Literaturnachweis - Detailanzeige
| Autor/in | Lucas, Stephen Earl |
|---|---|
| Titel | The Development and Impact of Principal Leadership Self-Efficacy in Middle Level Schools: Beginning an Inquiry. |
| Quelle | (2003), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Administrator Education; Administrator Effectiveness; Instructional Leadership; Junior High Schools; Leadership Responsibility; Leadership Training; Management Development; Middle Schools; Principals; School Administration; School Effectiveness; School Supervision; Secondary Education; Self Efficacy; Self Motivation; Teacher Administrator Relationship |
| Abstract | This paper shares preliminary findings from a study of the development of leadership self-efficacy in the principals of a statewide middle-school network in the Midwest. The study was conceptualized to be carried out in three phases. As this paper was being written, the data collection for the first two phases had been completed, and preliminary analyses were being conducted. This paper is a work in progress that reflects some thinking out loud by the researcher as the study continues. The paper reports some of the preliminary findings and discusses how the findings may shape both the final phase of the study and future inquiry into the nature of principal leadership self-efficacy and the implementation of key reforms in middle-level schools. The study is examining the educational preparation, career path, and professional development of the principals; the leadership self-efficacy of the principals in relation to the major components of effective middle-level schools; the processes by which principals develop leadership self-efficacy specifically related to components of effective middle-level schools; and the process by which middle-school principal leadership self-efficacy engenders implementation of middle-level design components in the network's schools. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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