The Principal's Influence on the Novice Teacher's Professional Development in Literacy Instruction

Autor/inn/en	Kindall, Heather D.; Crowe, Tracey; Elsass, Angela
Titel	The Principal's Influence on the Novice Teacher's Professional Development in Literacy Instruction
Quelle	In: Professional Development in Education, 44 (2018) 2, S.307-310 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1299031
Schlagwörter	Principals; Administrator Role; Beginning Teachers; Faculty Development; Literacy Education; Leadership Responsibility; Teacher Effectiveness; Elementary School Teachers; Knowledge Level; Questionnaires; Teacher Attitudes; Self Efficacy + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Fragebogen; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	Effective teachers and principals, who are viewed as their building's curriculum leader, are of vital importance to the literacy success of elementary-age students. This article will explore the influences of school leadership and professional development which teachers say can positively or negatively impact their ability to effectively teach literacy in the elementary grades. Novice teachers in this study reported that the knowledge their principal held in the field of literacy made a significant impact on their ability to effectively deliver literacy instruction. Findings have implications for the effective design of continued professional development for elementary teachers in order to optimize literacy outcomes for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01