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Principals of Morals, 2006.
This paper looks at views of morality with a particular look at David's Hume's book "An Enquiry Concerning the Principles of Morals" .
1,200 words (approx. 4.8 pages), 5 sources, APA, $ 41.95
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Abstract
In this article, the writer discusses David Hume's view of morality.
The writer claims that Hume suggests that one's sense of morality is based on a desire to have others think about oneself positively. One seeks approval from others and does not want to be rejected, so attempts to behave in ways that please others. He believes that the behaviors people disapprove of tend to make others happy. This means that morality may actually have less to do with right and wrong than one sometimes think it does. He also argues that it is just part of human nature to feel sympathy for others, and that everyone possesses sympathy to some degree. The writer discusses cheating incidents and relevant moral views.
From the Paper
"While most people may possess some degree of sympathy for others, the existence of such people as John Wayne Gacy and Ted Bundy, both ruthless serial sexual predators and murderers, suggests that not everyone sympathizes with others. However, they may be balanced out by people who go to extraordinary lengths to help humankind -- for example, Mother Theresa.
The best argument in favor of Hume's view of morality might be that different cultures have different senses of what is right and what is wrong. In our culture, fidelity between spouses is considered important. Faithfulness within a marriage is viewed as morally right, and infidelity is viewed as morally wrong. However, this is not true in all cultures. This in turn suggests the idea of Hume's social pressure."
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Job Satisfaction of Principals, 2005.
A thorough literature review of factors which influence the job satisfaction of principals.
6,541 words (approx. 26.2 pages), 22 sources, MLA, $ 150.95
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Abstract
This literature review gathers data to help determine the level of job satisfaction among school principals. The data for this study is collected from information obtained in a literature review of both current and earlier studies and reports that illustrate factors that affect the level of job satisfaction for school principals. The research attempts to demonstrate that the following factors can affect a principal's level of job satisfaction. It points out that these factors include, but are not limited to, location and demographics of the school, principal-teacher relationships, principal-student relationships, principal-parent relationships, community's attitude towards the school, gender, wages and benefits. The secondary purpose of this review examines some theories and concepts about job satisfaction in general.
Literature Review
Theories of Job Satisfaction
Job Satisfaction Among Principals
Sources
From the Paper
"Basically, job satisfaction is about liking your job and finding fulfillment in what you do. It combines an individual's feelings and emotions about their and how their job affects their personal lives. There is no one definition that sums up job satisfaction but there are many theories on what contributes positively or negatively to those feelings.
Stemple (2003) notes that "Today the classic theories of Maslow (1943), Herzberg (1968), and Vroom (1964) on job satisfaction are the basis for much of the modern day studies. These classic theories have served as a basis for the evolution of job satisfaction research and have served as a springboard for research inside and outside the field of education. Because these classic theories have transcended into the field of education, from a historical perspective, it is important to look at the classic theories of job satisfaction. In their book on theories of job satisfaction, Campbell, Dunnettee, Lawler, and Weik (1970) divide the present-day theories of job satisfaction into two groups, content theories which give an account of the factors that influence job satisfaction and process theories that try to give an account of the process by which variables such as expectations, needs, and values relate to the characteristics of the job to produce job satisfaction. Maslow's (1943) Needs Hierarchy Theory and its development by Herzberg into the two factor theory of job satisfaction are examples of content theory. Equity, fulfillment and Vroom's (1964) expectancy theory are examples of process theory."
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Assistant Principals, 2002.
An examination of the key obstacles in transforming assistant principals into instructional leaders.
3,320 words (approx. 13.3 pages), 22 sources, MLA, $ 94.95
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Abstract
This paper demonstrates how general consensus derived from a literature review indicates that the role of the assistant principals should move beyond its traditional clerical and disciplinary heritage to evolve to instructional leaders that deal with curriculum development, teacher and instructional effectiveness, clinical supervision, staff development and teacher evaluation. It uncovers research that tries to reconcile why the role change that practically everyone seems to want to happen hasn?t been that quick to occur. It looks at how as these reasons are better identified and understood, perhaps the twenty first century will see a positive transformation in the role of the assistant principal.
Outline
Introduction
Need for Study
Study Purpose
Problem Statement
Hypothesis
Literature Review
Roles and Responsibilities of Assistant Principals
Historical Perspective of Assistant Principal Roles
Prior and Current Research Studies of Assistant Principal Roles
Assistant Principals and Use of Instructional Leadership
Conclusion
From the Paper
"Many management experts and educators consider instructional leadership by assistant principals as necessary to achieve school reform, improve the job satisfaction of assistance principals, and to equip them with the skills necessary to advance to the principal level. However, literature review and historical case studies show that the assistant principal?s role transition has been slow and insignificant. This study will provide current data specific to a geographic region to assess how well assistant principals are really doing in executing instructional leadership."
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How the Principals of Art will Create a Better Website, 2002.
An in-depth paper which studies how the creation of a good website should be based on the principals of art.
8,000 words (approx. 32.0 pages), 19 sources, APA, $ 172.95
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Abstract
The author of the paper shows that graphic communication has always been important through history as an art, and therefore website designing today should be based on the same principals of art as a painting or a sculpture. The author argues that the best website will be founded on the principles of art and even recognized as art itself.
Table of Content
The Principles of Art and Design
The Technological Factor
The People
Combination Complete
From the Paper
"Contrast must not stand alone, however. Pattern is also very important in graphic design, and goes hand in hand with balance and rhythm. For example, elements should be patterned to some degree geometrically. For example, if one were to take a ruler and drawn a straight vertical line from one of the corners of a left quadrant graphic, any graphics or text below it should be placed with some reference to this imaginary line. The squaring, or even circling of elements is important to direct the eye, and provide coherency. In addition, pattern may be used to group similar elements spacially. It should dictate the way in which typefaces are applied as well, so that there is a repetition of usage. (e.g. sans serif typeface is always a header, Roman typeface is always used in the text, thus establishing expectations and an ability to interpret the data one is receiving based on this pattern)"
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Elementary School Principals, 1992.
A research design to measure the difference between ideal and actual characteristics of principals.
1,800 words (approx. 7.2 pages), 6 sources, $ 63.95
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From the Paper
"INTRODUCTION
Statement of the Problem
The need for effective elementary school principals is crucial. The success of school reform is directly proportional to the vision of educational leadership. Principals must demonstrate individual and collective leadership in order to deal effectively with the needs of students, staff and communities. Since principals play the key role in fostering school success this study will research the differences between the ideal elementary school principal according to research and the real methods of working elementary school principals. The outcome expected is that there will be a discrepancy between the ideal methods research shows are effective for principal administration and the actual methods working principals use."
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temporarily unavailable
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Modern High School Principals, 2002.
This paper examines the role of the modern high school principal.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper explores the modern role expectations of the high school principal. It looks at the necessity to balance the students, faculty, and community; the changing emphasis upon business-like management and on the increasing difficulties associated with the increasingly litigious society.
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First Year Principals, 2002.
Shows the challenges faced by the first year principal in his/her endeavor to create a productive learning environement.
1,650 words (approx. 6.6 pages), 5 sources, $ 62.95
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Abstract
This paper shall investigate those elements of a first- year principalship that most strongly contribute to success, as well as those areas of the non- academic setting that should be addressed by a principal in order to ensure a safe and productive learning environment.
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Leadership and Principals., 2002.
A critical examination of three articles that address aspects of leadership in the context of the educational system.
2,150 words (approx. 8.6 pages), 4 sources, $ 80.95
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Abstract
Bulach, Pickett and Boothe (1998) discuss the findings of their survey of several hundred teachers regarding mistakes common to school administrators. Lashway (1996) explores the role of ethical training and practice in the work of school principals. The final article, "Learning to Lead, Leading to Learn" (2000), addresses the challenges and possibilities involved in improving school quality through principal professional development.
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Liability Cases and School Principals, 2003.
Examines legal issues that confront secondary school administrators.
1,350 words (approx. 5.4 pages), 9 sources, $ 47.95
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Abstract
Discusses the impact of issues on day-to-day work and six sources of the law relating to administration of school affairs. Cites controversial education topics, including sexual harassment, freedom of expression, and discrimination.
From the Paper
"Legal issues confront secondary school principals every day and it is to court decisions that these administrators must turn to gain up-to-date information about legal liability issues impacting upon their ..."
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The Assistant Principal, 2005.
This paper is a proposal to study the effectiveness of distributive leadership as it relates to the position of assistant principal in New Jersey High Schools.
18,845 words (approx. 75.4 pages), 175 sources, APA, $ 249.95
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Abstract
This paper explains that, in recent years, there is a problem with leadership in many schools throughout the country; therefore, the intent of this study is to evaluate if there is a statistically significant difference between the perceptions of the superintendents, principals, and assistant principals in selected high and low achieving high schools in New Jersey regarding the actual and desired instructional leadership duties and responsibilities of the assistant principal. The author points out that distributive leadership involves not allowing just one person to run everything but rather passes the responsibility for leadership to several individuals as a team effort. The paper reports that the quantitative sources of data for this study will be the responses made by the participants on the Assistant Principal Instructional Leadership Questionnaire (APILQ).
Table of Contents
Introduction
Background
Problem Statement
Purpose of Study
Significance of the Study
Scope of the Study
Theoretical Rationale
Limitations of the Study
Reliability and Validity of the Data
Research Questions
Sub Questions
Definition of Terms
Instructional Leadership Behavior
Organization and Overview
Review and Discussion of Related Literature
Role Theory
Change and Improvement in Educational Reform
The Historical Foundation of Instructional Leadership and the Evolution
of the Policies which Developed the Duties of the Assistant Principal
The Assistant Principal's Perspective of the Duties
Actual Duties of Assistant Principals: Rankings and Percentages
Assistant Principals' Rankings of Their Duties for Degree of Importance
Changes in the Position of the Assistant Principal
Duties of the Assistant Principal as a Partner in the Administrative Team
Distributive Leadership Theory
The Relationship between the Duties of the Assistant Principal and the Total School Organization
Assigned Versus Desired Instructional Leadership
Duties of the Assistant Principal
The Complexity of Measuring the Effect of Instructional Leadership
Standards-Based Context for Instructional Leadership
Methodology
Research Design
Population
Data Collection
Instrumentation
Analysis of the Data
Summary of the Methodology
From the Paper
"The impact of No Child Left Behind has put more pressure on the public education system to increase student achievement for all students. The newly reauthorized ESEA both reflects and reinforces a major shift in thinking about the roles and responsibilities of school board members, district superintendents, and principals. As a result, administrators are expected to adjust their leadership focus from a traditional management-orientation to a performance orientation that guarantees high achievement for all students. Curricular and instructional issues are areas ranked by the National Policy Board for Educational Administration (1990) as those most critical for improving student achievement in schools."
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Principal Style and Parental Role, 2000.
The role of the principal is being examined here vis a vis parents' involvement, taking into account his/her personality and style of management. Focus is placed on the Israeli education system.
19,495 words (approx. 78.0 pages), 47 sources, MLA, $ 249.95
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Abstract
The phenomena of parents? involvement at their children?s schools has intensified over the recent years, and it seems that the tendency will increase in the future. The school principal, because of his role, training, and status, has to lead, determine, and guide the parental cooperation to the proper channels. His role is decisive regarding the quality of the dialogue with the parents. This research examines the connection between the principal?s managerial style and personality and his stands and policies regarding parental involvement, in general, and the desirable and actual parental involvement at his school. The research assumption is that principals who employ different managerial styles and possess different personality structures will relate differently to parental involvement. The principal who practices a considerate managerial style or has an extroverted personality will encourage parental involvement, while the task-oriented principal with a ?neurotic? or ?psychotic? personality structure will oppose parental involvement. In addition, the writer determines that the principal?s general attitude towards parental involvement will be more positive than his stand regarding the desired parental involvement in specific areas and the actual parental involvement at his school. The more positive the principal?s stand towards parental involvement in specific areas, the more involved are the parents. This paper also includes several tables.
Abstract
List of Tables
1. The Introduction
2. The Theoretical Background
2.1 The Parental Involvement
2.1.1 The Definition
2.1.2 The Background
2.1.3 Motives of Parental Involvement
2.1.4 The Policy of the Ministry of the Education Regarding Parental Involvement at Schools
2.1.5 The Character of Parental Involvement at School
2.1.6 The Areas of Parental Involvement
2.1.7 Problems Regarding parental Involvement
2.2 The Principal
2.2.1 Managerial Style
2.2.2 The Principal?s Personality
2.2.3 The Structure of the Principal?s Personality and Parental Involvement
2.2.4 The Principal?s Policy Regarding Parental Involvement
2.2.5 Principal-Parents Problems
3. The Research Assumptions
3.1 The Connection between the Principal?s Managerial Style and the Parental Involvement
3.2 The Connection between the Structure of the Principal?s Personality and Parental Involvement
3.3 The Principal?s Stands and the Different Areas of Parental Involvement
4. The Research Format
4.1 The Research Variables and their Definition
4.2 The Sample
4.3 A Description of the Sample of the Principals
4.4 The Research Tool
4.5 Data Processing Methods
5. The Findings
5.1 The Correlation between the Managerial Style and Parental Involvement Assumptions 1-3
5.2 The Correlation between the Principal?s Personality Structure and Parental Involvement Assumptions 4-6
5.3 The Correlation between the Independent Variables
5.4 Progress Regression Analysis
5.5 The Interaction between Managerial Styles and the Parental Involvement
6. The Conclusion
6.1 The Discussion
6.2 The Conclusion
6.3 Recommendations for Further Research
7. Bibliography
8. Appendix
From the Paper
"The phenomena of parental involvement in the Israeli educational system has intensified over the recent years, as is indicated by the daily newspapers, educational and social researches, and by the attempts of the educational institutions to guide the parental involvement into normative channels. One of the factors of the process consists of the meaningful changes in the educational system, the most notable of which is the tendency towards the school?s increasing autonomy. (Kamanda, 1985) The educational system was unable to successfully address the variety of educational needs in an increasingly pluralistic society, whose different sectors disagree about the purposes of education. The recognition of the disagreements led to the demand for the decentralization of the educational system. (Inbar, 1987) As the educational system became more decentralized the roles of the functionaries and their authorities had to be redefined, and increased parental involvement became possible."
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Teacher - Principal Relationship, 2007.
A discussion of the importance of a supportive relationship between a school principal and the teachers.
4,285 words (approx. 17.1 pages), 19 sources, APA, $ 113.95
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Abstract
This paper examines the relationship between teachers and school principals, citing it as necessary for the continued educational opportunities of students. Included is an extensive literature review which examines such issues as teacher training, education and professional development. The author concludes that the perceived relationships between teachers and principals are closely tied to the educational success of the school overall.
Outline:
Introduction
Education & Training
Professional Development
Collaboration between Teachers and Principal
The Teacher and Principal Relationship with the Principal as Leader
Teacher and Principal Perceived Relationship
Impact of the Teacher & Principal Relationship on Student Achievement
Assessment of the Teacher & Principal Relationship
Teachers Understanding of Principals' Priorities
Bibliography
From the Paper
" Research by Marks and Printy (2003) examined the relationship between principals and teachers and the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. They base their analysis around a comparison of two concepts of leadership; transformational and instructional. Marks and Printy state that transformational leadership provides intellectual direction and aims at innovating within the organization, while empowering and supporting teachers as partners in decision making. Instructional leadership, on the other hand, replaces a hierarchical and procedural notion with a model of shared instructional leadership."
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Successful Principal Leadership, 2007.
This paper researches the impact of school principals on student achievement.
2,902 words (approx. 11.6 pages), 10 sources, MLA, $ 86.95
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Abstract
The paper discusses how, in the current climate, school principals are held accountable for driving sustained improvement in student achievement and that it is commonly believed that principal leadership impacts student learning outcomes. The paper explores whether research supports this direct impact and whether there are other variables that mediate between leadership and student learning. The paper develops an integrated review of the relevant literature, focusing on key qualitative and quantitative studies. The paper defines the current constructs of principal leadership and student learning and assesses empirical research related to the impact of principal leadership on students learning.
Outline:
Objective
Introduction
Instructional and Transformational
Essential Leadership Responsibilities
Factor Analysis of Balanced Leadership Responsibilities
Principal Role is Critical in School Improvement
Education of School Leaders
Summary and Conclusion
From the Paper
"Leadership in schools, specifically Principal Leadership has been shown through a growing body of evidence to have a great impact on the achievement of students. The responsibilities of a Principal are many and the roles that Principal must fill are many as well. The work of Waters and Grubb (2004) states that: "In an era of accountability when student achievement is paramount and evidence of the effects of principal leadership on students achievement continue to accumulate, it is not enough to just know what is important; principals must also know what is essential." Furthermore, the principal must posses certain inherent capabilities in order to effectively lead while remaining a learner as well. The principal must possess public relation and communication abilities and all of that is just a beginning as the following sections of this research will show."
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Important Duties of a Principal, 2005.
An overview of the expanding number of responsibilities of school principals and their most important duties.
1,125 words (approx. 4.5 pages), 4 sources, APA, $ 39.95
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Abstract
This paper discusses the important duties of a school principal. The paper explains that the expanding number of duties principals must deal with include managerial and administrative tasks, hiring and retaining teachers, ensuring overall safety of schools, raising funds and ensuring state requirements are met.
From the Paper
"One of the primary challenges confronted by school principals is the ever-expanding number of duties that require a tremendous investment of time and effort. Apart from dealing with managerial and administrative tasks, school principals, in recent years, are also being trained to take on the position of instructional leaders.
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