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ERIC Number: ED550121
Record Type: Non-Journal
Publication Date: 2012
Pages: 255
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-8303-3
School Administrator Perceptions of Their Preparedness to Manage Teachers
Kreider, Todd
ProQuest LLC, Ed.D. Dissertation, Walden University
A principal can have the greatest effect on student achievement by improving the performance of the classroom teacher. School administrators may receive little instruction on how to supervise and manage teachers or improve their instruction in their university training, which can put a new administrator at a disadvantage when defining performance expectations for teachers. The continuum of supervision outlines the varied approaches administrators may take when supervising teachers. Current research on professional development states it can be an effective tool for improving educator practice. The guiding questions of this study were designed to determine what effective university preparation to manage teachers meant to practicing administrators, how principals determined teacher effectiveness, and what additional skills principals needed to be more effective in supervising teachers. A qualitative approach using the case study method was used to gather data. Nine school administrators were interviewed, and the data were analyzed using interpretive and cross-case analysis. The data showed a need to improve principal preparation. Participants stated portions of their university training were useful. However, they felt that experience did more to prepare them to supervise and manage teachers. Participants expressed a need for additional training in the areas of supervision, curriculum, teacher recruitment, and time management. A four module professional development program was developed to meet the needs expressed by participants. This program is based upon current research and incorporates learning activities preferred by participants. Increased proficiency in these areas by administrators has the potential to improve the overall quality of education students receive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A