Exploratory analysis of the role of school principals in the establishment and consolidation of Based on cooperation professional development ,groups of teachers

Document Type : Research Paper

Authors

1 Faculty Member of Faculty of Management, Kharazmi University- Tehran-Iran

2 Kharazmi uni

3 Graduated from Kharazmi University- Tehran-Iran

Abstract

This study aimed to investigate the role of school principals in the exploratory analysis based groups, professional development co-primary teachers in the province of Mazandaran. In this exploratory study used a mixed approach. In this approach, the interviews in qualitative and quantitative questionnaire procedure is used. The population of the study, teachers, school administrators and training of all primary schools in Mazandaran. The population of the study, teachers, school principals and heads of training of all primary schools, 44 of them were Mazandaran sample qualitative and quantitative statistical sample comprised 400 teachers are also using Cochran formula was determined. In the qualitative part, purposive sampling and In the quantitative multistage cluster sampling method is used. The findings, 72 markers showed that the behavior for managers using exploratory factor analysis confirmed 57 markers were classified into 8 dimensions behavioral. Thus Behavioral dimensions of school principals, including: 1)Preparing, 2)organizing, 3)funding and support, 4)continuous improvement, 5)assessment, 6)collaborative learning, 7)create a sense of cooperation and collaboration capabilities,8) knowledge and skills are manager.

Keywords

References

Bjork, C. (2000). Responsibility for improving the quality of teaching in Japanese schools: The role of the principal in professional development efforts, Education and Society, 18(3): 21-43.
Blasé, J. & Blasé, J. (2004). Handbook of instructional leadership: How successful principals promote teaching and learning (2nd ed). Thousand Oaks, CA: Corwing Press, INC.
Bredeson, P. V. & Johansson, O. (2000). The Schoo Principal’s Role in Teacher Professional Development. Journal of In-Service Education, 26(2): 385-401.
Burget, M. L. (2000). Principals must demonstrate a commitment to teacher development. School in the Middle, 9(8): 4-8.
Bush, W. S. (1999). Not for sale: Why a bankroll alone cannot change teaching practice. Journal of Staff Development, 20(3), 61-64.
Clement, M. &Vandenbeghe, R. (2001). How school leaders can promote teachers’ professional development: An account from the field. School Leadership and Management, 21(1): 43-57.
Cohen, L. & Hill, H. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record. 102(2): 294-343.
Crow, G. N. Hausman, C. S. & Scribner, J. P. (2002).Reshaping the role of the school princioal. In J Murphy (Ed.), The educational leader ship challenge: redefining leadership for the 21st century (pp.189-210). Chicago, Illinois: national Scociety for the Study of Education.
Day, C. & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Open University Press. Berkshire, England.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. Virginia, USA: Association for supervision and curriculum development.
DiPaola, M. F. & Tschannen-Moran, M. (2003). The principalship at a crossroads: A study of the condition and concerns principals. National Association of Secondary School Principals (NASSP) Bulletin, 87(634): 43-67.
DuFour, R. & Berkey, T. (1995). The principal as staff developer. Journal of Staff Development, 16(9): 2-6.
Ehrich, L. (1998). The principal’s role in teachers’ professional development. Leading & Managing, 4(2): 109-122.
Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute.
Fernandez, A. (2000). Leadership in an era of change: Breaking down the barriers of the culture of teaching. In C. Day, A. Fernandez, T. E. Hauge & J. Moller (Ed.), The life and work of teachers:International perspectives in changing times (pp. 239-255). London: Falmer Press.
Fleming, G. L. & Thompson, T. L. (2004). The role of trust building and its relation to collective responsibility. In S. M. Hord (Eds.), Learning Together, Leading Together (pp. 31-44). New York: Teachers College Columbia University and National Staff Development Council.
Fullan, M. (2001).Leading in a culture of change. San Francisco: Jossey-Bass.
Garet, M. S. Porter, A. C. Desimone, L. Birman, B.F. & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers.American Educational Research Journal. 38(4): 915-954.
Gimbert, B. & Nolan, J. (1999).School-university communities: Creating and sustaining studentdirected classroom learning environments through collegial inquiry, conversations and collaborative reflection. The Pennsylvania State University Press.
Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6): 45-51.
Harris, A. & Muijs, D. (2005). Improving schools through teacher leadership.Berkshire: Open University Press.
Haycock, K. (2001). Closing the achievement gap. Educational Leadership, 58(6): 6-11.
Huber, S. (2004). Preparing school leaders for the 21st century. London: Taylor & Francis.
Ingvarson, L. Meiers, M. & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13(10): 310-319.
King, M. B. (2004). School- and district-level leadership for teacher workforce development: Enhancing teacher learning and capacity. In M. A. Smylie & D. Miretzky (Eds.), Developing The Teacher Workforce (pp. 303-325). Chicago, Illinois: National Society For The Study Of Education.
Lambert, L. (2005). Leadership for lasting reform. Educational leadership, 62(5): 62-65.
Lassonde, C. A. & Israel, S. E. (2010). Teacher collaboration for professional learning. San Francisco: Jossey-Bass.
Lindstrom, P. H. & Speck, M. (2004).The principal as professional development leader. Thousand Oaks, CA: Corwin Press.
Loucks-Horsley, S., Hewson, P. W., Love, N. & Stiles, K. E. (2003). Designing professional development for teachers of science and math (2nd ed.). Thousand Oaks, CA: Corwin Press.
Loughridge, M. & Tarantino, L. R. (2005). Leading effective: Secondary school reform. Thousand Oaks, CA: Corwin.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
Mizell, H. (2003). Facilitator: 10; refreshment: 8; evaluation: 0. Journal of the National Staff Development Council, 24(4): 10-13.
Moller, G. (2004). Building teacher leadership within a traditional school structure. In S. M. Hord (Ed.), Learning together, leading together (pp. 140-150). New york: Teachers College Columbia University and National Staff Development Council.
Moore, K. B. (2000). Successful and effective professional development.Early Childhood Today, 15(3): 14-15.
Muncey, D. E. & Conley, S. (1999). Teacher compensation and teacher teaming: Sketching the terrain. Journal of Personnel Evaluation in Education, 12(4): 365-385.
Murphy, J. (2002). Reculturing the profession of educational leadership: New blueprints. Educational Administration Quarterly, 38(3): 176-191.
Newmann, F. M. King, M. B. & Yongs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4): 259-299.
Pounder, D. G. (1997). Teacher teams: Promoting teacher involvement and leadership in secondary schools. High School Journal, 80: 117-124.
Randi, J. & Zeichner, K. M. (2004). New visions of teacher professional development. In M. A. Smylie & D. Miretzky (Ed.), Developing the teacher workforce (pp. 180-227). Chicago, Illinois: National Society for the Study of Education.
Rea, P. J. McLaughlin, V. L. & Walther-Thomas, C. S. (2002). A comparison of outcomes for middle school students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68: 203-222.
Retallick, J. (1999). Teachers’ workplace learning: Towards legitimation and accreditation. Teachers and teaching, 5(1): 33-50
Schmoker, M. (2002). Up and away. Journal of the National Staff Development Council, 23(4): 10-13.
Scott, G. (2003). Learning principals: Leadership capability and learning research in the New South Wales. Sydney, NSW: NSw Department of Education and Training.
Seifert, E. & Vornberg, J. (2002). The New School Leader for the 21st Century: The Principal. Lanham, MD: Scarecrow Press.
Sergiovanni, T. J. (2001). Leadership: What’s in it for schools? London: RoutledgeFalmer.
Sigford, J. L. (2006). The effective school leader’s guide to management. Thousand Oaks, CA: Corwin Press.
Sparks, D. (2002). Designing powerful professional development for teachers and principal. Oxford, OH: National Staff Development Council.
Speck, M. (1999). The Principalship: Building a Learning Community. New Jersey: Prentice-Hall.
Thompson, J. & Haslam, F. (2005). Research as a core practice of a teacher learning community. Paper presented at the Australian Association for Research in Education, AARE 2005, International Education Research Conference, UWS Parramatta, Austr alia.
Troen, V. & Boles, K. (1993). Teacher leadership: Howto make it more than a catch phrase. Education Week, 13(9): 27-29.
White, A. L. Sam, L. C. & Mon, C. C. (2005). An examination of a Japanese model of teacher professional learning through Australian and Malaysian lenses. Paper presented at the Australian Association for Research in Education, AARE 2005, International Education Research Conference, UWS Parr amatta, Australia.
Wood, F. H. & Killian, J. (1998). Job-embedded learning makes the difference in school improvement. Journal of Staff Development, 19(1): 52-54.
Zepeda, S. (1999). Staf development: Practices that promote leadership in learning communities. Larchmont, NY: Eye On Education.
Zhang, D. (2010).Effectiveness of professional development policies based on teachers’ subjective evaluation, Frontiers of Education in China. 5(2): 270-289.

Files

Share

How to cite

Statistics