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The first 90 days of a high school p...

Scambray, V. Scott.

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The first 90 days of a high school principalship: Tasks and strategies employed by successful principals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The first 90 days of a high school principalship: Tasks and strategies employed by successful principals./
作者:	Scambray, V. Scott.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579702
ISBN:	9781303791048

The first 90 days of a high school principalship: Tasks and strategies employed by successful principals.
Scambray, V. Scott.

The first 90 days of a high school principalship: Tasks and strategies employed by successful principals. - 143 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--University of La Verne, 2014.

This item is not available from ProQuest Dissertations & Theses.

Purpose: The purpose of this study is to identify which of the 21 leadership responsibilities identified by Marzano, Waters, and McNuty (2005) are most crucial during the first 90 days of a high school principalship and the strategies utilized to implement them. The 21 responsibilities include: (a) affirmation; (b) change agent; (c) contingent rewards; (d) communication; (e) culture; (f) discipline; (g) flexibility; (h) focus; (i) ideals/beliefs; (j) input; (k) intellectual stimulation; (l) involvement in curriculum, instruction, and assessment; (m) knowledge of curriculum, instruction, and assessment; (n) monitor/evaluating; (o) optimizer; (p) order; (q) outreach; (r) relationships; (s) resources; (t) situational awareness; and (u) visibility.

ISBN: 9781303791048Subjects--Topical Terms:

529436
Educational leadership.

The first 90 days of a high school principalship: Tasks and strategies employed by successful principals.
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245 1 4 $a The first 90 days of a high school principalship: Tasks and strategies employed by successful principals.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Phil Pendley.
502 $a Thesis (Ed.D.)--University of La Verne, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Purpose: The purpose of this study is to identify which of the 21 leadership responsibilities identified by Marzano, Waters, and McNuty (2005) are most crucial during the first 90 days of a high school principalship and the strategies utilized to implement them. The 21 responsibilities include: (a) affirmation; (b) change agent; (c) contingent rewards; (d) communication; (e) culture; (f) discipline; (g) flexibility; (h) focus; (i) ideals/beliefs; (j) input; (k) intellectual stimulation; (l) involvement in curriculum, instruction, and assessment; (m) knowledge of curriculum, instruction, and assessment; (n) monitor/evaluating; (o) optimizer; (p) order; (q) outreach; (r) relationships; (s) resources; (t) situational awareness; and (u) visibility.
520 $a Methodology: The researcher utilized survey research which included a panel of eleven principals whose schools were awarded the honor of California Distinguished High Schools by the state of California. The survey instrument was based on the 21 leadership responsibilities by Marzano et al. (2005). Data was collected in two rounds.
520 $a Findings: The study found a relatively strong agreement on the five most important leadership strategies identified by participating principals. The panel felt the relationships and communication outweighed the importance of curriculum knowledge and organization. However, the study found many differences in the responses of the participants as they related to the responsibilities and strategies identified by Marzano et al. (2005). Building a positive culture by involving all stakeholders in problem solving was another key area identified by survey participants. They also felt it was very important to be as visible as possible both at the site and out in the community.
520 $a Conclusion: From the many strategies offered by the principals, two major themes were clearly communicated by the participants. Clear communication from the principal with all stakeholders was absolutely essential. Visibility was also key to the participant's success in the first 90 days.
520 $a Implications: When beginning a high school principalship, it was recommended principals start by building positive relationships and create open channels of communication with all stakeholders. In doing this, ideas and concerns from all concerned parties will be exchanged creating a sense of ownership.
590 $a School code: 0476.
650 4 $a Educational leadership. $3 529436
690 $a 0449
710 2 $a University of La Verne. $3 718928
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0476
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579702