Teacher Perception on Principal Instructional Effectiveness (Research Paper Sample)

I have adhered to University policy regarding academic honesty in completing this assignment
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 supervisor professor XXX, 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
 TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc468623387"
Abstract  PAGEREF _Toc468623387 \h
2
 HYPERLINK \l "_Toc468623388"
CHAPTER ONE: INTRODUCTION  PAGEREF _Toc468623388 \h
8
 HYPERLINK \l "_Toc468623389"
Focus of the Study  PAGEREF _Toc468623389 \h
8
 HYPERLINK \l "_Toc468623390"
Problem Statement  PAGEREF _Toc468623390 \h
9
 HYPERLINK \l "_Toc468623391"
Research Questions  PAGEREF _Toc468623391 \h
10
 HYPERLINK \l "_Toc468623392"
Purpose of the Study  PAGEREF _Toc468623392 \h
11
 HYPERLINK \l "_Toc468623393"
Theoretical/ Conceptual Framework  PAGEREF _Toc468623393 \h
11
 HYPERLINK \l "_Toc468623394"
Limitation of the Study  PAGEREF _Toc468623394 \h
12
 HYPERLINK \l "_Toc468623395"
Keys Terms  PAGEREF _Toc468623395 \h
12
 HYPERLINK \l "_Toc468623396"
Significance of the Study  PAGEREF _Toc468623396 \h
13
 HYPERLINK \l "_Toc468623397"
CHAPTER TWO: LITERATURE REVIEW  PAGEREF _Toc468623397 \h
14
 HYPERLINK \l "_Toc468623398"
Teachers’ role  PAGEREF _Toc468623398 \h
14
 HYPERLINK \l "_Toc468623399"
Principals’ Roles  PAGEREF _Toc468623399 \h
15
 HYPERLINK \l "_Toc468623400"
Teachers’-Principals’ Relation  PAGEREF _Toc468623400 \h
19
 HYPERLINK \l "_Toc468623401"
CHAPTER THREE: METHODOLOGY  PAGEREF _Toc468623401 \h
20
 HYPERLINK \l "_Toc468623402"
Philosophical Framework and Research Approach  PAGEREF _Toc468623402 \h
20
 HYPERLINK \l "_Toc468623403"
Research Design  PAGEREF _Toc468623403 \h
21
 HYPERLINK \l "_Toc468623404"
Sample of the study and Sample Procedures  PAGEREF _Toc468623404 \h
21
 HYPERLINK \l "_Toc468623405"
Data Collection  PAGEREF _Toc468623405 \h
22
 HYPERLINK \l "_Toc468623406"
Data Analysis  PAGEREF _Toc468623406 \h
23
 HYPERLINK \l "_Toc468623407"
CHAPTER FOUR: FINDINGS  PAGEREF _Toc468623407 \h
25
 HYPERLINK \l "_Toc468623408"
Introduction  PAGEREF _Toc468623408 \h
25
 HYPERLINK \l "_Toc468623409"
Teaching and Learning  PAGEREF _Toc468623409 \h
28
 HYPERLINK \l "_Toc468623410"
a) Effective Feedback  PAGEREF _Toc468623410 \h
28
 HYPERLINK \l "_Toc468623411"
Improvement of your Teaching and Learning  PAGEREF _Toc468623411 \h
28
 HYPERLINK \l "_Toc468623412"
Communication  PAGEREF _Toc468623412 \h
30
 HYPERLINK \l "_Toc468623413"
School Work Environment  PAGEREF _Toc468623413 \h
31
 HYPERLINK \l "_Toc468623414"
b) Teacher Choice  PAGEREF _Toc468623414 \h
32
 HYPERLINK \l "_Toc468623415"
c) Collaboration with Teachers  PAGEREF _Toc468623415 \h
33
 HYPERLINK \l "_Toc468623416"
Social Activities  PAGEREF _Toc468623416 \h
33
 HYPERLINK \l "_Toc468623417"
Teacher Effectiveness  PAGEREF _Toc468623417 \h
33
 HYPERLINK \l "_Toc468623418"
d) Faculty Meetings  PAGEREF _Toc468623418 \h
34
 HYPERLINK \l "_Toc468623419"
Concerns  PAGEREF _Toc468623419 \h
34
 HYPERLINK \l "_Toc468623420"
High Level of Knowledge (Principal)  PAGEREF _Toc468623420 \h
35
 HYPERLINK \l "_Toc468623421"
a) Constructive Feedback  PAGEREF _Toc468623421 \h
35
 HYPERLINK \l "_Toc468623422"
Methods Used  PAGEREF _Toc468623422 \h
35
 HYPERLINK \l "_Toc468623423"
b) Types of Strategies  PAGEREF _Toc468623423 \h
36
 HYPERLINK \l "_Toc468623424"
Training  PAGEREF _Toc468623424 \h
36
 HYPERLINK \l "_Toc468623425"
Highly Effective in Classroom  PAGEREF _Toc468623425 \h
37
 HYPERLINK \l "_Toc468623426"
Students  PAGEREF _Toc468623426 \h
37
 HYPERLINK \l "_Toc468623427"
Teachers  PAGEREF _Toc468623427 \h
38
 HYPERLINK \l "_Toc468623428"
c) Motivation  PAGEREF _Toc468623428 \h
38
 HYPERLINK \l "_Toc468623429"
Encouraging and Helpful  PAGEREF _Toc468623429 \h
38
 HYPERLINK \l "_Toc468623430"
Discourage  PAGEREF _Toc468623430 \h
39
 HYPERLINK \l "_Toc468623431"
Student Engagement  PAGEREF _Toc468623431 \h
39
 HYPERLINK \l "_Toc468623432"
Rewards  PAGEREF _Toc468623432 \h
40
 HYPERLINK \l "_Toc468623433"
Resources  PAGEREF _Toc468623433 \h
43
 HYPERLINK \l "_Toc468623434"
a) Principal provides  PAGEREF _Toc468623434 \h
43
 HYPERLINK \l "_Toc468623435"
Effective of strategies in teaching and learning  PAGEREF _Toc468623435 \h
43
 HYPERLINK \l "_Toc468623436"
Professional Development  PAGEREF _Toc468623436 \h
43
 HYPERLINK \l "_Toc468623437"
Mentoring  PAGEREF _Toc468623437 \h
44
 HYPERLINK \l "_Toc468623438"
b) Resources  PAGEREF _Toc468623438 \h
45
 HYPERLINK \l "_Toc468623439"
Lack of Resources  PAGEREF _Toc468623439 \h
45
 HYPERLINK \l "_Toc468623440"
References  PAGEREF _Toc468623440 \h
47
 HYPERLINK \l "_Toc468623441"
APPENDIX  PAGEREF _Toc468623441 \h
52
 HYPERLINK \l "_Toc468623442"
Informed Consent Form  PAGEREF _Toc468623442 \h
52
 HYPERLINK \l "_Toc468623443"
Voluntary Participation  PAGEREF _Toc468623443 \h
53
 HYPERLINK \l "_Toc468623444"
Risks and Benefits  PAGEREF _Toc468623444 \h
53
 HYPERLINK \l "_Toc468623445"
Confidentiality, Anonymity and Data Protection  PAGEREF _Toc468623445 \h
53
 HYPERLINK \l "_Toc468623446"
Contacts and Questions  PAGEREF _Toc468623446 \h
54
 HYPERLINK \l "_Toc468623447"
Participant’s statement:  PAGEREF _Toc468623447 \h
54
 HYPERLINK \l "_Toc468623448"
Investigator’s Statement:  PAGEREF _Toc468623448 \h
55
 HYPERLINK \l "_Toc468623449"
Appendix B  PAGEREF _Toc468623449 \h
56
 HYPERLINK \l "_Toc468623450"
Interview questions  PAGEREF _Toc468623450 \h
56

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 skillset 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 th...