Perceptions of the Role of the School Principal in Teacher Professional Growth

Autor/inn/en	Gimbel, Phyllis A.; Lopes, Lisa; Greer, Elizabeth Nolan
Titel	Perceptions of the Role of the School Principal in Teacher Professional Growth
Quelle	In: AASA Journal of Scholarship & Practice, 7 (2011) 4, S.19-31 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Teacher Attitudes; Professional Development; Principals; Administrator Role; Likert Scales; Questionnaires; Administrator Attitudes; Organizational Development; Teacher Improvement; Performance Factors; Change Strategies; Interest Inventories; Massachusetts + Suchen Sie Ihr Suchwort? Lehrerverhalten; Principal; Schulleiter; Likert-Skala; Fragebogen; Organisationsentwicklung; Leistungsindikator; Lösungsstrategie; Interest profile; Interessenprofil; Master-Studiengang
Abstract	The purpose of this study was to investigate teacher and principal perceptions of the role of the principal in fostering teachers' professional growth. A Likert-type questionnaire was used to explore the ways 476 teachers and 135 principals see themselves as being supported in their professional growth. New and veteran teachers and principals differ in their perceptions of what support they deem important to teacher professional growth. Teachers indicate that having a mentor is the most supportive factor in their growth. Principals tend to agree that listening to teacher concerns is the most supportive factor in fostering teacher professional growth. (Contains 4 tables.) (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10