Perceptions Of School Principals Research Articles

Comparing perceptions: the competence of novice teachers and the expectations of school principals

This paper compares the perceptions of school principals with those of novice teachers on the competence of such newly qualified members of staff. Findings suggest that the school principals and the novices both had similar perceptions regarding the satisfactory performance of the novices, although the novices tended to rate their own performance at a higher range than the school principals did. Moreover, the principals considered teacher competence items to be more important than that of the perceived performance of the novices. Drawing on the findings, a number of teacher competence items in which novices need to improve is revealed, including that of classroom management and assessing students’ learning. The paper concludes with a discussion of four dimensions of the educational significance of the study.

Student Learning Through Ohio School Libraries, Part 2: Faculty Perceptions of Effective School Libraries

This article focuses on the perceptions of school principals and teaching faculty in relation to the school library and the helps it provides to students. Set against a brief review of current literature, it examines data provided by 879 faculty in 39 elementary, middle, and high schools in Ohio as part of the Student Learning Through Ohio School Library research study. In a parallel survey to the Impacts on Learning Survey for students participating in this research, the Perceptions of Learning survey sought to gather faculty's perceptions of the helps provided by the school library to their students. This article presents a summary of the findings, provides a brief comparison with the student data, and addresses the concept of evidence of school library helps as observed by the teaching faculty.

The perceptions of school principals about a mentoring program for newly hired urban school teachers

(1994). The perceptions of school principals about a mentoring program for newly hired urban school teachers. The Teacher Educator: Vol. 30, No. 2, pp. 13-23.

Children's perceptions of male and female principals and teachers

This study examined the influence of male and female school principals on first graders' perceptions of school principals and teachers. Participants were 190 male and female first graders who were shown four videotapes depicting all combinations of male and female teachers and principals. Results showed that children were accurate in their labeling of the videotapes regardless of whether the roles presented were stereotypical or counterstereotypical, and regardless of the sex of their principal. On rating scales, children with female principals were more nonstereotypical than children with male principals. Maternal employment was unrelated to their perceptions of teachers and principals. The results suggest that first-grade children do not hold overly stereotypic views and that the presence of both sexes as models for the role of school principal can have a noticeable positive effect on children's perceptions.

Perceptions of school principals about their engagement in evaluation on the basis of student data

This article describes and examines selected data on attitudes and reported behaviors of school principals associated with their engagement in student achievement data based evaluation. The data were generated from a state-wide study of elementary school principals in California. The entire study is presented elsewhere (Glasman 1986, part two, in press). This article deals with data that reflect on data utilization as a marginal tool.