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1.
This study addressed recruiting principals into low performing schools. A sample (N = 619) of principals, assistant principals, central office administrators, school counselors, and teacher-leaders from the 29th largest school district in the United States role-played as applicants for principal vacancies at schools classified as low-performing based on results of standardized student achievement tests. The study had an experimental design and involved use of a recruitment simulation. Rating jobs depicted on simulated principal recruitment announcements, principals and assistant principals rated the job highest while school counselors rated the jobs lowest. Among the teacher-leaders, teacher-administrative interns rated the job higher than did highly skilled educators or resource teachers. Implications for recruitment practice and future evaluation research are discussed.  相似文献   

2.
Recruitment of public school administrators is an important issue due to the shortage of qualified job applicants nationwide. The shortage of applicants requires school districts to evaluate their internal pools of potential applicants for administrative vacancies. This evaluation research addressed the recruitment of teacher-leaders to serve as assistant principals (APs) using a recruitment simulation technique. The participants were secondary school teacher-leaders who were counselors, school council members, department chairs, or resource teachers. The evaluation technique used involved an innovative experimental design approach. Teacher-leaders, whose current or past primary teaching assignment was in the core content areas (e.g., English/language arts, mathematics, science, social studies), rated the job of AP highest. Resource teachers rated the job significantly higher when the AP job emphasized instruction than when the job emphasized discipline. Implications for recruitment practice and future research are discussed.  相似文献   

3.
This experimental study investigates the effects of gender of the evaluator, gender of the applicant, and gender of the reference source at the screening stage of the selection process. Specifically, male and female principals were asked to evaluate re´sume´s and reference letters of hypothetical male and female applicants for the focal position of assistant principal. In the context of selection of an assistant principal, the authors hypothesized that male principals would prefer male applicants and female principals would prefer female applicants. This hypothesis was based on the sex similarity-attraction paradigm. The sex similarity-attraction paradigm suggests that same-sex applicants will be regarded as more similar than opposite-sex applicants (Gallois, Callan & Palmer, 1992) and that applicants who are perceived as similar will be evaluated favorably (Cardy & Dobbins, 1986). Finally, although the authors anticipated that sex similarity-attraction would support an interaction effect between gender of applicant and gender of rater, as strengthened by gender of the reference letter source, the findings did not support this interaction. In fact, the main effect for gender of applicant indicates that hypothetical female administrator candidates are evaluated significantly higher than hypothetical male administrator candidates. This is contrary to about half of past selection research that suggested female applicants are given lower evaluations than male applicants. Thus, these results may be an indication that the evaluations of female applicants for administrative positions are improving to the extent that female applicants were more likely to be offered employment interviews than male applicants.  相似文献   

4.
Applicant pools for principal vacancies are shrinking nationwide. This shortage of job applicants requires school districts to evaluate their internal pools of principal certified personnel. In this study, 194 certified individuals from a large school district responded to a survey measuring attraction to the job of principal, current job satisfaction versus expected satisfaction in the job of principal, barriers to pursuing the job, and recommended changes in the job. Few participants intended to apply for principal vacancies due to age (median=51), lack of self-reported capability to do the job, and satisfaction with the current job. Participants perceived their job satisfaction would decrease on assuming the job of principal relative to factors such as time with family and job security, and increase relative to factors such as salary and opportunity to experience varied activities. Implications for principal recruitment and recommendations for restructuring the job are discussed.  相似文献   

5.
The purpose of this study was to investigate high school teachers' perceptions of school environments and to determine whether gender was a differentiating factor. A total of 275 teachers from eight high schools responded to the Teacher's School Environment Survey. The results revealed that most of these teachers had favourable perceptions. They rated job satisfaction and principal leadership highly but ethnic equity relatively low. Female teachers scored higher than male teachers on job satisfaction, collegiality, teacher-student relations, ethnic equity, teacher influence, and student discipline. No significant difference was found in teachers' perceptions of principal leadership. Implications of the findings are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

6.
This study addressed the topic of job specifications and school characteristics since there is a shortage of quality AP applicants in high-stakes accountability environments. It is important to learn about allocation of duties from educational administrators with on-the-job experience as well as to learn why current APs would consider applying for other AP positions. The purpose of this study was to investigate the impact of job attributes (instruction, discipline), school level (elementary, middle, high), and school achievement (in-need-of-assistance, progressing, meets goal) on applicant’s rating of an AP position. This research study used an experimental design. A main effect for job attributes indicated that instruction was significantly higher than discipline when attracting assistant principals. Implications for practice and research are discussed.  相似文献   

7.
Abstract

This paper describes a study which examined the relationship between Just Community participation and teachers’ moral judgement. At the pre‐test stage, the teachers attributed resolution for their dilemmas to an assistant principal or administrator. Analysis of the teachers’ moral development after participation in the Just Community shows that the treatment group changed but that the comparison group did not. The study suggests that a teacher may make judgements of responsibility for moral action when s/he has experienced moral growth through participation in an on‐the‐job moral education programme which requires the discussion and resolution of real‐life on‐line moral dilemmas to fulfil the responsibilities of the perceived job role.  相似文献   

8.
以河北省幼儿教师为被试,采用问卷调查法研究河北省幼儿教师的职业倦怠及影响因素。研究表明：河北省99％的幼儿教师有明显的职业倦怠表现,教师的教龄、学历、婚否及有无孩子对其职业倦怠影响明显,其中工作时间少于5年的幼儿教师的总体倦怠程度比其他教龄段教师的总体工作倦怠程度更低;中专或高中学历的幼儿教师,相比较大专和本科学历的教师,表现出更大的工作倦怠;已婚和有孩子的幼儿教师,相对于未婚和无孩子的幼儿教师,在工作中体验到更严重的倦怠感。  相似文献   

9.
The study reported in this article was a factorial experiment that addressed the usefulness of the Rynes and Barber (1990) applicant attraction model and the Byrne (1971) similarity-attraction hypothesis as theoretical frameworks for conducting empirical research about community college faculty recruitment. Study participants (N = 136) were business professionals completing the masters of business administration degree who position announcements of community college business faculty vacancies. The independent variables were job mobility (relocation required vs. relocation not required), recruiter background (business vs. education), and applicant gender. The dependent variable was a composite rating for applicant reaction to a job described in a faculty position announcement. Both male and female applicants rated jobs most favorably when the job did not require relocation F(1,128) = 5.16, p.05 and the recruiter conveying the job message had a professional background similar to that of the applicant F(1,128) = 11.97, p.001. These findings have implications for theory, educational recruitment practice, and future research.  相似文献   

10.
In a study of 123 secondary school counselors in three states the authors found significant correlations among tested personality characteristics and supervisor-rated job performance. Counselors rated as effective by supervisors expressed higher job satisfaction, tested higher in tolerance for ambiguity and in self-esteem, and had more congruent personality-environment Holland codes than did their ineffective counterparts. Sex, age, years of experience, certification status, and academic degrees held were not correlated with effectiveness ratings. Results were considered tentative and heuristic in nature because many aspects of effectiveness could not be tested.  相似文献   

11.
Abstract

Student teachers who scored high on the MTAI were rated more favorably by secondary school students who did not plan to attend college than by students who planned to attend college. The teachers who scored low on the MTAI were rated more favorably by their college-bound students.  相似文献   

12.
This study examines the application and acquisition process of individuals completing a principal licensure program to obtain school administrative positions over a period of five years. While relatively low compensation and high-pressure accountability demands were viewed as deterrents by those deciding not to seek principalships, the majority of the study participants actively sought and obtained schoool administrative positions. Gender differences were examined in the areas ofapplying for positions, interviewing, and number of job offers. Reasons for not applying for principal and assistant principal positions were also examined.  相似文献   

13.
The author compares his former position as an assistant professor in a program preparing future teachers of deaf and hard of hearing students with his present position as an administrator of a public school program serving these students. He maintains that in some ways, teacher training programs in deafness and the public school settings hiring these graduates are separate worlds. The emphasis in teacher training programs appears to be on preparing graduates to work with deaf students in self-contained or residential school settings even though most teaching positions are with hard of hearing students mainstreamed in public schools. Other important areas, such as collaboration with general education teachers, litigation, parental relationships, and individualized education programs, seem to be overlooked by teacher training programs. The author employs the mockingbird metaphor from the novel To Kill A Mockingbird (Lee, 1960) to highlight differences between teacher training programs and public school settings, while making recommendations for strengthening connections between the two.  相似文献   

14.
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.  相似文献   

15.
The purpose of this study was to gain insight into the nature of academic position openings in the field of school psychology and to gather information about the characteristics sought and attributed to those individuals who were hired at the assistant professor rank. Survey methodology was used to gather information from both program directors and new assistant professor hires about the job‐search process. A total of 178 program directors in school psychology from the United States were sent surveys in the fall of 1998. One hundred twenty‐six of the program directors responded (71%). Fifty‐five (44%) program directors reported their program had an assistant professor job opening within the last 2 academic years. Of the 55 program directors that reported having job openings, five of these reported that they had two position openings in the last two academic years. Thus, data were gathered on a total of 60 job openings at 55 schools. Information about the job search process and characteristics sought in applicants, from the program directors perspective, are described. In addition, demographic data, prior teaching and research experiences, and information about the new hires' job‐search process is presented. Recommendations are provided to help graduate students, faculty advisors, and future applicants with the job‐search process. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 691–698, 2003.  相似文献   

16.
采用问卷调查的形式,对边远地区300名在职中小学女教师的职业压力基本表现进行研究,并分析了影响边远地区中小学女教师职业压力的主要因素。结果表明:(1)边远地区中小学女教师职业压力普遍较大,24.1%的女教师体验着重度的职业压力。(2)边远地区初中女教师在职业压力总分及各因子得分均显著高于小学和高中女教师;主科教师在考试压力和工作负荷方面压力显著高于副科教师;班主任教师在考试压力和工作负荷方面压力显著高于非班主任教师。(3)部分女教师面临家庭与事业发展的双重冲突,尤以研究生学历女性为最。(4)建立良好的社会支持系统是缓解教师职业压力的重要前提,增强自我职业压力管理能力是缓释教师职业压力的关键策略。  相似文献   

17.
Democratic administrative leadership has long been hypothesized to result in high worker morale. Within the context of the elementary school, the principal is the chief administrator and the teachers occupy the major adult work roles. Data from 568 teachers in 52 elementary schools, classified as to administrative atmosphere, indicates that the principal’s compliance with specific work-related norms held by the teacher is more important to teacher satisfaction than is the degree of democratic behavior which he exhibits. Some explanations for this phenomenon are suggested.  相似文献   

18.
本研究运用问卷方法对北京市1308名小学教师进行调查,发现:第一,北京市小学教师的总体工作满意度达到了较高水平,且教师内在满意度显著高于教师外在满意度。第二,北京市小学教师工作的内在、外在和总体满意度在人口学变量上存在显著差异,表现为:薄弱校教师满意度高于优质校和中等校;男教师满意度高于女教师;学校干部的满意度高于任课教师,副科教师满意度高于主科教师;低年级教师满意度高于中高年级教师;新入职教师与老教师满意度高于中年教师;教师的职称越高,满意度越高。在原因分析的基础上,提出了政策建议。  相似文献   

19.
In the year 2007 in Scotland, in common with countries elsewhere in the world, the difficulty of recruiting high-calibre school leaders was becoming an increasing concern. The recruitment and retention study, commissioned by the Scottish Government and undertaken by three universities (Cambridge, Edinburgh and Glasgow), was charged with exploring the reasons for the shortfall of appropriate applicants. The study involved a national survey of teachers and head teachers, discussions with local authority administrators and follow-up interviews with a sample of respondents. The study identified on the one hand a common core of ‘satisfiers’ and ‘dissatisfiers’ of headship together with incentives and disincentives to apply for the job. A range of strategies adopted to cope with the pressures of the job illustrate the degree to which individuals respond by simply drowning in excessive paperwork and multiple accountabilities or are able to be adventurous and risk-taking with an ability to ‘fly below the radar’.  相似文献   

20.
This paper describes the results from a qualitative study of 72 preservice teachers’ initial ideas about contextualizing science instruction with language minority students. Participants drew primarily on local ecological and multicultural contexts as resources for contextualizing instruction. However, preservice teachers enrolled in the bilingual certification program articulated more asset-oriented and less stereotypical ideas than those not seeking bilingual certification. Results can inform teacher education programs that aim to prepare graduates for teaching science in multilingual classrooms.  相似文献   

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