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NASSP Bulletin4794
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Carpenter, Dick; DeHerrera, Misty; Oleson, Megan; Taylor, Joseph – NASSP Bulletin, 2022
This study asks: What is the relationship between principal turnover and school performance? We use data on all Colorado public schools for the years 2013 through 2018 to examine the relationship between turnover and school performance. Analyses included difference-in-difference and ordinary least squares regression after first differencing.…
Descriptors: Principals, Labor Turnover, Academic Achievement, Public Schools
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Kim, Dong Jin; Pendola, Andrew – NASSP Bulletin, 2022
An emerging body of research has shown that mindfulness practices for school administrators can result in significant benefits, including a reduction in stress and sense of burnout. Concurrently, nearly 20% of school principals exit their position each year--and cite high levels of stress as a primary motivating factor. In this conceptual paper,…
Descriptors: Metacognition, Stress Variables, Principals, Faculty Mobility
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Skaar, Nicole R.; Townsley, Matt; Ross, Bridget – NASSP Bulletin, 2022
Students are struggling with mental health difficulties that impact their ability to learn while in school, and many students lack access to mental health providers in their communities. School administrators are in a prime position to lead systemic change aimed at supporting student mental health. The purpose of this paper is to provide secondary…
Descriptors: Mental Health, Students, Secondary Schools, Administrators
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Journell, Wayne – NASSP Bulletin, 2022
It has been well established that controversial issue discussions are an integral component to a high-quality civic education. However, as the United States has become increasingly politically polarized, teachers have become more hesitant to engage students in discussions of controversial political issues. Two decades worth of literature on…
Descriptors: Controversial Issues (Course Content), Civics, Group Discussion, Discussion (Teaching Technique)
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Vincent, Claudia G.; Walker, Hill; Espelage, Dorothy L.; Murray, Christopher; Svanks, Rita; Pennefather, Jordan; Valido, Alberto; Marquez, Brion – NASSP Bulletin, 2022
We present outcomes from a field test of a student-centered and technology-driven school safety framework. We describe the framework components rooted in school violence prevention. Results from our field test indicate moderate student and teacher use of the framework components, improvements in student perceptions of school safety, reductions in…
Descriptors: School Safety, School Violence, Prevention, Student Behavior
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Merritt, Amanda B.; Wang, Yinying – NASSP Bulletin, 2022
This study examines destructive leadership and its relationship with instructional leadership. Destructive leadership refers to a leader's repeated behaviors that prioritize self-serving interests by undermining organizational interest and at the expense of harming subordinates. A total of 154 teachers completed a survey that measured their…
Descriptors: Leaders, Leadership Styles, Instructional Leadership, Principals
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Soares, Denise A.; Harrison, Judith R; Melloy, Kristine; Baran, Alyssa; Mohlmann, Morgan – NASSP Bulletin, 2022
School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations…
Descriptors: Emotional Disturbances, Behavior Disorders, Students with Disabilities, Inclusion
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Karppinen, Seija Maritta; Dimba, Magdalene; Kitawi, Alfred – NASSP Bulletin, 2021
The research examined school leaders' opinions, attitudes, and performative actions toward teacher absenteeism. Existing research has primarily focused on interventions implemented by the Teachers' Service Commission to curb teacher absenteeism, and yet since leaders are the main agents and their actions are context bound, their actual actions and…
Descriptors: Foreign Countries, Employee Absenteeism, Teacher Attendance, Administrator Attitudes
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Buckman, David G.; Hand, Nathan W. J.; Johnson, Arvin – NASSP Bulletin, 2021
The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling…
Descriptors: Graduation Rate, Public Schools, High Schools, Educational Environment
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Mullen, Patrick R.; Chae, Nancy; Backer, Adrienne; Niles, Jennifer – NASSP Bulletin, 2021
In this cross-sectional quantitative study, we employed survey research to examine the differences in school counselors' (N = 327) burnout, job stress, and job satisfaction based on their student caseload size. The results indicated that higher caseloads were associated with higher degrees of burnout and job stress, along with lower job…
Descriptors: School Counselors, Work Environment, Burnout, Job Satisfaction
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Guskey, Thomas R. – NASSP Bulletin, 2021
This article describes accounts of grading reform initiatives that while well-intentioned, met with staunch opposition and eventually were abandoned. The implementation strategies employed by the leaders of these reform initiative are explored, along with reasons these strategies failed to result in meaningful and enduring change. Alternative…
Descriptors: Grading, Educational Change, Educational Strategies, Student Evaluation
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Bickmore, Dana L.; Gonzales, Miguel M.; Roberts, Maria B. – NASSP Bulletin, 2021
This case study describes a pilot professional development project in which school leaders met regularly in a community of practice to clarify each other's identification of a problem of practice followed by development and implementation of a school improvement plan. Findings indicated positive perceptions of and engagement in the community of…
Descriptors: Professional Development, Communities of Practice, Principals, Administrator Attitudes
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Scribner, Jay Paredes; Weingand, Donna H.; Sanzo, Karen Leigh – NASSP Bulletin, 2021
Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students.…
Descriptors: Urban Schools, High Schools, Culturally Relevant Education, Principals
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Kaplan, Leslie S.; Owings, William A. – NASSP Bulletin, 2021
National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can…
Descriptors: Critical Theory, Race, Public Schools, Controversial Issues (Course Content)
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McNamara, Scott W. T.; Rizzo, Terry; Townsley, Matt – NASSP Bulletin, 2021
A survey, developed with the Theory of Planned Behavior, was used to assess school administrators' intention to promote adapted physical education (APE). Survey results indicated that when school administrators' attitudes and subjective norms were favorable, the intention to promote APE was subsequently higher. The results indicate that if we…
Descriptors: Administrator Attitudes, Intention, Adapted Physical Education, Public Schools
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