School of Education

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https://hdl.handle.net/10474/1823

The School of Education is designed to provide an excellent education and exemplify the high quality of service that tomorrow’s educators and community leaders will need to help their communities.

In these collections, researchers, students, and the curious can learn from the school's research and intellectual output.

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Browsing School of Education by Subject "administration"

Now showing 1 - 2 of 2
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    Loneliness and perceived social support in the workplace of the school principal
    (Southern New Hampshire University, 2016) Greene, Nathaniel T.; Kanyongo, Gibbs; Patusky, Lorraine; Moehle, Matt
    In their role as organizational leader, school principals may confront issues of professional isolation that can lead to feelings of loneliness. The purpose of this study was to determine if principals’ perceptions of social support were predictive of levels of loneliness. Using a survey instrument, data were collected to determine participants’ perception of social support and level of loneliness. Data analysis determined that perceived social support acted as a moderate, negative predictor of loneliness. Further analysis identified perceived support from teachers as being a stronger predictor than perceived support from either superintendents or other principals. The discussion concludes with the possibility for greater appraisal support for principals in the form of constructive performance feedback. Recommendations for further research are given. (Author abstract)
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    School climate and leadership: levers for school improvement efforts
    (Southern New Hampshire University, 2015) Costa, Lois Britt; Ford, Margaret; McQuillan, Mark; Tracy, Lyonel
    This qualitative study considers which aspects of school climate support or inhibit student achievement as each aspect relates to school leadership and school reform efforts. Due to the increased responsibility and accountability which schools face during these challenging times, school climate and the role of the school principal formed the basis of this study. It is important to determine what successful schools are doing in order to address student achievement gaps. This will help to inform practices and serve as models for others as school leaders consider school climate as it relates to student achievement. Interviews, surveys, and a collection of documents from three designated Schools of Excellence were used to triangulate data and bring understanding to these complex research areas. Fullan’s (2014) Three Keys of Leadership and the National School Climate Framework (2009) were the two theoretical frameworks that served as the lenses for looking at school climate and leadership. It is with great hope that these Schools of Excellence will provide our schools and leaders with insight about which levers will lead to increased student achievement. (Author abstract)