Teachers' Perceptions of the Use of "Empowering-Type Activities" by Their Building Principals.

Autor/inn/en	LoVette, Otis; Holland, Glenda; McCall, Mike
Titel	Teachers' Perceptions of the Use of "Empowering-Type Activities" by Their Building Principals.
Quelle	(1999), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Administrator Behavior; Administrator Characteristics; Administrator Effectiveness; Age Differences; Elementary Secondary Education; Graduate Students; Graduate Study; Higher Education; Leaders; Leadership Styles; Principals; Sex Differences; Teacher Attitudes; Teacher Empowerment + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fachleiter; Führungsstil; Principal; Schulleiter; Sex difference; Geschlechtsunterschied; Lehrerverhalten
Abstract	This study examined whether teachers perceived their school principals as using empowering-type activities. The study focused on differences according to such factors as age, gender, and school grade and size. Researchers examined the survey responses from graduate students in the Educational Leadership Program at Northeast Louisiana University in 1999. Participating students were full-time teachers taking evening courses at the university. Students completed a survey entitled Principal Profile, which asked them to rate their principals' performance and focused on empowering-type activities. Data analysis indicated that principals utilized empowering type activities to some degree. There were no significant differences between such groupings as older versus newer and male versus female administrators or teachers. The Principal Profile is appended. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01