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You searched for subject:( Vice principal). Showing records 1 – 11 of 11 total matches.

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University of Western Ontario

1. Lim, Louis. Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals.

Degree: 2016, University of Western Ontario

 This dissertation explores how secondary principals understand and negotiate the secondary vice-principal role. The principal assigns vice-principal duties so there is no standard description for… (more)

Subjects/Keywords: principal; vice-principal; role; work; duties; responsibilities; Educational Leadership

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APA (6th Edition):

Lim, L. (2016). Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lim, Louis. “Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals.” 2016. Thesis, University of Western Ontario. Accessed November 29, 2020. https://ir.lib.uwo.ca/etd/4039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lim, Louis. “Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals.” 2016. Web. 29 Nov 2020.

Vancouver:

Lim L. Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Nov 29]. Available from: https://ir.lib.uwo.ca/etd/4039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lim L. Understanding and Negotiating the Secondary Vice-Principal Role: Perspectives of Secondary Principals. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

2. Montanari, Gino. The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice.

Degree: PhD, 2014, University of Toronto

 Education is a field that experiences a number of policy initiatives and changes all in an effort to improve the system. The success of these… (more)

Subjects/Keywords: Change Process; Educational Change; Leadership; Policy Implementation; Principal; Vice-Principal; 0449

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APA (6th Edition):

Montanari, G. (2014). The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68435

Chicago Manual of Style (16th Edition):

Montanari, Gino. “The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice.” 2014. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/68435.

MLA Handbook (7th Edition):

Montanari, Gino. “The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice.” 2014. Web. 29 Nov 2020.

Vancouver:

Montanari G. The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/68435.

Council of Science Editors:

Montanari G. The Ontario Leadership Framework for Catholic Principals and Vice-Principals: Purpose versus Practice. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68435


University of Toronto

3. Swain, Gary Joseph. Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy.

Degree: 2016, University of Toronto

This study examines the potentially critical role elementary school principals play in the leadership development of their vice-principals. A growing body of research supports the… (more)

Subjects/Keywords: Leadership Practices; Principal; Self-efficacy; Vice-principal; 0449

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APA (6th Edition):

Swain, G. J. (2016). Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73212

Chicago Manual of Style (16th Edition):

Swain, Gary Joseph. “Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy.” 2016. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/73212.

MLA Handbook (7th Edition):

Swain, Gary Joseph. “Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy.” 2016. Web. 29 Nov 2020.

Vancouver:

Swain GJ. Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/73212.

Council of Science Editors:

Swain GJ. Duties as Assigned: How Principals' Leadership Practices Influence their Vice-principals' Leadership Self-efficacy. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73212


University of Toronto

4. Williamson, Richard. Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning.

Degree: 2011, University of Toronto

The purpose of this research was to learn about how coaching serves as a form of professional learning for newly-appointed vice-principals. This study is intended… (more)

Subjects/Keywords: leadership; vice-principal; coaching; professional learning; elementary; 0514

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APA (6th Edition):

Williamson, R. (2011). Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31972

Chicago Manual of Style (16th Edition):

Williamson, Richard. “Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning.” 2011. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/31972.

MLA Handbook (7th Edition):

Williamson, Richard. “Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning.” 2011. Web. 29 Nov 2020.

Vancouver:

Williamson R. Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/31972.

Council of Science Editors:

Williamson R. Leadership Supports for First-time Vice-principals: Coaching as a Form of Professional Learning. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31972


Liberty University

5. Burwell, Terry W. Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals.

Degree: 2017, Liberty University

 Succession planning, leadership development, effective instructional methods, and successful mentorship practices are vital to the growth of today’s school boards. Existing research shows those willing… (more)

Subjects/Keywords: Instructional Leadership; Leadership Development; Mentoring; Self-Efficacy; Succession Planning; Vice-Principal; Education; Educational Leadership

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APA (6th Edition):

Burwell, T. W. (2017). Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1555

Chicago Manual of Style (16th Edition):

Burwell, Terry W. “Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals.” 2017. Doctoral Dissertation, Liberty University. Accessed November 29, 2020. http://digitalcommons.liberty.edu/doctoral/1555.

MLA Handbook (7th Edition):

Burwell, Terry W. “Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals.” 2017. Web. 29 Nov 2020.

Vancouver:

Burwell TW. Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Nov 29]. Available from: http://digitalcommons.liberty.edu/doctoral/1555.

Council of Science Editors:

Burwell TW. Lessons Learned and Wisdom Earned: A Phenomenological Study of the Lived Mentoring Experiences of Ontario's Vice-Principals. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1555


University of Western Ontario

6. Hohner, Julie. Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools.

Degree: 2016, University of Western Ontario

 This research study investigates the experiences of classroom teachers who have transitioned into leadership roles as vice-principals in a rural school board in South-western Ontario.… (more)

Subjects/Keywords: Leadership; vice-principal; rural education; transition; recruitment and retention; Education; Educational Leadership

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APA (6th Edition):

Hohner, J. (2016). Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hohner, Julie. “Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools.” 2016. Thesis, University of Western Ontario. Accessed November 29, 2020. https://ir.lib.uwo.ca/etd/4214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hohner, Julie. “Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools.” 2016. Web. 29 Nov 2020.

Vancouver:

Hohner J. Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Nov 29]. Available from: https://ir.lib.uwo.ca/etd/4214.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hohner J. Exploring the Transition from Classroom Teacher to Vice-Principal in Rural Schools. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4214

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Saskatchewan

7. Propp, A.J. (Jim). Patterns of the psychological contract among rural Saskatchewan vice-principals.

Degree: 2004, University of Saskatchewan

 As demands on school-based administrators continue to increase, so do their responsibilities. Historically the roles and responsibilities of school principals have been clearly delineated in… (more)

Subjects/Keywords: workplace obligations; vice-principal role; psychological contract

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APA (6th Edition):

Propp, A. J. (. (2004). Patterns of the psychological contract among rural Saskatchewan vice-principals. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04262004-193355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Propp, A J (Jim). “Patterns of the psychological contract among rural Saskatchewan vice-principals.” 2004. Thesis, University of Saskatchewan. Accessed November 29, 2020. http://hdl.handle.net/10388/etd-04262004-193355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Propp, A J (Jim). “Patterns of the psychological contract among rural Saskatchewan vice-principals.” 2004. Web. 29 Nov 2020.

Vancouver:

Propp AJ(. Patterns of the psychological contract among rural Saskatchewan vice-principals. [Internet] [Thesis]. University of Saskatchewan; 2004. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10388/etd-04262004-193355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Propp AJ(. Patterns of the psychological contract among rural Saskatchewan vice-principals. [Thesis]. University of Saskatchewan; 2004. Available from: http://hdl.handle.net/10388/etd-04262004-193355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

8. Shonubi, Ololade Kazeem. How leadership and management dynamics contribute to school effectiveness .

Degree: 2012, University of Pretoria

 This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a… (more)

Subjects/Keywords: Principal; Secondary schools; School management; School effectiveness; Classroom leadership; Head of department (hod); Vice-principal; School leadership; Teacher; Student; Departmental; Classroom management; UCTD

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APA (6th Edition):

Shonubi, O. K. (2012). How leadership and management dynamics contribute to school effectiveness . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10012012-212542/

Chicago Manual of Style (16th Edition):

Shonubi, Ololade Kazeem. “How leadership and management dynamics contribute to school effectiveness .” 2012. Doctoral Dissertation, University of Pretoria. Accessed November 29, 2020. http://upetd.up.ac.za/thesis/available/etd-10012012-212542/.

MLA Handbook (7th Edition):

Shonubi, Ololade Kazeem. “How leadership and management dynamics contribute to school effectiveness .” 2012. Web. 29 Nov 2020.

Vancouver:

Shonubi OK. How leadership and management dynamics contribute to school effectiveness . [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Nov 29]. Available from: http://upetd.up.ac.za/thesis/available/etd-10012012-212542/.

Council of Science Editors:

Shonubi OK. How leadership and management dynamics contribute to school effectiveness . [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-10012012-212542/


University of Pretoria

9. Shonubi, Ololade Kazeem. How leadership and management dynamics contribute to school effectiveness.

Degree: Education Management and Policy Studies, 2012, University of Pretoria

 This study compares an effective school and ineffective school, in terms of how internal leadership and management of each school contribute its effectiveness. As a… (more)

Subjects/Keywords: Principal; Secondary schools; School management; School effectiveness; Classroom leadership; Head of department (hod); Vice-principal; School leadership; Teacher; Student; Departmental; Classroom management; UCTD

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APA (6th Edition):

Shonubi, O. K. (2012). How leadership and management dynamics contribute to school effectiveness. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28340

Chicago Manual of Style (16th Edition):

Shonubi, Ololade Kazeem. “How leadership and management dynamics contribute to school effectiveness.” 2012. Doctoral Dissertation, University of Pretoria. Accessed November 29, 2020. http://hdl.handle.net/2263/28340.

MLA Handbook (7th Edition):

Shonubi, Ololade Kazeem. “How leadership and management dynamics contribute to school effectiveness.” 2012. Web. 29 Nov 2020.

Vancouver:

Shonubi OK. How leadership and management dynamics contribute to school effectiveness. [Internet] [Doctoral dissertation]. University of Pretoria; 2012. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/2263/28340.

Council of Science Editors:

Shonubi OK. How leadership and management dynamics contribute to school effectiveness. [Doctoral Dissertation]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/28340

10. Melvin, Kim. Pursuing her initial vice-principalship: a narrative inquiry.

Degree: Educational Administration, Foundations and Psychology, 2019, University of Manitoba

 The attainment of my initial vice-principalship position was a challenge and, as a result, I was curious if other women’s experiences were similar to mine.… (more)

Subjects/Keywords: Vice-principal; Career path; Mentorship; Educational administration; Leadership; Women; Urban

…extremely curious why other women chose to pursue vice-principal positions, and I wanted to know… …vice-principal positions. In my field notes, one participant described her experience with… …vice-principal. Formal or explicit mentoring is a specific, highly structured and formalized… …leadership is the belief that the socialization of a newly appointed woman vice-principal is… …necessary to facilitate her successful transition from teacher to vice-principal (Clayton et… 

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APA (6th Edition):

Melvin, K. (2019). Pursuing her initial vice-principalship: a narrative inquiry. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34207

Chicago Manual of Style (16th Edition):

Melvin, Kim. “Pursuing her initial vice-principalship: a narrative inquiry.” 2019. Masters Thesis, University of Manitoba. Accessed November 29, 2020. http://hdl.handle.net/1993/34207.

MLA Handbook (7th Edition):

Melvin, Kim. “Pursuing her initial vice-principalship: a narrative inquiry.” 2019. Web. 29 Nov 2020.

Vancouver:

Melvin K. Pursuing her initial vice-principalship: a narrative inquiry. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1993/34207.

Council of Science Editors:

Melvin K. Pursuing her initial vice-principalship: a narrative inquiry. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34207


Université de Montréal

11. Chevrier, Jocelyne. Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire.

Degree: 2015, Université de Montréal

Subjects/Keywords: Insertion professionnelle; empowerment; Directeurs; Directeurs adjoints; Enseignement; Établissement primaire; Établissement secondaire; Développement professionnel; Renouvellement du personnel de direction; Professional induction; Empowerment; Principal; Vice-principal; Teaching; elementary school; high school; Professional development; Principal turnover; Vice-principal turnover; Education - Administration / Éducation - Administration (UMI : 0514)

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APA (6th Edition):

Chevrier, J. (2015). Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/12063

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chevrier, Jocelyne. “Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire.” 2015. Thesis, Université de Montréal. Accessed November 29, 2020. http://hdl.handle.net/1866/12063.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chevrier, Jocelyne. “Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire.” 2015. Web. 29 Nov 2020.

Vancouver:

Chevrier J. Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire. [Internet] [Thesis]. Université de Montréal; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1866/12063.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chevrier J. Relation entre le sentiment d'empowerment et l'insertion professionnelle de nouveaux directeurs et directeurs adjoint d'établissement d'enseignement primaire et secondaire. [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/12063

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.