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School Leadership - International PerspectivesThe Principal as Educational Leader: What Makes the Difference

School Leadership - International Perspectives: The Principal as Educational Leader: What Makes... [As part of a study undertaken by this researcher at William Paterson University beginning in 2001 and concluding in 2006, 140 principals in K-12 schools and 261 teachers who work in those schools completed surveys. The principals were asked to examine a list of activities and choose three in which they spend most of their time and three in which they spend the least time. They were also asked to identify three activities in which they would choose to spend the most and the least time. Teachers were asked to examine the same list of activities and choose three in which they perceive how their principal spends the most time and three in which the principal spends the least time. In addition, they were asked to identify three activities in which they believed their principal should spend the most and least time.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

School Leadership - International PerspectivesThe Principal as Educational Leader: What Makes the Difference

Part of the Studies in Educational Leadership Book Series (volume 10)
Editors: Huber, Stephan
Chirichello, Michael
School Leadership - International Perspectives — Nov 9, 2009
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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media B.V. 2010
ISBN
978-90-481-3500-4
Pages
79 –100
DOI
10.1007/978-90-481-3501-1_5
Publisher site
See Chapter on Publisher Site

Abstract

[As part of a study undertaken by this researcher at William Paterson University beginning in 2001 and concluding in 2006, 140 principals in K-12 schools and 261 teachers who work in those schools completed surveys. The principals were asked to examine a list of activities and choose three in which they spend most of their time and three in which they spend the least time. They were also asked to identify three activities in which they would choose to spend the most and the least time. Teachers were asked to examine the same list of activities and choose three in which they perceive how their principal spends the most time and three in which the principal spends the least time. In addition, they were asked to identify three activities in which they believed their principal should spend the most and least time.]

Published: Nov 9, 2009

Keywords: Curriculum Development; Central Office; School Reform; Staff Development; Educational Leader

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