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Perceptions of Principal Leadership Skills and Knowledge Necessary to Impact Student Achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of Principal Leadership Skills and Knowledge Necessary to Impact Student Achievement./
Author:	Greene, Ezra Jonah.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381684292

Perceptions of Principal Leadership Skills and Knowledge Necessary to Impact Student Achievement.
Greene, Ezra Jonah.

Perceptions of Principal Leadership Skills and Knowledge Necessary to Impact Student Achievement. - 1 online resource (183 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

The problem is that secondary school students within an education system in a small island Caribbean state are not performing at the required academic standard. The purpose of the study was to explore the perceptions of the Ministry of Education and Public Service Commission regarding the recruitment and selection of prospective principals with the leadership skills and knowledge necessary to positively impact student achievement within a local education system. The conceptual framework was guided by principles embedded in Dickinson's recruitment and selection model. The research question asked how the Ministry of Education and the Public Service Commission perceived the selection and recruitment of principals with the leadership skills and knowledge necessary to positively impact student achievement. A basic qualitative study using semistructured, open-ended questions from 10 participants was thematically analyzed. Three emergent themes were derived: (a) a need to build a well-defined and rigorous recruitment and selection process, (b) candidate development as a precursor to selection, and (c) fair assessment of candidates seeking the principalship. Participants in the research suggested the need for continuous training for those who recruit and select principals. Therefore, a key recommendation was a 4-day transformative professional development with a one-day yearly professional development, to train principal supervisors to develop a prospective principal core. The study has the potential to effect positive social change by informing policy concerning the way prospective principals are recruited and selected. It fills a gap in practice and research on how to recruit and select principals with the leadership skills and knowledge to improve student achievement within the education system under review or similar school systems.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381684292Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Principal developmentIndex Terms--Genre/Form:

554714
Electronic books.

Perceptions of Principal Leadership Skills and Knowledge Necessary to Impact Student Achievement.
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520 $a The problem is that secondary school students within an education system in a small island Caribbean state are not performing at the required academic standard. The purpose of the study was to explore the perceptions of the Ministry of Education and Public Service Commission regarding the recruitment and selection of prospective principals with the leadership skills and knowledge necessary to positively impact student achievement within a local education system. The conceptual framework was guided by principles embedded in Dickinson's recruitment and selection model. The research question asked how the Ministry of Education and the Public Service Commission perceived the selection and recruitment of principals with the leadership skills and knowledge necessary to positively impact student achievement. A basic qualitative study using semistructured, open-ended questions from 10 participants was thematically analyzed. Three emergent themes were derived: (a) a need to build a well-defined and rigorous recruitment and selection process, (b) candidate development as a precursor to selection, and (c) fair assessment of candidates seeking the principalship. Participants in the research suggested the need for continuous training for those who recruit and select principals. Therefore, a key recommendation was a 4-day transformative professional development with a one-day yearly professional development, to train principal supervisors to develop a prospective principal core. The study has the potential to effect positive social change by informing policy concerning the way prospective principals are recruited and selected. It fills a gap in practice and research on how to recruit and select principals with the leadership skills and knowledge to improve student achievement within the education system under review or similar school systems.
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