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ERIC Number: EJ1087305
Record Type: Journal
Publication Date: 2016-Jan
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1532-8759
Exploring the Principal Perspective: Implications for Expanded School Improvement and School Mental Health
Iachini, Aidyn L.; Pitner, Ronald O.; Morgan, Frank; Rhodes, Kevin
Children & Schools, v38 n1 p40-48 Jan 2016
Principals are critical to school improvement efforts, yet few studies aim to elicit their perspectives on what contributes to teaching, learning, and broader school improvement. The purpose of this mixed-methods case study was to elicit principals' perspectives on (a) teacher and school staff needs, and (b) student needs, in an effort to uncover whether these perspectives are reflective of priorities emphasized in current expanded school improvement models, such as mental health, family engagement, out-of-school time opportunities, and other youth development and learning supports. Twenty principals from one school district participated in the study. Data were collected through an online survey and a follow-up phone interview. Results indicate that principals identified and described a range of both academic and nonacademic needs faced by their students, teachers, and school staff. In particular, mental health was identified by principals as one of the greatest student, teacher, school staff needs. These findings suggest that principals' perspectives in this study were reflective of broadening priorities emphasized within current expanded school improvement models. The article concludes with implications for school social work research and practice, particularly in relation to school improvement and school mental health.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A