First Year Principal Succession: A Study of Leadership, Role, and Change

1997 ◽  
Vol 7 (4) ◽  
pp. 369-385 ◽  
Author(s):  
Jayne A. Legore ◽  
Laurence Parker
Keyword(s):  
Qualitative Research ◽  
School Context ◽  
Theoretical Models ◽  
Leadership Role ◽  
School Staff ◽  
First Year ◽  
Specific Context ◽  
Principal Succession ◽  
New Principal ◽  
Positive Force

This paper examines the salient theoretical models of principal succession as articulated by Cosgrove and Miskel, Hart, and Ogawa. The authors attempted to explore the issue of first year principal succession with regard to the school context of changes made by the new principal and reactions of the school staff. We found that in this instance the insider choice for principal exhibited outsider characteristics, as the successor was seen as a positive force to support teachers and began initiatives to improve the school. However, our conclusions called for more case studies and qualitative research of principal succession in order to unearth the complexities of the theoretical models juxtaposed against the specific context of schools.

An investigation into the experiences of school counsellors working with adolescents

2021 ◽  
pp. 1-15
Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo
Keyword(s):  
Thematic Analysis ◽  
Lived Experiences ◽  
School Context ◽  
Phenomenological Approach ◽  
Health Needs ◽  
School Staff ◽  
Mental Health Needs ◽  
School Counsellors ◽  
Semistructured Interviews ◽  
Insight Into

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

School performance trajectories and the challenges for principal succession

2015 ◽  
Vol 53 (2) ◽  
pp. 262-286 ◽  
Author(s):  
Linda C. Lee
Keyword(s):  
Elementary School Principals ◽  
Transformational Change ◽  
Urban School District ◽  
New Principals ◽  
New Schools ◽  
Principal Succession ◽  
Content Type ◽  
New Principal ◽  
The Usa ◽  
Practical Implications

Purpose – The purpose of this paper is to use empirical data on new principals to clarify the connection between different succession situations and the challenges their successor principals face. Design/methodology/approach – The study draws on two waves of interview data from a random sample of 16 new elementary school principals in a major urban school district in the USA. Findings – New principals face distinct practice challenges depending on the nature of their successions. The less planned the succession, the less information and knowledge the new principal tends to possess. The more discontinuous the new administration’s trajectory is with the previous administration, the greater the staff resistance that the successor principal tends to face. Research limitations/implications – Few studies systematically examine how succession situations differ in schools that are in need of transformation vs those in need of stability. This study addresses this gap by illuminating the varied processes of succession and highlighting specific mechanisms that link these processes to different organizational trajectories. Practical implications – For district officials, this study suggests that principals in unplanned successions need greater support in quickly gathering information about their new schools while principals in discontinuous successions need greater expertise in how to balance trust-building and accountability in their attempts to promote transformational change. Originality/value – This study’s primary value is its detailed articulation of how certain characteristics of succession situations are associated with specific types of challenges. Only studies at this level of specificity can be effective guides to practitioners and policymakers who are charged with preparing, selecting, and supporting new principals and their schools.

The Perfect Match: A Case Study of a First-Year Woman Principal

2002 ◽  
Vol 12 (6) ◽  
pp. 608-639 ◽  
Author(s):  
P. Kay Duncan ◽  
Cynthia Anast Seguin
Keyword(s):  
Perfect Match ◽  
Point Of View ◽  
Faculty Members ◽  
First Year ◽  
Teachers Perceptions ◽  
New Principal ◽  
Rural School District ◽  
Second Year ◽  
Small Rural School

This case study of a first-year woman principal in a small, rural school district describes succession effects from the perspectives of the female principal, some faculty members, a parent, and another administrator in the district. Open-ended interviews with the participants revealed a number of conflicting perceptions. The new principal perceived that she was successful in bringing about changes in the school on behalf of children. However, most of the faculty members considered the principal to be unsuccessful because she did not value their expertise or listen to their point of view. Some members of the community and the school board adopted the teachers’ perceptions. In the middle of her second year, the principal was terminated. Implications drawn from this case study may be of value to school leaders.

Struggling to make a difference against the odds: a synthesis of qualitative research on women leading schools in Zimbabwe

2020 ◽  
Vol 34 (10) ◽  
pp. 1577-1594
Author(s):  
Zvisinei Moyo ◽  
Juliet Perumal ◽  
Philip Hallinger
Keyword(s):  
Qualitative Research ◽  
Educational Leadership ◽  
Research Synthesis ◽  
Female Leadership ◽  
Leadership Role ◽  
Synthesis Methods ◽  
Broad Perspective ◽  
Content Type ◽  
Leading Schools ◽  
Research Studies

PurposeThis paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe.Design/methodology/approachThe review used systematic methods to identify 25 research studies that examined women leading schools in Zimbabwe. Research synthesis methods used for qualitative research studies were employed in order to identify three broad themes and related subthemes across the studies.FindingsThe review identified three themes: (1) barriers to women gaining access to management positions, (2) female ways of leading, (3) context challenges for women leaders. Both barriers to gaining positions and context challenges faced in enactment of the leadership role are described. These consist of an intertwined web of personal, institutional and cultural challenges. Women's ways of leading were characterized as collegial, collaborative and caring.Research limitations/implicationsThree implications are identified. First is a need for better statistical information on gender representation in Zimbabwe and other African countries. Second is a need to design and implement training, mentoring and networking support programs for female leaders in Zimbabwe. Finally, the authors recommend that future research move toward the use of mixed methods research designs capable of achieving complementary research goals of gaining a broad perspective on the effects of female leadership and in-depth understanding of how those are achieved.Originality/valueEmpirical studies of female leadership is especially urgent in Africa where particular features embedded in the cultural context shape female access to leadership role and attitude towards efforts of women to lead.

scholarly journals Challenges for New Teachers and Ways of Coping with Them

2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis
Keyword(s):  
Qualitative Research ◽  
Administrative Support ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
First Year ◽  
First Year Teachers ◽  
Ways Of Coping ◽  
First Year Teacher ◽  
The Impact ◽  
Research Analysis

The first year of a teacher’s career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.

scholarly journals Towards Identification of Optimum Radar Parameters for Sea-Ice Monitoring

1985 ◽  
Vol 31 (109) ◽  
pp. 214-219
Author(s):  
Y. S. Kim ◽  
R. K. Moore ◽  
R. G. Onstott ◽  
S. Gogineni
Keyword(s):  
Sea Ice ◽  
Field Experiments ◽  
Theoretical Models ◽  
First Year ◽  
Physical Parameters ◽  
Backscattering Coefficient ◽  
Air Bubble ◽  
X Band ◽  
Experimental Findings ◽  
Range Of Values

AbstractVarious field experiments have shown that microwave radars can be used to distinguish multi-year from first-year ice, although optimum radar parameters are not yet fully defined.This paper presents the results from two theoretical models that, using selected physical parameters of sea ice, are able to predict the backscattering from multi-year and first-year ice under cold conditions. The possible ranges of the backscattering coefficient under various conditions (surface roughness, salinity, temperature, density, and air-bubble size) are calculated for multi-year and first-year ice by adjusting the parameters within the reported range of values.Although the calculations show no specific resonance that would favor any particular frequency or incidence angles, the results confirm the experimental findings that Ku- and X-band frequencies, and incidence angles greater than 30°, are better for distinguishing sea-ice types than lower frequencies.

In My Opinion: Top-Ten Ways to Strengthen the Mathematics in Your Classroom

2005 ◽  
Vol 12 (1) ◽  
pp. 5-7
Author(s):  
Cathie Lewis ◽  
Brian Schad ◽  
José Contreras ◽  
Vicky Kirschner ◽  
Cynthia Garnett ◽  
...  
Keyword(s):  
Leadership Role ◽  
First Year ◽  
New School ◽  
School Year ◽  
Mathematics Program

Welcome back to yet another exciting school year! Whether it is your first year of teaching or your thirty-first, sometimes we all need a little help before plunging into a new school year. The Teaching Children Mathematics Editorial Panel has assembled a list of activities to strengthen the classroom mathematics program. The ideas range from organizing mathematics materials to working with parents to taking a leadership role in mathematics. We hope our suggestions spark your thinking and planning as you wade into another school year.

Prototypes of drinkers and accessibility of injunctive norms predict college drinking

2017 ◽  
Vol 24 (6) ◽  
pp. 823-832 ◽  
Author(s):  
Nancy Rhodes ◽  
Christopher Loiewski ◽  
Bridget Potocki ◽  
Rachel Ralston
Keyword(s):  
College Students ◽  
Drinking Behavior ◽  
Theoretical Models ◽  
Self Report ◽  
First Year ◽  
Injunctive Norm ◽  
Injunctive Norms ◽  
First Year College ◽  
Student Drinking ◽  
First Year College Students

A self-report survey of first-year college students ( n = 421; 46% female) included measures of perceived prototype, attitude and injunctive norm accessibility, past drinking behavior, and future drinking intention. Both norm accessibility and prototype perception were significant predictors of intention to drink in the future among first-year college students. The effect of prototypes on drinking diminished as pro-drinking norms became more accessible, indicating greater automaticity of drinking decision-making. Theoretical models of drinking intention should include both normative constructs and prototypes. Implications for interventions to reduce college student drinking are discussed.

The Interaction of School Context and Role Identity of First-Year Teachers

1993 ◽  
Vol 12 (3) ◽  
pp. 313-328 ◽  
Author(s):  
Melinda A. Solmon ◽  
Terry Worthy ◽  
Jo A. Carter
Keyword(s):  
Student Performance ◽  
School Context ◽  
Active Agent ◽  
Beginning Teacher ◽  
Role Identity ◽  
First Year ◽  
First Year Teachers ◽  
Socialization Process ◽  
Teaching Perspectives ◽  
Individual Perception

The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

scholarly journals Peran Kepemimpinan Kepala Sekolah Dalammeningkatkan Etos Kerja Guru Pendidikan Agama Islam (Pai) Di Sd Muhammadiyah 2 Sidoarjo

2020 ◽  
Vol 3 (4) ◽  
pp. 86-90
Author(s):  
ABDUL GAFUR
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Religious Education ◽  
Work Ethic ◽  
Human Life ◽  
Leadership Role ◽  
Islamic Education ◽  
Second Grade ◽  
Research Approach

The teacher is the transformational media of all the knowledge needed by students. In addition, the role of teachers is very much needed especially in Islamic-based schools that always pay attention and prioritize students to continue their studies in college. To get closer and to build with high enthusiasm for the achievement of the priorities above, the researcher conducted research at second grade of Elementary School in Sidoarjo by knowing more about the leadership style of the principal in improving the work ethic of Islamic Education teachers. This study is entitled "The leadership role of school principals in improving the work ethic of Islamic Religious Education teachers at second grade of Elementary School in Sidoarjo". This research is a qualitative study, through a phenomenological approach that is a qualitative research approach rooted in philosophical and psychological and focuses on human life experiences (sociology) that produce descriptive data in the form of written or oral data from observable people's behavior. The form of research is descriptive qualitative research, namely research that describes an object relating to the problem conducted without asking research variables.The results of research on the role of principals in improving the work ethic of teachers of Islamic Education are as follows: (1) as educators: principals must have the right strategy to improve the work ethic of teachers and professional educators. (2) as a manager at school: the task of the manager is to plan something that can improve the work ethic of the teachers of Islamic Education and the quality of education, in addition the manager also organizes educational resources that have not been organized in order to unite in implementing education and control the implementation of educational outcomes . (3) as a motivator: the principal has a very close relationship with various activities in the school, such as providing motivation and encouragement, so the teacher is more disciplined and has a work spirit.

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