This study ascertained the principals management support practices to promote teachers instructional improvement for sustainable development in secondary education in Anambra State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey design. The study was conducted in the six…

This paper discusses the problems associated with identifying incompetent teachers and it examines the lack of effort in defining incompetence and the corresponding absence of imagination in prescribing desirable traits in instruction. Described is the Teaching Competence Project, a 2-year research project undertaken in England that studied the…

This keynote address by a school principal examines the importance of retaining the best teachers in order to maintain a high quality of education. This means keeping teachers happy and motivated, since they are the crucial part of most solutions to challenges. Principals expect teachers to be loyal to the school and staff; to be peak performers…

This paper describes part of a Teaching Competence Project in which a national sample of head teachers (principals) in England supplied information about their experiences with incompetent instructors. The information was gained through interviews and questionnaires, which focused on the head teachers' experiences and roles in dealing with…

This study compared the perceptions of school principals with those of novice teachers regarding beginning teacher competencies. Participants were elementary school principals from Hong Kong and recent graduates from the Hong Kong Institute of Education. Surveys of the two groups indicated that, in general, school principals were satisfied with…

The University of Washington Student Teacher Assessment System has identified 11 skills as necessary for effective teaching. This study examined the relative importance of these skills by surveying 234 elementary/secondary teachers, principals, and student teacher supervisors. The respondents were asked to group the most and the least important of…

As one aspect of the project on expected student achievement of the Kentucky Career Ladder Plan, teacher participants (N=26) were interviewed about their perceptions of the issues surrounding the use of student achievement data in teacher evaluation. Perceptions of students (N=59), parents (N=23), and principals (N=22) were also obtained through…

This paper describes Austin College's (Texas) participation in the Benchmark Project, a collaborative followup study of teacher education graduates and their principals, focusing on the second round of data collection. The Benchmark Project was a collaboration of 11 teacher preparation programs that gathered and analyzed data comparing graduates…

A statutory requirement that Georgia revise its beginning teacher certification process to reflect on-the-job performance rather than work performed in college was enacted in 1973 as part of the Adequate Program for Education in Georgia (APEG). Following a statewide survey, 33 teacher competency statements were accepted for incorporation into five…

This study involved the assessment of classroom teachers' standardized and mastery program testing needs and proficiencies by a random sample of Ohio principals and supervisors (N=586). A total of 229 supervisors, 313 building principals, and 44 individuals in related supervisory roles was used. The findings from the investigation support the…

The purposes of this study were to provide an appraisal of preservice teacher education programs by Utah teachers and administrators, and to determine the extent to which public school teachers had been educated in six areas considered for possible certification by the Utah State Board of Education: (1) handling classroom discipline; (2) working…

This study examined the efficacy of Techniques of Responsive Intervention to Validate Effective Teaching (TRIVET) as a model for training administrators and teachers to provide instructional leadership through effective classroom appraisal. The study dealt with the first of a multi-step process to have principals and teachers impact what happens…

This qualitative study examined the nature of teacher leadership as it was perceived by 12 inservice elementary school teachers. Data collection involved in-depth, semi-structured interviews with the teachers. Interviews were audio-recorded and transcribed for analysis. Results indicated that half of the respondents were unfamiliar with the term…

A preliminary study was conducted of the University of Southern California Metropolitan Teacher Education Program, a 5-year program designed to ensure a "tight connection" with the metropolitan schools in the area, with emphasis on the development of professional collegial "teams" of master teachers in inner city schools,…

The level of agreement among principals and teachers concerning the certification competencies needed by beginning teachers was studied, and an effort was made to determine the level of preparation or experience at which the competencies are mastered. Twenty-seven principals, 27 elementary school teachers, and 5 secondary school teachers from…