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Assistant Principals’ Perceptions of the Principalship

International Journal of Education Policy and Leadership

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Field Value
 
Title Assistant Principals’ Perceptions of the Principalship
 
Creator Morgan, Thomas Lee
 
Subject School Leadership, Assistant Principal,
School Leadership, Self-Efficacy, Practice, Assistant Principal, ANOVA
 
Description Education research has established a significant relationship between school leadership and students’ achievement. This study considered the leadership self-efficacy and practice of public school assistant principals (AP) in the domains of facilitating a supportive collaborative learning environment, instructional leadership, school improvement, management, and family and community relations, as perceived by APs' self-report. Findings of this study suggest that, in addition to the strengths in the domain of facilitating a collaborative learning environment and efficacy around family and community engagement, there were explicit gaps in the instructional leadership and school improvement practices of APs that need to be addressed. The study also confirmed that there continues to be a proliferation of duties and a lack of consistent set of practices.
 
Publisher IJEPL is a joint publication of PDK International, SFU, GMU, and UDel
 
Contributor —
 
Date 2018-11-13
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
Quantitative; ANOVA
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/743
10.22230/ijepl.2018v13n10a743
 
Source International Journal of Education Policy and Leadership; Vol 13, No 10 (2018): Assistant Principals’ Perceptions of the Principalship
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/743/189
 
Rights Copyright (c) 2018 Thomas Lee Morgan
http://creativecommons.org/licenses/by-sa/4.0