Exploring the Principal Perspective: Implications for Expanded School Improvement and School Mental Health

Autor/inn/en	Iachini, Aidyn L.; Pitner, Ronald O.; Morgan, Frank; Rhodes, Kevin
Titel	Exploring the Principal Perspective: Implications for Expanded School Improvement and School Mental Health
Quelle	In: Children & Schools, 38 (2016) 1, S.40-48 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdv038
Schlagwörter	Principals; Educational Improvement; Mixed Methods Research; Case Studies; Administrator Attitudes; Student Needs; Teacher Attitudes; Models; Mental Health; Extracurricular Activities; After School Programs; Family Involvement; Child Development; Administrator Surveys; Online Surveys; Interviews + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Lehrerverhalten; Analogiemodell; Psychohygiene; Außerunterrichtliche Aktivität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kindesentwicklung; Interviewing; Interviewtechnik
Abstract	Principals are critical to school improvement efforts, yet few studies aim to elicit their perspectives on what contributes to teaching, learning, and broader school improvement. The purpose of this mixed-methods case study was to elicit principals' perspectives on (a) teacher and school staff needs, and (b) student needs, in an effort to uncover whether these perspectives are reflective of priorities emphasized in current expanded school improvement models, such as mental health, family engagement, out-of-school time opportunities, and other youth development and learning supports. Twenty principals from one school district participated in the study. Data were collected through an online survey and a follow-up phone interview. Results indicate that principals identified and described a range of both academic and nonacademic needs faced by their students, teachers, and school staff. In particular, mental health was identified by principals as one of the greatest student, teacher, school staff needs. These findings suggest that principals' perspectives in this study were reflective of broadening priorities emphasized within current expanded school improvement models. The article concludes with implications for school social work research and practice, particularly in relation to school improvement and school mental health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01