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Descriptors:
Foreign Countries; Secondary Schools; Private Schools; Conflict Resolution; School Administration; Board Administrator Relationship; Teacher Administrator Relationship; Principals; Secondary School Teachers; Secondary School Students; Trustees; Questionnaires

Abstract:
This study investigated perceived CRSs (conflict resolution strategies) for the resolution of conflicts in non-government secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided this study. Proportionate stratified random sampling technique was used in drawing 15% of the population which gave a total of 500 respondents. The instrument used was CRSs questionnaire. This was used to collect data from respondents comprising principals, teachers, proprietors, and students. A four-point scale was used for the ratings of the respondents. Mean and "SD" (standard deviation) were used to answer the research questions. "T"-test statistic was used to test hypotheses 1 and 2, while a one-way ANOVA (analyses of variance) was used to test hypothesis 3 at significance level of 0.05. The major findings of the study are unnecessary interferences with the administration of the school by the proprietors and arbitrary increase of school fees by the school management, among others, constitute major sources of conflict. Findings on strategies for resolving conflicts include: agreeing on the procedure taken for the resolution of conflicts, encouraging parties to work together, taking staff and students' comments and suggestions, and involvement of school disciplinary committee and public complaint commission, among others. Based on the findings, recommendations were made. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Faculty Development; Elementary School Teachers; Secondary School Teachers; Teacher Administrator Relationship; Facilitators (Individuals); Discourse Analysis; English Language Learners; Elementary Secondary Education

Abstract:
The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs). The study examines the facilitation practices employed by the lead facilitator of the professional development program from three analytical lenses: context as participation, context as ideology, and content. The paper provides an empirical illustration of how recommendations in the literature about professional development for educators of ELLs can be put in practice. (Contains 3 tables and 6 excerpts.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Probability; Beginning Teachers; Job Satisfaction; Surveys; Teacher Administrator Relationship; Organizational Climate; Perception; Regression (Statistics); Inferences; Elementary Schools; Middle Schools; Statistical Significance

Abstract:
Using survey data from novice teachers at the elementary and middle school level across 11 districts, multilevel logistic regressions were estimated to examine the association between novices' perceptions of the administrative climate and their desire to remain teaching within their schools. We find that the probability that a novice teacher reports a desire to remain teaching within her school is reduced when she perceives the quality of relations between teachers and administrators as poor, even after controlling for a prior measure of intent to remain teaching. The robustness of this inference was quantified with respect to concerns about omitted confounding variables. The findings from this study have implications for understanding how novice teachers evaluate the administrative climate in their schools and how this influences their intended career decisions. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Study Skills; Charter Schools; Preservice Teacher Education; Negative Attitudes; Elementary Secondary Education; Academic Achievement; Program Implementation; Transitional Programs; Articulation (Education); Program Attitudes; Teacher Administrator Relationship; Leadership Effectiveness; Curriculum Enrichment; Change Strategies; Educational Change; Case Method (Teaching Technique); Case Studies; Interpersonal Competence; Educational Administration; Social Cognition

Abstract:
Elementary school students at a suburban K-12 charter school are facing a difficult transition into the secondary program. In an effort to ease this transition and retain students, the principal requires the secondary teachers to implement a study skills program into the daily curriculum. Initially, the teachers do not voice any objections to the principal, but as the workload increases, their frustration is communicated in a staff meeting. Moreover, students have displayed a negative attitude toward the program. The principal understands that he must diffuse the resentment of the teachers and gain student support to preserve the positive culture of the school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Attitudes; Teaching (Occupation); Teacher Morale; Educational Environment; School Culture; Principals; Middle Schools; Criticism; Teacher Administrator Relationship; Teacher Welfare; School Community Relationship; Public Relations; School Attitudes; Leadership Effectiveness; Negative Attitudes

Abstract:
Laura Dannon, an educator with experience as teacher, assistant principal, and principal, enjoys her profession. Faculty camaraderie and student/teacher busyness at her school have led her to think all is well. A sudden outburst by a new teacher causes her to reflect on what is really happening. What has changed? Have media criticism, movements against education, attacks on teacher unions, criticisms of college education teacher preparation programs, and a severe economic downturn created an environment in which she needs to rethink her priorities? How does one lead amid criticism, crisis, and disrespect? How can one be a successful leader at the micro level when the broader narrative is dominated by negativism and perceptions of failure? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Beginning Teachers; Teacher Attitudes; Student Evaluation; Academic Standards; Online Surveys; Teacher Surveys; Interviews; Principals; Teacher Administrator Relationship; Feedback (Response); Reflection

Abstract:
This study was conducted with first-year teachers. It provided insight into two key research questions: (1) What were the perceptions of new teachers regarding a standards-based performance appraisal system as it was implemented on their campus? (2) What factors contributed to the perceptions of new teachers regarding this system as it was implemented on their campus? This study was conducted in two phases. The first phase was an online survey consisting of 24 Likert-type, 4-point items designed to elicit responses regarding the individual teachers' experience with the standards-based evaluation. These survey scores were then totaled and ranked to determine the top and bottom scoring participants. Extreme scoring respondents participated in individual interviews regarding the specific contributing factors behind their perceptions of the evaluation in the second phase. Interview data were then read and phenomena were coded to develop broad themes and subthemes of information that occurred during each interview. These patterns were analyzed to reveal factors that contributed to the negative and positive perceptions. This study found that the value a teacher placed on the evaluation process was influenced by the principal. In addition, teachers who felt well-prepared and well-supported by their peers and their principal viewed the experience positively, and teachers also placed a higher value on the process when they felt they received meaningful and timely feedback and/or were provided opportunity for self-reflection. Finally, this study found that the relationship teachers have with principals is not always a factor in their perception of the standards-based appraisal process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Governance; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Transformational Leadership; Participative Decision Making; Community Colleges; College Presidents; Teacher Administrator Relationship; Didacticism

Abstract:
The author has been reading George R.R. Martin's marvelous fantasy epic, "A Song of Ice and Fire," about a medieval-ish kingdom and its wars and intrigues. What fascinates him most about the narrative is the extent to which it parallels his experiences as a community-college professor and administrator. The author argues that for all the good they do, community colleges are notorious for poor governance. Despite the best efforts of many faculty members, some administrators, and national organizations such as the American Association of University Professors and the National Education Association, true shared governance has still not become the model of choice at most two-year campuses. The author believes that it is potentially a problem when the president of a college has no significant experience as a faculty member and, therefore, cannot even remotely relate to faculty concerns or understand how a college faculty is supposed to function. In his experience, such leaders can even be openly hostile to true shared governance, which, to their way of thinking, gives the faculty far too much power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Vocational Education; Leadership; Foreign Countries; Stimulation; Personality; Personality Traits; Administrator Behavior; Transformational Leadership; Self Management; Teacher Surveys; Teacher Attitudes; Leadership Effectiveness; Leadership Qualities; Leadership Styles; Teacher Administrator Relationship; Teacher Leadership

Abstract:
Teacher self-leadership includes a set of individual cognitive and behavioural strategies that, when practised together, can lead to improved performance. This study examines the influence personality and leader behaviours have on teacher self-leadership in a vocational education and training setting. Survey data from 418 teachers from an Australian college of vocational education and training showed that generalized self-efficacy and conscientiousness were positive predictors of self-leadership. Transformational leader behaviours also positively influenced teacher self-leadership, although to a lesser degree. The results suggest improving teachers' self-efficacy is associated with increased self-management, greater intrinsic enjoyment from work and more constructive thought patterns. Training in transformational leader behaviours, such as articulating a vision, high performance expectations, individualized consideration and intellectual stimulation may also facilitate teacher self-leadership in vocational colleges. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Personnel; Foreign Countries; Principals; School Administration; Administrator Effectiveness; Instructional Leadership; Case Studies; Teacher Administrator Relationship; Parent Participation; Student Participation; Student Motivation; High Schools; Urban Education

Abstract:
This case provides emerging school administrators the opportunity to learn about the school system in Mexico. The case relates to a successful principal in her new school assignment. Martha Miramontes is an experienced and successful principal who quickly identified a number of challenges in her new campus. Even though each problem can be solved with a particular strategy, for the first time, Martha is facing a situation where all problems seem to require immediate attention. She knows she can address all problems, but decisions must be made in relation to which problem should be tackled first. Where should she start? This case explores possible sequence of actions of an experienced principal facing multiple problems in the setting of a Mexican Public "Secundaria". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Teachers; Teaching Experience; Preservice Teacher Education; Music Teachers; Data Analysis; Diaries; Interviews; Focus Groups; Teacher Attitudes; Music Education; Questionnaires; Attitude Change; Mentors; Teacher Administrator Relationship

Abstract:
The purpose of this inquiry was to examine the current reflections of experienced teachers on their past perceptions of preservice music teacher preparation as documented in the author's previous research. Research questions included the following: (a) How would participants describe their reactions to a present-day examination of 1999 or 2000 data (journals, individual and focus group interviews, and two questionnaires) and 2002 study findings? (b) How had their perceptions regarding preservice music teacher preparation changed since 1999-2000? and (c) On the basis of their recent work with preservice interns and student teachers, what could these experienced teachers say about preservice music teacher preparation today? Data collected in 2010 included participant journals and individual interviews. Findings categories include (a) general agreement with 2002 study findings regarding best and worst facets of preservice preparation, (b) experience is the best teacher, (c) teacher education is doing the best it can do, (d) preservice students will get out of teacher education what they put into it, and (e) specific suggestions for teacher education provided by participants. (Contains 1 note and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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