國立虎尾科技大學 |

Perceptions of Leadership : = Examining the Impact of Teacher Feedback on Principals' Instructional Leadership Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Perceptions of Leadership :/
其他題名:	Examining the Impact of Teacher Feedback on Principals' Instructional Leadership Practices.
作者:	McDermott, Tamara L.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355925111

Perceptions of Leadership : = Examining the Impact of Teacher Feedback on Principals' Instructional Leadership Practices.
McDermott, Tamara L.

Perceptions of Leadership :Examining the Impact of Teacher Feedback on Principals' Instructional Leadership Practices. - 1 online resource (170 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2018.

Includes bibliographical references

Discussions regarding the instructional leadership construct have dominated research during the past thirty years. To date, however, little importance has been placed on what, if any, impact teacher feedback has on improving leadership effectiveness. To fill this literature gap, the current research examined the emerging role of teacher feedback in the context of improving principals' instructional leadership capacities. This work took the frame of a two-part mixed method case study. In the preliminary phase, the study sought to empirically investigate to what extent teachers' perceptions of their principals' instructional leadership practice differed from principals' self-reported instructional leadership competence. Toward that end, the Principal Instructional Management Rating Scale (PIMRS) was used to collect data regarding perceptions of instructional leadership from four secondary principals in the Brandywine School District and their respective instructional faculties. The subsequent qualitative phase of the study aimed to determine, what, if anything, principals did with the feedback they received from their instructional staff. The findings indicated that principals' self-ratings of instructional leadership effectiveness did not coincide with teachers' perceptions of their principals' instructional leadership capacity. However, receiving teacher feedback increased self-awareness, prompted reflection, and encouraged goal setting for principals in this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355925111Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Perceptions of Leadership : = Examining the Impact of Teacher Feedback on Principals' Instructional Leadership Practices.
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502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2018.
504 $a Includes bibliographical references
520 $a Discussions regarding the instructional leadership construct have dominated research during the past thirty years. To date, however, little importance has been placed on what, if any, impact teacher feedback has on improving leadership effectiveness. To fill this literature gap, the current research examined the emerging role of teacher feedback in the context of improving principals' instructional leadership capacities. This work took the frame of a two-part mixed method case study. In the preliminary phase, the study sought to empirically investigate to what extent teachers' perceptions of their principals' instructional leadership practice differed from principals' self-reported instructional leadership competence. Toward that end, the Principal Instructional Management Rating Scale (PIMRS) was used to collect data regarding perceptions of instructional leadership from four secondary principals in the Brandywine School District and their respective instructional faculties. The subsequent qualitative phase of the study aimed to determine, what, if anything, principals did with the feedback they received from their instructional staff. The findings indicated that principals' self-ratings of instructional leadership effectiveness did not coincide with teachers' perceptions of their principals' instructional leadership capacity. However, receiving teacher feedback increased self-awareness, prompted reflection, and encouraged goal setting for principals in this study.
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