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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
Edmunds, Julie A.; Arshavsky, Nina; Lewis, Karla; Thrift, Beth; Unlu, Fatih; Furey, Jane – NASSP Bulletin, 2017
This article utilizes mixed methods--a lottery-based experimental design supplemented by qualitative data--to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college.…
Descriptors: College Preparation, Mixed Methods Research, College Readiness, High School Students
Xu, Xianxuan; Grant, Leslie W.; Ward, Thomas J. – NASSP Bulletin, 2016
This study examines the validity of a statewide teacher evaluation system in the Commonwealth of Virginia. Three hundred and thirty-eight teachers from 16 at-risk schools located in eight school districts participated in an evaluation system pilot during the 2011-2012 academic year. Teachers received ratings on six teacher effectiveness process…
Descriptors: Teacher Evaluation, Validity, State Programs, Scores
DeCapua, Andrea; Marshall, Helaine W. – NASSP Bulletin, 2015
U.S. schools face increasing pressure to ensure that all students succeed, yet the dropout rate for English learners is alarmingly high, especially for those with limited or interrupted formal schooling (SLIFE). Serving SLIFE can be challenging because they not only need to master language and content but also need to develop literacy skills and…
Descriptors: English Language Learners, Culturally Relevant Education, Teaching Models, Immigrants
Fallon, Paul D. – NASSP Bulletin, 2013
Although inextricable, the act of leading, the leader, and outcome of leadership are unique entities. Lack of such differentiation may ensnare novice leaders in broad suppositions. This conceptual article introduces a tool for analyzing leadership. Leaders can leverage the model to evaluate the act of leading, in route, via a measurable trajectory…
Descriptors: Leadership, Leadership Effectiveness, Leadership Qualities, Models
O'Reilly, Frances L.; Matt, John; McCaw, William P. – NASSP Bulletin, 2014
The Supervisor's Interactive Model of Organizational Relationships (SIMOR) integrates two models addressed in the leadership literature and then highlights the importance of relationships. The Supervisor's Interactive Model of Organizational Relationships combines the modified Hersey and Blanchard model of situational leadership, the…
Descriptors: Supervisory Methods, Models, Organizational Culture, Leadership Styles
Evans, Lisa; Thornton, Bill; Usinger, Janet – NASSP Bulletin, 2012
A firm grounding in change theory can provide educational leaders with an opportunity to orchestrate meaningful organizational improvements. This article provides an opportunity for practicing leaders to review four major theories of organizational change--continuous improvement, two approaches to organizational learning, and appreciative inquiry.…
Descriptors: Organizational Change, Educational Change, Instructional Leadership, Principals
Williams, Jacob; Pazey, Barbara; Fall, Anna Mária; Yates, James R.; Roberts, Garrett J. – NASSP Bulletin, 2015
The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…
Descriptors: Disabilities, Factor Analysis, Correlation, Administrator Attitudes
Hallam, Pamela R.; Chou, Po Nien; Hite, Julie M.; Hite, Steven J. – NASSP Bulletin, 2012
Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a…
Descriptors: Beginning Teachers, Elementary School Teachers, Teacher Persistence, Research Methodology
Freeburg, Beth W.; Workman, Jane E.; Arnett, Sally E.; Robinson, Joyce R. – NASSP Bulletin, 2011
The research question was "What dress norms and related rationales are found in teacher dress policies?" Data were 102 school employee handbooks. Eighty-two handbooks (80.4%) provided one or more rationale, most frequently being "To project a positive image in the community" (n = 56). Dress norms, categorized as broad and itemized, were determined…
Descriptors: Dress Codes, School Personnel, Faculty, Behavior Standards
Treviño, Anna; Hite, Julie M.; Hallam, Pamela R.; Ferrin, Scott E. – NASSP Bulletin, 2014
This qualitative study examines the perspectives of high school-and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured interviews, this study identified themes regarding the…
Descriptors: Qualitative Research, Teaching (Occupation), Hispanic American Students, Career Choice
Madhlangobe, Lewis; Gordon, Stephen P. – NASSP Bulletin, 2012
This study describes how a culturally responsive school leader promoted equity in a racially and linguistically diverse school. The authors shadowed Faith, an assistant principal, and did follow-up interviews with her after each day of shadowing. They observed teachers in their classrooms, conducted multiple interviews with teachers and parents,…
Descriptors: Caring, Leadership, Assistant Principals, Teacher Attitudes
Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel – NASSP Bulletin, 2011
The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…
Descriptors: Socioeconomic Status, Advanced Placement, Structural Equation Models, Academic Achievement
Williams, Rhonda L.; Wehrman, Joseph D. – NASSP Bulletin, 2010
Student confidentiality can create challenges for both school counselors and administrators. The article addresses historical and ethical issues surrounding confidentiality in schools as well as methods of working toward collaboration. Developing an understanding of one another's ethical, legal, and professional responsibilities can lead to a…
Descriptors: Confidentiality, Cooperation, Counselor Client Relationship, School Counselors
Hollingshead, Barbara – NASSP Bulletin, 2009
Hall and Hord's (2005) concerns-based adoption model (CBAM) served as the framework to study a districtwide implementation of Rachel's Challenge in Rockwall, Texas. This article describes CBAM principles and strategies that were used to increase awareness of the change process during the first year of implementing the character education program.…
Descriptors: Program Implementation, Values Education, Educational Change, Barriers
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