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Relating Principals’ Invitational Leadership to Teacher Job Satisfaction and Principal Effectiveness in High-Poverty Rural Elementary Schools: Invitational Leadership
No full textAbstract
Despite a third of students in the United States attending rural schools, research concerning rural school leadership is sparse. The purpose of this study was to examine the relationships between rural school principals’ Invitational Leadership and teacher satisfaction as well as teacher perceptions of principals’ effectiveness. Multiple regression was used to model these relationships while considering possible interactions with school academic performance level (low- or high- performing). A total of 240 teachers from 23 rural, Title I elementary schools completed a leadership survey. The 49-item instrument measures leaders’ Invitational Leadership behaviors as well as teachers’ job satisfaction and teacher perceptions of the principals’ effectiveness. Results indicated significant positive relationships between both teacher job satisfaction and teacher perception of principal effectiveness and principals’ Invitational Leadership. However, the strength of the teacher satisfaction-Invitational Leadership relationship was dependent on a school’s academic performance level with a significantly stronger relationship found in high-performing schools.
Keywords: school leadership, rural schools, invitational leadership, caring school leadershi
Auditory Processing Difficulties Influence on Perceptual Learning
Get PDFUnderstanding spoken speech is a complex process that comes to most people easily, yet past research demonstrates that some people face difficulties with auditory processing. Listeners adjust to variations in speech by integrating auditory, visual, and other cues. However, people who have difficulties processing auditory information often rely less on visual cues, such as lip-reading. We investigated how listeners\u27 reported difficulties in perceiving auditory information interact with their use of visual cues. This was a replication and extension of a study by Kraljic, Samuel, and Brennan (2008). Participants were divided into four groups based on which phoneme was changed (?S signifying [s] or ?SH signifying [∫]) and if listeners viewed the pen-in-hand (Characteristic) or the pen-in-mouth (Incidental) version of these words. The participants’ boundaries of these two phonemes were established in the category-identification task, in which participants categorized ambiguous sounds on the “SH” - “S” continuum as being more S-like or SH-like. We measured participants\u27 perceptual learning—the way people restructure their phonemic boundaries to better understand speakers\u27 variation—based on their categorization of the ambiguous sounds. After completing these tasks, participants responded to questions regarding their language background, and their auditory processing difficulties in daily experience. We did not replicate the findings of Kraljic and colleagues (2008), as we did not find an effect of visual context on perceptual learning. Contrary to our predictions, we also did not find an effect of individual differences in auditory processing on perceptual learning and no interaction with visual context. Given that the effect of visual context has been replicated before, our results are inconclusive. Individual differences\u27 effect on perceptual learning should be explored further to gain insight into what affects perceptual learning and how to improve speech perception for those with difficulties.
Comparing Louisana and Pennslyvania Head Start Teachers\u27 Physical and Mental Health
No full textRacial disparities have been found to exist within the health care setting; this paper investigates the existence of such differences among Head Start (HS) staff in terms of health and wellness. The purpose of the study was to compare physical health indicators from a Louisiana HS sample to a previously published data set of Pennsylvania HS staff (Whitaker et al., 2013). We surveyed a predominately Black (85.6%) group of HS teachers (N = 195) using a modified questionnaire developed by a Pennsylvania research team. The responses were analyzed against a national reference and Pennsylvania group of HS teachers (Whitaker et al., 2013). Results indicated that HS teachers have a higher prevalence of health-related problems than the national sample. However, our sample of Black teachers in HS start classrooms experienced worse physical health than White women with similar characteristics (age, marital status). These results have profound implications regarding health disparities and the physical well-being of HS teachers.
Analysis of the Clinical Assessment of Attention Deficit-Adult in Comparison to the Minnesota Multiphasic Personality Inventory 2 Restructured Form in an Adult Psychoeducational Clinic
Get PDFPast research has found that the Clinical Assessment of Attention Deficit-Adult may be useful for aiding in correctly identifying ADHD (Marshal et al. 2010). However, these studies did not utilize other well-known self-report tests as a comparative measure to examine the suitability of the CAT-A validity scales in detecting malingering. The present study examines the utility of the CAT-A validity scales in comparison to the RBS, F-r, and Fp-r validity scales of the MMPI-2-RF. An ar-chival study design with 105 patients was utilized. Results showed that the rate of agreement be-tween the CAT-A and the MMPI-2-RF validity scales were only moderate and not significantly related. However, the CAT-A is a useful tool for assessing cognitive symptom reporting. Findings from this study also supplement those of other studies in that there is a present need for more re-search examining the validity scales of the CAT-A as well as other self-report measures
Gender Differences in Attitude Toward Trauma Survivors
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This research examined the relation between gender and perception of potentially traumatic events. The societal expectations of males and females differ, especially when concerning emotions (Booth, McDermott, Cheng, & Borgogna, 2019). This becomes an issue when attempting to increase trauma awareness and support efforts of those seeking help. It is necessary to recognize how each gender differs in experiencing and/or perceiving trauma. We explored the relationship between self stigma, masculinity, and empathy among male and female college students. Participants included 141 students (72.3% female; 66% Caucasian). Students reported their perceptions of trauma and responses to scales through an online survey. Independent samples t-tests and correlations provided evidence of significantly more female participants viewing the female vignette as brave. There were also significantly more male participants that viewed the female vignette as mentally weak. This data may support the argument for a possible stigma males have toward females with trauma and mental health issues
Challenges and Best Practices in BMI screening in Head Start: One Program’s Perceptions
Get PDFBody mass index (BMI) for age is an important screening tool utilized to track growth patterns in children and identify potential health risks. Head Start conducts BMI screenings to combat early childhood obesity. To adequately conduct surveillance over time and evaluate obesity prevention interventions implemented in HS programs, an examination of the raw measurement data and discussion with HS programs related to needs around the data collection process is important. The purpose of this study was to describe findings from the examination of raw height and weight data at two time points and explore the perceptions of health staff around the data collection process prior to the implementation of an obesity prevention/health promotion initiative. Best practices for BMI screening are discussed