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The principal's trustworthiness: the impact on effective school leadership as perceived by teachers on selected campuses in the North East Independent School District

机译:校长的信任度:东北独立学区某些校园的教师对教师有效领导能力的影响

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摘要

The primary purpose of the study was to identify the effective school leadershipbehaviors that build trust with teachers, as perceived by teachers on selected campuses inthe North East Independent School District. A secondary purpose of the study was todetermine whether demographic variables, such as gender, experience, and level ofteaching, influence the relationship between teacher trust and effective school leadership.Of the 3,974 teachers in the district, 457 teachers were surveyed from one high, twomiddle, and four elementary schools.Findings in the study include the following:1. The behaviors that had mean scores reflecting ratings closest to beingcritically important to building teacher trust were that the principal maintainsconfidentiality (4.76), is a good listener (4.73), gathers sufficient informationbefore drawing a conclusion (4.61), reacts calmly in a crisis (4.59), andcommunicates clear expectations (4.55). 2. The Administrator Rating Form, developed by Ferris (1994), divided all thebehaviors into three categories: (a) general professional, (b) personalauthenticity, and (c) supervision/evaluation behaviors. The supervision/evaluation behaviors were the least important of the three groups with a meanscore of 4.14. This concludes that the general professional and authenticitybehaviors result in building more trust than the supervision/evaluationbehaviors.3. It was determined that females show higher levels of trust in theiradministrators than that of their male counterparts. The teachers?????? number ofyears of experience had no effect on how they responded. Within the categoryof general professional behaviors of the principal, there was no significantdifference in the responses of the three teaching levels. Within the other twocategories, however, there was a significant difference in the responses of thethree teaching levels.The following recommendations are based on the findings and conclusions:1. The principal must maintain confidentiality and be a good listener.2. Principals should establish a professionally personal relationship with eachteacher.3. Principals should be aware that: (a) male teachers are less trusting thanfemale teachers, (b) teachers?????? years of experience has no bearing on buildingtrust, and (c) elementary teachers are generally more trusting than secondaryteachers.
机译:这项研究的主要目的是确定有效的学校领导行为,以建立对教师的信任,这是东北独立学区某些校园的教师所认为的。该研究的第二个目的是确定人口统计学变量(例如性别,经验和教学水平)是否影响教师信任与有效学校领导之间的关系。在该地区的3974名教师中,从高,中,高两方面对457名教师进行了调查。 ,以及四所小学。研究结果包括:1。具有反映评分最接近对建立教师信任至关重要的评分的行为是,校长保持机密(4.76),是一个很好的倾听者(4.73),在得出结论之前收集了足够的信息(4.61),在危机中反应冷静(4.59) ),并传达明确的期望(4.55)。 2. Ferris(1994)制定的《管理员评分表》将所有行为分为三类:(a)普通专业人员,(b)个人真实性和(c)监督/评估行为。监督/评估行为是三组中最不重要的,平均得分为4.14。可以得出结论,一般的专业和真实性行为比信任/评估行为更能建立信任。3。已确定,女性对管理员的信任程度高于男性。老师们??????多年的经验对他们的反应没有影响。在校长的一般专业行为类别中,三个教学水平的反应没有显着差异。但是,在其他两个类别中,三个教学级别的响应存在显着差异。以下建议基于发现和结论:1。校长必须保持机密并善于倾听2。校长应与每个老师建立专业的个人关系3。校长应意识到:(a)男老师比女老师信任度低;(b)老师??????多年的经验与建立信任无关,并且(c)小学老师通常比中学老师更信任。

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    Longloy Mary Margaret;

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  • 年度 2007
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