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首页> 外文学位 >Puerto Rico school principals: Leadership perceptions and practices in schools in need of improvement.
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Puerto Rico school principals: Leadership perceptions and practices in schools in need of improvement.

机译：波多黎各学校校长：需要改进的学校的领导观念和实践。

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摘要

The phenomenon of school leadership in Puerto Rico is explored in this study, which was an examination of the perceptions and practices of 12 elementary school principals. Puerto Rico is a U.S. territory that functions within a unique political structure yet is held to the same standards as all U.S. districts. The primary method of data collection in this qualitative study was in-depth interviews. Data were analyzed according to research questions designed to elicit principals' perceptions of accountability and leadership practices they executed to improve student achievement. Principals' insights about the supports and hindrances to their work are included. Among the eight themes emerging from the study were: principals perceived accountability mandates as necessary but unfair; they prioritized clear expectations and focused on instruction to improve their schools; and they indicated that bureaucratic processes and limited resources hindered their work. Most principals, however, describe their leadership role as a vocation. Recommendations for policy and practice included the need for increased equity in resource allocation to Puerto Rico's schools and improved leadership development and support. Suggestions for future research included an analysis of educational policy development and strategies for sustaining the improvement of public education in Puerto Rico.
机译：本研究探讨了波多黎各的学校领导现象，该现象是对12名小学校长的看法和实践的检验。波多黎各是美国领土，在独特的政治结构内运作，但与美国所有地区的标准保持一致。这项定性研究的主要数据收集方法是深入访谈。根据研究问题对数据进行了分析，这些问题旨在引起校长对问责制和他们为提高学生成绩而执行的领导实践的看法。包括校长对工作支持和障碍的见解。研究中出现的八个主题包括：校长认为问责制是必要的，但不公平；他们优先考虑明确的期望，并专注于改善学校的教学；他们指出，官僚主义的过程和有限的资源阻碍了他们的工作。但是，大多数校长将其领导角色描述为一种职业。有关政策和实践的建议包括需要增加对波多黎各学校分配资源的公平性，并改善领导能力的发展和支持。对未来研究的建议包括分析教育政策的发展和维持波多黎各改善公共教育的战略。

著录项

  • 作者

    Gonzalez, Jacqueline Bocachica.;

  • 作者单位

    Fordham University.;

  • 授予单位 Fordham University.;
  • 学科 Educational administration.;Organization theory.;Educational leadership.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 181 p.
  • 总页数 181
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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