Emirates Teachers' Perception Of Their School Principals' Instructional Effectiveness (Research Paper Sample)

Emirates teachers’ perception of their school principals’ instructional effectiveness
Submitted to Emirates College for Advanced Education and Dr. Sheree on behalf of the faculty of the Education and Graduate Studies in partial fulfilment of the degree requirements for Master in Education
2015-2016
Abstract
This research examines the Emirates teachers’ perception of their school principals’ instructional effectiveness. A research interview questions was administered alongside a teachers answers to evaluate the school principals’ performance from the perspective of the school teachers that they lead. Different individual leaders have different styles of executing leadership tasks in educational administration. The overall responsibility of imparting education on the students rests on the school head. During the delivery of their mandate, they have to interact with the school teachers who implement the initiatives that they set. The quality and content of such interactions shape the eventual perception that teachers build on their school principal’s transformational leadership ability. This is a qualitative research study of Emirates teachers’ perception on their school principals’ instructional effectiveness. The research study will consider the implemented strategies from the data collection, which will collect through qualitative tools such as interviews, and analysis data.
Acknowledgement
Many individuals played a significant role in the preparation of this project and though it is not possible to mention all of them, several deserve particular mention. The professor for the department of Education who worked tirelessly from time to time to ensure that my paper is up to standard, my able classmate and friend Mr. Geoffrey who kept on toiling together with me and encouraging me in times that I almost lost hope in the project, their support kept me going. I am grateful to my advisor Dr. Sheree, whose guidance, encouragement and support helped me to compile the report. I cannot also forget the support of my classmates who also were of great importance to me.
Contents
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Abstract  PAGEREF _Toc469210346 \h
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Contents  PAGEREF _Toc469210347 \h
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CHAPTER ONE: INTRODUCTION  PAGEREF _Toc469210348 \h
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Focus of the Study  PAGEREF _Toc469210349 \h
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Problem Statement  PAGEREF _Toc469210350 \h
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Research Questions  PAGEREF _Toc469210351 \h
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Purpose of the Study  PAGEREF _Toc469210352 \h
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Theoretical/ Conceptual Framework  PAGEREF _Toc469210353 \h
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Limitation of the Study  PAGEREF _Toc469210354 \h
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Keys Terms  PAGEREF _Toc469210355 \h
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Significance of the Study  PAGEREF _Toc469210356 \h
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CHAPTER TWO: LITERATURE REVIEW  PAGEREF _Toc469210357 \h
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Teachers’ role  PAGEREF _Toc469210358 \h
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Principals’ Roles  PAGEREF _Toc469210359 \h
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Teachers’-Principals’ Relation  PAGEREF _Toc469210360 \h
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CHAPTER THREE: METHODOLOGY  PAGEREF _Toc469210361 \h
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Philosophical Framework and Research Approach  PAGEREF _Toc469210362 \h
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Research Design  PAGEREF _Toc469210363 \h
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Sample of the study and Sample Procedures  PAGEREF _Toc469210364 \h
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Data Collection  PAGEREF _Toc469210365 \h
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Data Analysis  PAGEREF _Toc469210366 \h
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CHAPTER FOUR: FINDINGS  PAGEREF _Toc469210367 \h
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Introduction  PAGEREF _Toc469210368 \h
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Teaching and Learning  PAGEREF _Toc469210369 \h
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Effective Feedback  PAGEREF _Toc469210370 \h
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Teacher Choice  PAGEREF _Toc469210371 \h
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Collaboration with Teachers  PAGEREF _Toc469210372 \h
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Faculty Meetings  PAGEREF _Toc469210373 \h
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High Level of Knowledge (Principal)  PAGEREF _Toc469210374 \h
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Constructive Feedback  PAGEREF _Toc469210375 \h
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Types of Strategies  PAGEREF _Toc469210376 \h
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Motivation  PAGEREF _Toc469210377 \h
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Resources  PAGEREF _Toc469210378 \h
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Principal provides  PAGEREF _Toc469210379 \h
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CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS  PAGEREF _Toc469210380 \h
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5.1. Research Questions and methodology  PAGEREF _Toc469210381 \h
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5.2. Purpose of the study  PAGEREF _Toc469210382 \h
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5.3 The Methodology used  PAGEREF _Toc469210383 \h
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5.5. Summary of Findings  PAGEREF _Toc469210384 \h
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5.5.1. Effective Feedback  PAGEREF _Toc469210385 \h
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5.5.2 Teacher Choice  PAGEREF _Toc469210386 \h
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5.5.3 Level of collaboration between the school head and the teaching staff  PAGEREF _Toc469210387 \h
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5.5.4 The essence of faculty meeting  PAGEREF _Toc469210388 \h
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5.5.5 Resources  PAGEREF _Toc469210389 \h
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5.6 Limitations of the study  PAGEREF _Toc469210390 \h
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5.8 Recommendations  PAGEREF _Toc469210391 \h
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References  PAGEREF _Toc469210392 \h
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APPENDIX  PAGEREF _Toc469210393 \h
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Informed Consent Form  PAGEREF _Toc469210394 \h
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Voluntary Participation  PAGEREF _Toc469210395 \h
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Risks and Benefits  PAGEREF _Toc469210396 \h
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Confidentiality, Anonymity and Data Protection  PAGEREF _Toc469210397 \h
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Contacts and Questions  PAGEREF _Toc469210398 \h
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Participant’s statement:  PAGEREF _Toc469210399 \h
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Investigator’s Statement:  PAGEREF _Toc469210400 \h
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Appendix B  PAGEREF _Toc469210401 \h
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Interview questions  PAGEREF _Toc469210402 \h
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CHAPTER ONE: INTRODUCTION
Focus of the Study
The school principal is the organisational head of a school. He or she is charged with the responsibility of leading the teaching staff to deliver their mandate. This task is often achieved after a great deal of interaction with the teachers who directly deliver academic content to the students. The school principal has a critical leadership role to play in ensuring the school attains its set goals. One may define leadership as the initiatives taken to influence the actions of an organisation in order to achieve the established goals. Different individual leaders have different styles of executing leadership tasks in educational administration. The overall responsibility of imparting education on the students rests on the school head. Some leadership tasks that school principals may perform include planning, coordinating, organising, controlling and directing the human personnel in the school setting to achieve education goals. Given the diversity of individual school principals, they often take different approaches towards providing school leadership. Many factors may influence the level of leadership effectiveness demonstrated by the school principal. They include external factors such as the level of access to school funding and applicable state policies that a school falls. It is important to understand the impact of policy and financing in determining the levels of professional development for school principals.
Other critical factors include the specific leadership skill set that an individual school principal possesses. This aspect is determined by an individual’s university education and the leadership programs attended, such as conferences, mentorship programs, in-service learning, and collaborative research. The content of the leadership programs need to be strong enough to give some level of intellectual challenge to the school principals. Amidst this, the effectiveness of the principal’s instruction can be evaluated majorly on the perception of the students, teachers and other stake holders who may have been involved at some extent to the school’s management. This paper focuses on the perception of teachers in Emirates College of Advance Education concerning the effectiveness of their principal’s instructional effectiveness.
Problem Statement
The key determinants ...