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Academic Journal

Exploring the Leadership Practices of Elementary School Principals through a Distributed Leadership Framework: A Case Study

Subjects: Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Elementary Schools, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Principals, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Case Studies, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Leadership Styles, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Urban Schools, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Ethnography, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Administrator Attitudes, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Educational Improvement, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, School Administration, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Instructional Leadership, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Instructional Improvement, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Professional Isolation, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Teacher Collaboration, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Teacher Administrator Relationship, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Teaching Methods, Elementary Schools, Principals, Case Studies, Leadership Styles, Urban Schools, Ethnography, Administrator Attitudes, Educational Improvement, School Administration, Instructional Leadership, Instructional Improvement, Professional Isolation, Teacher Collaboration, Teacher Administrator Relationship, Teaching Methods, Dialogs (Language)California

  • Source: Educational Leadership and Administration: Teaching and Program Development, v30 p83-103 Mar 2019. 21 pp.

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Academic Journal

Investigation of Mentorship Process and Programs for Professional Development of School Principals in the U.S.A.: The Case of Georgia

Subjects: Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Mentors, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Administrator Education, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Trust (Psychology), Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Principals, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Program Descriptions, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Middle Schools, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Telecommunications, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Faculty Development, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, School Visitation, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Administrator Attitudes, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Beginning Principals, Mentors, Administrator Education, Trust (Psychology), Principals, Program Descriptions, Middle Schools, Telecommunications, Faculty Development, School Visitation, Administrator Attitudes, Beginning Principals, Elementary SchoolsGeorgia

  • Source: International Journal of Educational Leadership and Management, v7 n1 p2-41 Jan 2019. 40 pp.

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Academic Journal

The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals

Subjects: Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Foreign Countries, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Principals, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Secondary Education, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Administrator Attitudes, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Gender Differences, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, School Buildings, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Educational Equipment, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Secondary School Students, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Secondary School Teachers, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Secondary School Curriculum, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Supervision, Foreign Countries, Principals, Secondary Education, Administrator Attitudes, Gender Differences, School Buildings, Educational Equipment, Secondary School Students, Secondary School Teachers, Secondary School Curriculum, Supervision, Secondary SchoolsJordan

  • Source: International Education Studies, v12 n2 p19-24 2019. 6 pp.

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Academic Journal

Principals' Personnel Characteristic Skills: A Predictor of Teachers' Classroom Management in Ekiti State Secondary School

Subjects: Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Principals, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Administrator Characteristics, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Personality Traits, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Classroom Techniques, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Secondary School Teachers, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Teacher Attitudes, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Administrator Attitudes, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Scores, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Decision Making, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Supervision, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Interpersonal Competence, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Communication Skills, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Predictor Variables, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Teacher Administrator Relationship, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Administrator Education, Principals, Administrator Characteristics, Personality Traits, Classroom Techniques, Secondary School Teachers, Teacher Attitudes, Administrator Attitudes, Scores, Decision Making, Supervision, Interpersonal Competence, Communication Skills, Predictor Variables, Teacher Administrator Relationship, Administrator Education, Foreign CountriesNigeria

  • Source: International Journal of Educational Leadership and Management, v7 n1 p72-103 Jan 2019. 32 pp.

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Academic Journal

Leading and Teaching with Technology: School Principals' Perspective

Subjects: Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Foreign Countries, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, High Schools, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Grade 9, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Grade 10, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Grade 11, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Grade 12, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Educational Technology, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Technology Integration, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Leadership Role, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Technology Uses in Education, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Principals, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Administrator Attitudes, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Social Media, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Faculty Development, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Instructional Leadership, Foreign Countries, High Schools, Grade 9, Grade 10, Grade 11, Grade 12, Educational Technology, Technology Integration, Leadership Role, Technology Uses in Education, Principals, Administrator Attitudes, Social Media, Faculty Development, Instructional Leadership, Curriculum ImplementationTurkey, Turkey, Turkey, Turkey (Istanbul)

  • Source: International Journal of Educational Leadership and Management, v7 n1 p42-71 Jan 2019. 30 pp.

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Academic Journal

Strategies for Developing the 21st Century Skills of School Principals under Loei Primary Educational Service Area Office

Subjects: Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Foreign Countries, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Principals, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Professional Development, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Administrator Qualifications, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Leadership Qualities, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, 21st Century Skills, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Skill Development, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, Experience, Foreign Countries, Principals, Professional Development, Administrator Qualifications, Leadership Qualities, 21st Century Skills, Skill Development, Experience, School SizeThailand

  • Source: Asian Journal of Education and Training, v5 n1 p198-206 2019. 9 pp.

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Academic Journal

Influence of Principals' Leadership Styles on Students' Academic Performance in Secondary Schools in Awendo Sub-County, Kenya

Subjects: Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Foreign Countries, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Correlation, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Leadership Styles, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Principals, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Academic Achievement, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Geographic Regions, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Democracy, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Secondary School Students, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Secondary School Teachers, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Student Attitudes, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Teacher Attitudes, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Administrator Attitudes, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Instructional Leadership, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Content Validity, Foreign Countries, Correlation, Leadership Styles, Principals, Academic Achievement, Geographic Regions, Democracy, Secondary School Students, Secondary School Teachers, Student Attitudes, Teacher Attitudes, Administrator Attitudes, Instructional Leadership, Content Validity, Rating ScalesKenya

  • Source: African Educational Research Journal, v7 n1 p22-28 Jan 2019. 7 pp.

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Jump-Starting Instructional Transformation for Rapid School Improvement: A Guide for Principals. The Center on School Turnaround Four Domains Series

Subjects: Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Principals, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Transformative Learning, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Faculty Development, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Instructional Leadership, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Teacher Collaboration, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Administrator Role, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Teamwork, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Educational Quality, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Barriers, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Educational Change, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Educational Improvement, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Change Strategies, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Trust (Psychology), Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Time, Principals, Transformative Learning, Faculty Development, Instructional Leadership, Teacher Collaboration, Administrator Role, Teamwork, Educational Quality, Barriers, Educational Change, Educational Improvement, Change Strategies, Trust (Psychology), Time, Teacher Improvement

  • Source: Center on School Turnaround at WestEd. 89 pp.

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