rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teachers' perceptions of the degree of feedback received from principals as instructional leaders in the Hardin-Jefferson Independent School District, Texas
  name:
    name part: McKinley, Bill S.
    name part: 1938-
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 1994
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: x, 71 leaves ; 28 cm.
  abstract: The purpose of this study was to determine the degree of
  abstract: feedback principals give teachers in the areas of
  abstract: instruction, curriculum, and discipline to impact teacher
  abstract: performance and, ultimately, student performance. Four
  abstract: research questions were addressed to determine the degree of
  abstract: feedback received by teachers: 1. To what degree do teachers
  abstract: perceive that principals give feedback on classroom
  abstract: instruction? 2. To what degree do principal's feedback on
  abstract: teacher performance differ at the elementary, middle, and
  abstract: high school levels? 3. To what degree do teachers perceive
  abstract: that principals give adequate feedback on student discipline,
  abstract: parental, and legal problems? A 25-item questionnaire based
  abstract: on effective school administrative practices was developed to
  abstract: answer the research questions. The degree to which feedback
  abstract: was received by teachers was determined by soliciting the
  abstract: perceptions from the faculties of the four schools in the
  abstract: Hardin-Jefferson Independent School District in the Spring of
  abstract: 1994. Each teacher completed a questionnaire rating their
  abstract: principal on his/her effectiveness. Based upon the data
  abstract: gathered, the following conclusions were drawn: 1.The
  abstract: two elementary schools have a high level of confidence in
  abstract: their principals as instructional leaders; the middle school
  abstract: has a moderate level of confidence in their principal, while
  abstract: the high school faculty has no confidence in their principal.
  abstract: 2. The faculties of all four schools expressed a strong need
  abstract: for feedback from their principals, especially in the area of
  abstract: discipline, less in the area of instruction, and little in
  abstract: the area of curriculum. 3. There is a difference between the
  abstract: schools concerning teacher perceptions. The biggest
  abstract: secondary schools. The researcher recommends that the results
  abstract: of the study be used to develop a training program to
  abstract: strengthen the feedback skills of principals in the Hardin-
  abstract: Jefferson Independent School District.
  note: by Bill S. McKinley.
  note: Vita.
  note: "Major Subject: Educational Administration".
  note: Issued also on microfiche from University Microfilms Inc.
  note: Includes bibliographical references.
  note: Ed. D. Texas A&M University 1994.
  subject:
    topic: Major educational administration
  identifier: 95-20293 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 960625
    record change date: 20190325093127.0
    record identifier: in00001313043