sessions

Journal of the Senate of the 75th GA 1 Vol. 2 of the State of Iowa, 1993

The published daily journals of the transactions of the Senate for the legislative session and the official bound journals printed after adjournment for previous legislative sessions