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Teachers’ Perceptions of Guided Reading in Elementary Education
Get PDFThe current study examined teachers’ perceptions with regard to the Guided Reading (GR) approach in elementary level education. Specifically, this study examined the following research questions: a) What are Alberta teachers\u27 perceptions about the GR approach? b) What are Alberta teachers’ perceptions about how they enact GR in the classroom? and c) What are Alberta teachers\u27 perceptions about how they learned about GR? This study utilized a mixed methods research approach to examine Alberta teachers’ perceptions about GR in a single separate Alberta elementary school. Thirteen teachers completed demographic and survey questions relating to the GR approach and the research questions noted above. A further six teachers from grades one, three, and five participated in focused interviews to further elaborate and elucidate teachers’ perceptions with regard to GR in the elementary grades. Three main themes that emerged from the study were as follows: a) teachers have mixed feelings about the GR approach; b) implementing GR can be a challenging process; and c) training and support for teachers could impact the way GR is implemented. Eight subthemes emerged from the study, including positive attributes of GR, negative attributes and challenges associated with GR, GR for ELL students, GR enactment, challenges with implementation in classrooms, the planning process, training components, and teaching resources. Findings of the study revealed that overall, teachers’ perceptions of the GR approach are overwhelmingly negative with a few positive aspects
Principal Turnover and Retention in Urban Alberta
Get PDFAlthough a growing body of research on principal turnover and retention exists in the United States, researchers have conducted very few studies in Canada (Pollock & Hauseman, 2016). Therefore, the purpose of this single embedded case study is to investigate principal turnover and retention in socially vulnerable elementary schools in one large school division in urban Alberta. The final response rate from the Principal Turnover and Retention Survey was 51.5% (N = 85). The author also accessed school division data that included 10-years of data on enrollment, student demographics, and principal tenure. The seven findings from both the survey and the organizational data analysis include the following: (a) Less-experienced principals lead smaller, socially vulnerable schools; (b) principals in socially vulnerable schools believe that they do not have the support and resources that they need; (c) working conditions impact job satisfaction for all principals; however, principals in socially vulnerable schools indicate that the workload related to poverty is what impacts their job satisfaction; (d) principals believe that they are not compensated for the work that they do; (e) principals are generally satisfied with serving as school administrators but have difficulty balancing instructional leadership with all the other duties of a principal; (f) principals want to focus on leadership behaviors that predict more positive outcomes for students and schools; and (g) the organizational data show that less-experienced principals lead smaller, socially vulnerable schools with greater student diversity.
Understanding that job satisfaction, effectiveness, and self-efficacy are connected, the author made four recommendations: (a) experienced principals must be encouraged to work in the most socially vulnerable schools, (b) that division leaders ensure new leaders are ready for the challenges of working in socially vulnerable schools, (c) that the workload of principals is supported through system-level processes, and (d) that an organizational culture be developed that focuses on collective action; leveraging what the research has stated about effective leadership
Trauma-Informed Practices: Principal Perceptions of Self-Regulatory Strategies in Schools
Get PDFThis case study explored the perceptions of school principals in kindergarten to grade six and kindergarten to grade nine schools related to impactful strategies utilized in trauma-informed practice with a focus on self-regulatory strategies. For the purposes of this study, trauma was defined as the effects of one or more harmful events, either physical or emotional in nature, that interfere with an individual’s ability to function (SAMHSA, 2019). Trauma-informed practice can include the use of a number of strategies to help mitigate the effects of traumatic life events on students, the data collection and analysis of this research study focused on the perceived effectiveness of self-regulatory strategies in school settings. This research study sought to understand a) the perceptions of school principals of impactful strategies utilized in trauma-informed practices, with a focus on self-regulatory strategies in kindergarten to grade six and kindergarten to grade nine schools, and b) how they, as principals, supported, encouraged, and promoted trauma-informed practices, specifically self-regulatory strategies.
This study contributed to the growing evidence of the importance of addressing the needs of students affected by traumatic life events who are attending public schools. To help fill the research gap of documenting effective practices by educators this study included data from 17 surveys and 5 one-on-one semi structured interviews. Surveys and interviews were conducted with principals in public schools in one large urban center in Alberta, Canada. Data analysis revealed four major findings: 1) selfregulation allows students access to learning; 2) resources are needed to foster selfregulation; 3) commitment to the work of trauma-informed practice is essential; and 4) strong leadership is necessary. The current study provides evidence indicating the need for school wide trauma-informed practices within kindergarten to grade six and kindergarten to grade nine schools. Strong, transformative leadership can result in the implementation and sustainability of effective trauma-informed practices and selfregulatory strategies within a school. Future research is warranted that includes the perceptions of all stakeholders, including teachers and students, about the effectiveness of trauma-informed practices
School Principals’ Knowledge of the Change Process and Experience with Leading and Managing Change and the Implications for Professional Development
Get PDFPrincipals must be transformational leaders. However, research has indicated that they face challenges with leading and managing change in their schools (Caposey, 2016; Marzano et al., 2005; Reyna, 2017; Salazar, 2007; Shoho & Barnett, 2010; Sincar, 2013; Spillane & Lee, 2013; Stevenson, 2008). Many researchers have emphasized the importance of understanding the change process for continuous school improvement (Alberta Teachers’ Association, 2014; Bennett, as cited in Hall & Hord, 2020; Burke, 1990; Darling-Hammond et al., 2007); Fullan, 2002, 2015; Fullan et al., 2005; Pont et al., 2008; Roy, 2005).
Research on effective leadership-preparation programs and professional development for school principals (Darling-Hammond, 2007; Huber, 2011; Orr & Orphanos, 2011) has left a gap in the inquiry regarding school principals’ knowledge of the change process; the concerns, barriers, and challenges or successes that they face in leading and managing change; and how this knowledge guides their leadership-preparation programs and professional development. Thus, support for school leaders might not offer the necessary learning to help principals lead and manage change effectively in their schools. Therefore, the aim of this study was to gain insight into and an understanding of principals’ knowledge, experience, and training in the change process and in leading and managing change.
The researcher used a descriptive research design for this study. A purposeful, criterion-based sampling of Alberta school principals yielded 77 participants who practiced in public and separate school authorities.
The researcher used quantitative and qualitative questioning. The qualitative component included a validated instrument consisting of 25 true-false questions from Burke et al.’s (2022) Leading and Managing Change Questionnaire. Seventeen openended questions on knowledge, experience, and training comprised the qualitative component.
The data-analysis process uncovered nine findings that have implications for professional development. The principals’ responses to the questions on their knowledge, experience, and training in the change process and in leading and managing change revealed six areas of review for professional development. Aspiring and practicing school leaders require intentionality in the contributors, design, delivery, interactions, content, and audience of their professional development.
Notably, educational institutions authorized in Alberta to deliver leadership standard certification, school authorities that deliver preparation programs for aspiring leaders and ongoing professional development for school leaders, and professional-development companies and organizations that also offer various professional development must be aware of school leaders’ need for knowledge of the change process in their role as principal. This knowledge can have implications for the success of school leaders when they implement change in their schools
A Case Study of Implementing Collaborative Student Support Teams to Support Students on the Path to High School Graduation
Get PDFThis research explores who is at risk of dropping out of high school and how collaborative Student Support Teams can contribute to students staying on track to graduate high school. The issue of student success is important because graduation is positively correlated with important life outcomes and ability to earn an adequate income in the labor market. For this paper, “at-risk students” is defined as students considered in danger of not graduating, not being promoted, or not meeting other education-related goals. The research looks at high school dropout indicators and how the Collaborative Response Model contributes to student success in school. The results will inform the ways in which society, particularly education system support teams, can positively support youth who are at risk of early school leaving
Supporting School Transitions for Veteran Principals
Get PDFSchool principals are moved from one school to another because of retirements, resignations, or school divisions’ rotation policies. Leadership transitions can be challenging for the principal and the school community given that the leaders have little to no knowledge of the new school, its culture, and its staff and no established relationships. Another challenge with principal turnover is its impact on student outcomes.
The main objective of this mixed-methods research study was to identify the factors that served to support transition success for veteran school principals. Using purposive sampling, a survey was completed by principals from a large urban school division (N = 53). There were three sections of the survey instrument: (1) the Leader Efficacy Questionnaire (LEQ) developed by Hannah and Avolio (2013), (2) questions on the principals’ transition experience, and (3) questions about principals’ professional learning experiences that supported them during the transition and also served to build their competence and confidence as principals. After the survey, using criterion sampling, semistructured interviews were conducted with eight school principals. The data were coded and grouped into three themes: (a) self-leading, (b) leading others, and (c) balcony view.
The findings of this research study suggest that peer support networks are essential components of support for principals. Given its importance, the creation of support systems should not be left completely up to the individual or to chance. Senior administrators need to consider ways of engaging principals in meaningful network opportunities and providing one-to-one support. The findings also revealed ways that principals managed their school transitions successfully. The most prevalent factors included understanding the school’s history, engaging in open and clear communication, being in service to the community, and leveraging staff strengths
A Contemporary Analysis of Impostor Phenomenon Among Female Education Leaders in the Province of Alberta
Get PDFThe purpose of this mixed-methods research study was to explore how prevalent impostor phenomenon (IP) is among education leaders in the province of Alberta, and to determine what can be done to support these leaders. This study explored the extent to which educational leaders experience impostor phenomenon, and how those experiences varied by gender, age, position, years of educational experience, and years of experience in their current role. There were 167 participants in this study, including superintendents, associate superintendents, principals, and assistant principals from 16 school divisions across the province of Alberta, Canada.
Data collection included a survey (n = 167) with follow-up semi-structured interviews (n = 7). The survey consisted of the Clance Impostor Phenomenon Scale (CIPS), a demographic questionnaire, and seven open-ended questions. The CIPS is the most common psychometric instrument used in research to identify experiences of impostor phenomenon. Purposeful, criterion sampling, based on demographic characteristics and CIPS scores, identified participants for the qualitative phase of the study.
Quantitative data analysis included independent sample t-tests, ANOVAs, and chi square analyses. Findings indicated that female educational leaders were significantly more likely (p = .033) to be affected by impostor phenomenon than their male counterparts. Additionally, leaders under the age of 45 were significantly more likely (p = .024) to experience impostor phenomenon than leaders aged 45 and above.
Qualitative data from interview transcripts and open-ended survey items were analyzed using a two-cycle coding process (Saldaña, 2016), resulting in the emergence of five themes for the second research question, For those educational leaders who experience impostor phenomenon, what factors have contributed to these experiences? The themes identified included: cognitive distortions, impact of adverse relationships, overwhelming expectations, gender bias, and early life experiences. In response to the third research question, For those educational leaders who experience impostor phenomenon, what supports have helped to overcome those barriers? four themes emerged: relational influences, intentionality related to self-care, professional supports specific to education, and positive self-talk. This study can serve to provide support to school divisions regarding leadership development programs and the implementation of specific professional development suggestions for administrators. It is vital that school districts provide intentional support to educational leaders and that these supports include programming specific to the needs of the participants
Exploring Principal Effect on Organizational Well-Being: Looking at Perceptual Congruence Between Self and Other Ratings
Get PDFThe purpose of this study was to explore how principals and teachers in urban public schools perceived principal influence on organizational well-being and to determine the degree of perceptual congruence between principals and teachers in relation to organizational well-being outcomes. In schools with high principal-teacher perceptual congruence and reported positive organizational well-being, principals were interviewed about their leadership. Quantitative and qualitative data were gathered in two districts in a metropolitan area in Alberta, Canada, through a threephased explanatory sequential mixed-method research design (Creswell & Creswell, 2018). The School Culture Triage Survey (Wagner, 2006), the Teacher Well-being Scale (Collie, 2015), and the Authentic Leadership Questionnaire (Avolio et al., 2007) were used with open-ended items to document perceptions of organizational wellbeing and authentic leadership behaviors of principals. In total, 47 principal and 147 teacher participants completed full surveys. Seven principals were interviewed. Perceptions of school culture and aspects of well-being were predominantly positive. There were no statistically significant differences when looking at the entire group of respondents between teacher and principal responses. Qualitative data reflected an emic, insider perspective of school culture by teachers and an etic perspective, outsider perspective, by the principal. A lack of reciprocity in the teacher-principal relationship was noted, where teachers receive support, resources, care, and time from the principal, and the principal gives. The results of this study have implications for principal practice and systemic considerations in support of well-being and to develop vi principal awareness. Finally, there is a need for systemic feedback structures that allow principals access to consistent information to develop their external awareness
Mother Ocean
No full textPainting of artist\u27s mother encircled by sea creatures, shells and ocean.
Medium: Acrylic paint on canvashttps://pilotscholars.up.edu/quinn_soleia_exhibit/1005/thumbnail.jp
Declining Teacher Wellness: A Case Study on Elementary Teachers’ Perceptions of Leadership Strategies That Positively Impact Wellness
Get PDFTeachers today are stressed, fatigued, and burning out. The world of teaching is becoming more complex with the increased needs of students, extra workload demands, and lasting effects of a pandemic that turned the education world on its head. At the same time there is pressure and an expectation on school leaders to demonstrate a commitment to the health and well-being of all teachers. The purpose of this qualitative intrinsic case study was to investigate how rural elementary school teachers perceive their wellness is impacted by their school leaders. A questionnaire distributed to 53 elementary school teachers with at least 1 year of teaching experience and a follow-up focus group revealed three themes related to teacher flourishing (Cherkowski & Walker, 2018) and Dunn’s (1961) model of optimal wellness. The three themes include (a) being seen and valued, (b) human traits, and (c) school improvement and all articulate how teachers perceive they are best supported and what specific leadership strategies and conditions teachers feel impact their wellness and ability to flourish at work