Professional Development Needs of Elementary School Principals Implementing Site-Based Management in an Urban School System

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The problem of this study was to identify professional development needs of elementary school principals who are implementing site-based management. The purpose was to develop a prioritized list of developmental needs of principals participating in site-based management in the evaluation of teacher performance, instructional knowledge, behavioral life styles, and other needs as identified by a decentralized decision-making questionnaire. The population for this study was the sixty-one elementary school principals in a large urban school district. The principals were encouraged by the central administrative staff to assume the responsibility of site-based managers during the 1981-1982 school year. Three priority areas involving ... continued below

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vi, 171 leaves : ill.

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Shipp, J. D. August 1985.

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  • Shipp, J. D.

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The problem of this study was to identify professional development needs of elementary school principals who are implementing site-based management. The purpose was to develop a prioritized list of developmental needs of principals participating in site-based management in the evaluation of teacher performance, instructional knowledge, behavioral life styles, and other needs as identified by a decentralized decision-making questionnaire. The population for this study was the sixty-one elementary school principals in a large urban school district. The principals were encouraged by the central administrative staff to assume the responsibility of site-based managers during the 1981-1982 school year. Three priority areas involving decision making at the school site evolved. These three areas were personnel, instruction, and budgeting. During the three succeeding years, additional areas of decision making have been added, such as building-level staff development, implementation of flexible student schedules, and provisions for specialized summer programs. Findings of the study showed that there was normality in the assessment of teaching skills by principals, that a significant correlation existed between principals' knowledge of instruction and principals' teacher evaluation scores and that a significant correlation existed between principals' teacher evaluation scores, female principals being more consistent. The findings showed that no correlation existed between evaluation scores and training and age, that there was normality of principals' scores in instructional knowledge, and that there was not a relationship between knowledge of instruction and experience or training. It is recommended that staff development be provided to principals on the philosophy of site-based management and on the role of the principal and that this staff development be given for one to two years prior to implementing site-based management. It is recommended that specific training be provided principals in improving their instructional knowledge, understanding of the authority, and an understanding of the responsibilities that accompany site-based management.

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vi, 171 leaves : ill.

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  • August 1985

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  • Aug. 22, 2014, 6 p.m.

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  • Nov. 20, 2017, 5:48 p.m.

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Shipp, J. D. Professional Development Needs of Elementary School Principals Implementing Site-Based Management in an Urban School System, dissertation, August 1985; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331578/: accessed December 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .