This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and…

The aim of this research is to examine the roles and competencies of school principals working in project schools in terms of accountability, based on the views of school principals. This is a qualitative research which is based on the phenomenology design. The working group is chosen among the most well-known project schools in Istanbul using the…

The current study aimed to examine the perceptions of principals on aspects of the ecological school culture that contribute to novice teachers' retention. Narratives of 16 Israeli middle-schools and high schools principals were analyzed based on the social-ecological model. This model considers the different environments related to the…

The purpose of this study was to discover school administrators' principals' instructional feedback during their supervision tasks regarding classroom observation. The research was carried out with a qualitative research design and a semi-structured interview technique was administered to collect the data. The data were analyzed with content…

This case study explored leadership behaviors that are perceived to have significant impact in the integration of technology at the secondary level in a Southwest Kansas school district. The study focused on the identification of leadership methods in the supervision, management, and evaluation of effectively integrating educational technology…

Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences.The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general…

Instructional leadership efforts are complicated when leaders and teachers do not share areas of expertise. Leaders work to bridge this divide through a number of approaches, such as collaboration with specialist personnel and the development of leadership content knowledge (LCK). The purpose of this study was to explore the organizational factors…

School principals are agents of change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures required. In Québec, where "results-based management" (RBM) is encouraged, the "professional learning community" (PLC)…

The call for a more collective approach to school leadership motivated the present study. The proposed model examined the mediating role of school management team (SMT) effectiveness in the relationship of SMT characteristics of goal interdependence (the extent to which a shared goal requiring cooperation is present) and functional heterogeneity…

Six questions that instructional supervisors have been faced with and had to respond to during the COVID-19 crisis include: (a) How do we support teachers in the transition from face-to-face to virtual classes and meetings; (b) How do we focus on addressing the needs of teachers while engaged in remote or online learning; (c) How do we maintain…

This study assessed the influence of school heads' direct supervision on teacher role performance in public senior high schools. The study adopted the embedded mixed methods design. Slovin's formula, the proportional allocation method, and simple random and purposive sampling were used to select a sample of 617 respondents comprising 295 teachers,…

With the literature and many schools and school districts advocating for enhanced communication and engagement with parents, families, and the community at large, it is advisable that school-level administrators consider the manner in which they engage the non-instructional employees who serve their schools. This dissertation explores the dominant…

Beginning with the 2015-2016 academic year in Turkey, school principals were given the responsibility of instructional supervisory authority. The purpose of this study is to reveal the level of instructional supervision exhibited by the school principals according to the perceptions of teachers and to examine these perceptions in terms of various…

The purpose of this qualitative study is to understand how school principals perceive their supervisors' feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case-study design…

School principals are responsible for supervising STEM teachers, yet many principals did not teach in the STEM fields and have limited training in STEM content, process and practice. This presents a challenge for principals when they observe STEM classrooms and provide feedback to teachers. In this paper the authors describe a study about…