Literaturnachweis - Detailanzeige
| Autor/inn/en | Searby, Linda; Browne-Ferrigno, Tricia; Wang, Chih-hsuan |
|---|---|
| Titel | Assistant Principals: Their Readiness as Instructional Leaders |
| Quelle | In: Leadership and Policy in Schools, 16 (2017) 3, S.397-430 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2016.1197281 |
| Schlagwörter | Assistant Principals; Instructional Leadership; Administrator Surveys; Teaching Experience; Age Differences; Readiness; Self Efficacy; Performance Based Assessment; Mentors; Program Development; Administrator Role; Stress Variables; Beginning Principals; Mixed Methods Research; Online Surveys; Focus Groups; Alabama |
| Abstract | This article reports findings from a study investigating the capacity of assistant principals to be instructional leaders. Analyses of survey responses yielded four interesting findings: (a) years of experience as a teacher and age had no significance on assistant principals' perceived readiness as an instructional leader; (b) those completing redesigned programs focused on instructional leadership reported feeling less prepared that those completing programs before the mandated redesign (c) although instructional leadership was a work responsibility, 63% did not know what portion of their performance evaluation assessed that performance; and (d) mentoring for instructional leadership most often occurred through informal meetings with their principal. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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