Browsing by Subject "principal"
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Item An analysis between teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools(Texas A&M University, 2006-04-12) Ceyanes, Jason W.Developing trusting relationships and reducing teacher burnout are two pressing issues that principals and superintendents confront on a daily basis in public schools. With the increasing demands of state mandated testing, No Child Left Behind, and improving standards for all students, principals and superintendents need to understand the relationship between the factors that influence student performance and a positive learning environment. The purpose of this study was to analyze teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools. In this study, a cross-tabulation of teacher burnout by teacher trust in the principal indicated a moderate to strong association between the two variables. The Pearson product-moment correlation produced a strong, positive correlation of 0.61 (p<0.01) between teacher trust in the principal and teacher burnout. In addition, teachers who indicated low trust in the principal are about 28 percent more likely to experience high teacher burnout. In fact, out of the 315 teachers who completed this survey, not one teacher who reported high teacher trust in the principal scored high on teacher burnout. Next, the researcher explored how selected demographic variables influenced the teacher trust-burnout relationship. According to this study, the number of years that the teacher has worked with the principal has a strong influence on the teacher trust-burnout relationship, and the teacher??s age and the teacher??s experience have a moderate effect. In addition, teacher gender appears to have a slight effect on the teacher trust-burnout relationship, and principal gender, principal age, and principal race appear to not affect the teacher trust-burnout relationship at all. The researcher was unable to draw any conclusions on the influence of teacher race on the teacher trust-burnout relationship due to the small number of African American, Hispanic, Asian, and other race teacher respondents. Finally, the multivariate regression analysis suggested that teacher trust in the principal and the demographic variables in this study account for nearly 40 percent of the variance for teacher burnout. The results of this study suggest that principals must focus on developing trusting relationships with their teachers to reduce teacher burnout.Item Principals' Time Spent Off Campus and Their Perception of its Effectiveness(2012-04-19) Takahashi-Kury, Yuka; MacNeil, Angus; Busch, Steven; Emerson, Michael W.; Amine, RayyanAn educational leader must perform many roles from being a business manager to instructional leader. Principals are required to be “jacks of all trades” to meet the challenges of today (Shelton, 2008, p. 4). A principal has the most influence in implementing changes and affecting the climate and culture of the educational organization (Anderson, S., Leithwood,K., Louis,K.S., & Wahlstrom, K., 2004; Shelton, S. V., 2009). According to Fuller and Young (2009), the recent research findings indicate that in order to advance and sustain the increased performance of students, it is crucial to have a strong principal in a school to lead the change. This study is a section of a survey study of principals in Houston and surrounding areas in Southeast Texas. The focus is to find out on average how many hours the participants work per week, the average percentage of the time they spend off campus during the week, their perception in whether they feel they are using their time effectively, the emerging themes of what they consider effective use of time and ineffective use of time, and to find out who arranges the mandatory off campus meetings. It is a quantitative survey research with five open-ended questions and one Likert scale question. A mixed methods approach is used to analyze this study. The responses were analyzed using correlational techniques, statistical, and causal-comparative approach. The totals of 178 usable responses were acquired through the use of cognitive interview of each principal. The demographic information of the participants were obtained to further analyze the data based on gender, experience level and experience range of principals, TAKS rating, and the location of school. The result revealed principals’ average working hours were 59.8 hours a week. The average percentage of hours spent off campus was 13.5% a week. Other findings related to the perception of how necessary it is to spend the time off campus, the description of the effective and ineffective use of time off campus, and who arranges the off campus meetings will be useful for the administrators and the school districts in the future.Item The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers(Texas A&M University, 2007-04-25) Sarpy-Simpson, Claudine L.The purpose of this study is to identify the perceptions of novice and veteran teachers regarding the role of the principal in retaining teachers in the profession. Also, the research investigated whether and to what extent there are differences in the perceptions of novice and veteran teachers on the role of the principal in teacher retention. Participants for the study were selected from 15 elementary schools in an urban school district in the Southwestern part of the United States. The study included 270 novice and veteran elementary teachers who completed a Likert Scale questionnaire consisting of 23 questions. The study revealed that novice and veteran teachers believe principals play a key role in the retention of novice teachers. Specifically, the study revealed that teachers want to know the expectation of principals and their evaluation of them as a novice. In addition, they expect principals to play a major role in providing professional development support for teaching strategies, classroom management, and they expect continuous collaboration and encouragement. The results of the study revealed that there was not a statistically significant difference in the perceptions of the novice and veteran teachers in regards to the role of the principal and teacher retention.