Junior High School Principals Research Articles

School Effectiveness and Effectiveness Indicators

ABSTRACT In spite of continuing investigations, researchers have yet to satisfy practitioners, policy‐makers and the international research community about production of a defensible collection of important indicators for gauging school effectiveness. The research project described in this article had four major purposes: (a) to investigate and compare the perceptions of principals, teachers and area superintendents about the overall effectiveness of schools and effectiveness on specific dimensions; (b) to assess and compare the perceptions of these educators about the importance of the specific dimensions for overall effectiveness; (c) to assess the association between principals’ perceptions of effectiveness on, and importance, of these dimensions; and (d) to probe school‐level differences about the two types of organizations. Perceptual data were obtained from elementary and junior high school principals throughout Alberta, Canada, as well as from teachers and area superintendents in one major city. Sc...

COMPARATIVE PERCEPTIONS OF ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL PRINCIPALS ON SELECTED WORK RELATED VARIABLES

Differences among elementary, junior high, and senior high school principals' perceptions of their administrative task competence; involvement with central office; autonomy; job satisfaction; and length of work week were investigated in relation to social forces confronting the principalship and characteristics of traditional principal preparation programs. Questionnaires mailed to a random sample of 450 principals in rural, urban, and suburban districts yielded a 64 per cent return. All principals perceived themselves competent in administrative tasks. However, suburban principals were more involved with central office and experienced greater autonomy than urban principals. Urban principals worked similar hours and were uniformly satisfied unlike suburban principals who varied significantly in level of satisfaction and hours worked. Revisions in principal preparation programs were mandated.

The Principalship: Junior High and Middle School

This article reveals how junior high and middle school principals assess their job preparation and actual job requirements. The findings may be surprising.

Supervisor of Instruction Primary Responsibility of the Junior High School Principal

Supervisor of Instruction Primary Responsibility of the Junior High School Principal

Problem-Attack Behavior and Effectiveness of Selected Junior High School Principals in Texas

Faculties in 17 junior high schools (529 teachers) in four suburban school districts in Texas responded to instruments describing behavior of their principals. The principals com pleted a simulated-problem, in-basket exercise, and a three member central staff group in each district rated the principal's effectiveness. Factor analysis of the behavior descriptions revealed four factors, three of which were significant for the 17 groups (by analysis of variance). None of the four factors correlated significantly with the effectiveness ratings, al though one approached significance. No patterns of re sponses could be determined from responses to the in-baskets, however, variance in response suggests possibili ties.

A History of the Indiana Association of Junior and Senior High School Principals

A History of the Indiana Association of Junior and Senior High School Principals

How Can Junior High School Principals Increase Their Effectiveness?

How Can Junior High School Principals Increase Their Effectiveness?

What Crucial Problems Confront the Junior High-School Principal?

What Crucial Problems Confront the Junior High-School Principal?

What Crucial Problems Confront the Junior High-School Principal?

What Crucial Problems Confront the Junior High-School Principal?

What Critical Problems Face the Junior High School Principal?

What Critical Problems Face the Junior High School Principal?

Job Analysis—Junior High School Principals

Job Analysis—Junior High School Principals

A Junior High School Principal Views Mathematics in a Liberal Education

A Junior High School Principal Views Mathematics in a Liberal Education

The Junior High School Principal Works with His Faculty for Continuous Professional Growth

The Junior High School Principal Works with His Faculty for Continuous Professional Growth

The Role of the Junior High School Principal in the Guidance Program

The Role of the Junior High School Principal in the Guidance Program

Junior High-School Principal's Luncheon Session

Junior High-School Principal's Luncheon Session

5. McNeely, John Gracey. The Administrative and Supervisory Activities of Junior High School Principals and Assistant Principals in California. June, 1928. Pp. 88

5. McNeely, John Gracey. The Administrative and Supervisory Activities of Junior High School Principals and Assistant Principals in California. June, 1928. Pp. 88

The Relative Progress of VII-B Groups Sectioned on the Basis of Ability

This report gives some achievements of different VII-B abil ity groups in the Cleveland schools. These pupils had been given the Illinois intelligence test as VI-A's early in January, 1920. The results were utilized by the junior high school principals in arranging them into VII-B groups of different ability as they entered the junior high school on January 31st. In some cases weight was given to previous school records. Administrative necessities entered to some extent.

Suggestions for the English Course in the Junior High School

Now that we have the junior high-school organization, let us have the junior high-school course of study. The creation of the junior high school as a distinct section of the public-school system was brought about for good reasons-reasons which now seem very obvious. We have established and are establishing the junior high school, but already we are forgetting the reasons. In fact, many people never knew the reasons. The new plan had the indorsement of eminent educators, it was something novel and attractive, and-anything was better than what we had had. Accordingly, all over the country junior high-school buildings were thrown together, junior high-school principals and teachers selected, systems of grading and promotion installed, and presto! behold a junior high school! It is not too much of an exaggeration to say that in the judgment of most persons a junior high school exists when we have special teachers for the various subjects, when children troop from one classroom to another, when the discipline is somewhat relaxed, when some of the manual arts are introduced into the curriculum, and when the two or three years of the course are fenced off into a corral of their own. This is but the veriest shell of a junior high school, the mere framework. Unless the underlying conception of this section of the school system, the spirit, the purposes, the course of study, the methods, are vastly different from both the former upper grades and the senior high school, we do not have a junior high school; and we are certain to have, within a few years, the stultifying, stupefying formality of the old-time grammar school. 523