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You searched for subject:(Teacher principal relationships). Showing records 1 – 30 of 119 total matches.

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1. Sallee, Amy. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.

Degree: 2014, University of Tennessee – Chattanooga

 This mixed methods study sought to quantitatively assess any correlational relationship between the independent variable (principal-teacher relationship) and the dependent variable (teacher efficacy), and it… (more)

Subjects/Keywords: Teacher-principal relationships; Teachers  – Attitudes; School principals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sallee, A. (2014). Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/102

Chicago Manual of Style (16th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed September 20, 2019. https://scholar.utc.edu/theses/102.

MLA Handbook (7th Edition):

Sallee, Amy. “Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy.” 2014. Web. 20 Sep 2019.

Vancouver:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2014. [cited 2019 Sep 20]. Available from: https://scholar.utc.edu/theses/102.

Council of Science Editors:

Sallee A. Building meaningful relationships and enhancing teacher efficacy: a study of the quality of the leader follower relationship and its impact on teacher efficacy. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2014. Available from: https://scholar.utc.edu/theses/102


University of Victoria

2. Ammon, Robert Darwin Nigel. Active Followership: An Essential Component of the Teacher-Principal Relationship.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 Arguably, the leadership demonstrated by a school principal determines the success of an educational organization, a school. This viewpoint, grounded in literature, maintains that the… (more)

Subjects/Keywords: Leadership; Active Followership; Teacher; Principal; Relationships

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APA (6th Edition):

Ammon, R. D. N. (2013). Active Followership: An Essential Component of the Teacher-Principal Relationship. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4906

Chicago Manual of Style (16th Edition):

Ammon, Robert Darwin Nigel. “Active Followership: An Essential Component of the Teacher-Principal Relationship.” 2013. Masters Thesis, University of Victoria. Accessed September 20, 2019. http://hdl.handle.net/1828/4906.

MLA Handbook (7th Edition):

Ammon, Robert Darwin Nigel. “Active Followership: An Essential Component of the Teacher-Principal Relationship.” 2013. Web. 20 Sep 2019.

Vancouver:

Ammon RDN. Active Followership: An Essential Component of the Teacher-Principal Relationship. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1828/4906.

Council of Science Editors:

Ammon RDN. Active Followership: An Essential Component of the Teacher-Principal Relationship. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4906


University of British Columbia

3. Tyler, Janet Patricia. Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads .

Degree: 1989, University of British Columbia

 This study investigated the development of two high conceptual level (HCL) teachers in supervision conferences, by examining their responses. HCL teachers were studied because the… (more)

Subjects/Keywords: Teacher-principal relationships

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APA (6th Edition):

Tyler, J. P. (1989). Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/29858

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):

Tyler, Janet Patricia. “Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads .” 1989. Thesis, University of British Columbia. Accessed September 20, 2019. http://hdl.handle.net/2429/29858.

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

MLA Handbook (7th Edition):

Tyler, Janet Patricia. “Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads .” 1989. Web. 20 Sep 2019.

Vancouver:

Tyler JP. Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads . [Internet] [Thesis]. University of British Columbia; 1989. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2429/29858.

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

Council of Science Editors:

Tyler JP. Supervisory conferences from the teacher's perspective : a comparative analysis of teachers' interactive responses in two different dyads . [Thesis]. University of British Columbia; 1989. Available from: http://hdl.handle.net/2429/29858

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


University of Oklahoma

4. Wahnee, Robbie. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.

Degree: PhD, 2010, University of Oklahoma

 urban elementary school district participated in the online survey. Multilevel modeling was utilized to partition variance in principal trust, the dependent variable, to individual and… (more)

Subjects/Keywords: Teacher-principal relationships; School supervision; Trust

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APA (6th Edition):

Wahnee, R. (2010). THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319395

Chicago Manual of Style (16th Edition):

Wahnee, Robbie. “THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed September 20, 2019. http://hdl.handle.net/11244/319395.

MLA Handbook (7th Edition):

Wahnee, Robbie. “THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.” 2010. Web. 20 Sep 2019.

Vancouver:

Wahnee R. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/11244/319395.

Council of Science Editors:

Wahnee R. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319395


University of Oklahoma

5. Wahnee, Robbie. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.

Degree: PhD, 2010, University of Oklahoma

 urban elementary school district participated in the online survey. Multilevel modeling was utilized to partition variance in principal trust, the dependent variable, to individual and… (more)

Subjects/Keywords: Teacher-principal relationships; School supervision; Trust

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wahnee, R. (2010). THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318445

Chicago Manual of Style (16th Edition):

Wahnee, Robbie. “THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed September 20, 2019. http://hdl.handle.net/11244/318445.

MLA Handbook (7th Edition):

Wahnee, Robbie. “THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST.” 2010. Web. 20 Sep 2019.

Vancouver:

Wahnee R. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/11244/318445.

Council of Science Editors:

Wahnee R. THE EFFECT OF INSTRUCTIONAL SUPERVISION ON PRINCIPAL TRUST. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318445


Michigan State University

6. Wharton, Peter M. A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers.

Degree: PhD, Department of Higher Education and Administration, 1979, Michigan State University

Subjects/Keywords: Teacher-principal relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wharton, P. M. (1979). A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:42304

Chicago Manual of Style (16th Edition):

Wharton, Peter M. “A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers.” 1979. Doctoral Dissertation, Michigan State University. Accessed September 20, 2019. http://etd.lib.msu.edu/islandora/object/etd:42304.

MLA Handbook (7th Edition):

Wharton, Peter M. “A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers.” 1979. Web. 20 Sep 2019.

Vancouver:

Wharton PM. A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1979. [cited 2019 Sep 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:42304.

Council of Science Editors:

Wharton PM. A study of the effects of communicator style in resolving conflicts in dispute settlements that arise between administrators and teachers. [Doctoral Dissertation]. Michigan State University; 1979. Available from: http://etd.lib.msu.edu/islandora/object/etd:42304


Michigan State University

7. Aquilina, Richard Ignatius, 1946-. The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI).

Degree: PhD, Department of Elementary and Special Education, 1975, Michigan State University

Subjects/Keywords: Teacher-principal relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aquilina, Richard Ignatius, 1. (1975). The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI). (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43158

Chicago Manual of Style (16th Edition):

Aquilina, Richard Ignatius, 1946-. “The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI).” 1975. Doctoral Dissertation, Michigan State University. Accessed September 20, 2019. http://etd.lib.msu.edu/islandora/object/etd:43158.

MLA Handbook (7th Edition):

Aquilina, Richard Ignatius, 1946-. “The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI).” 1975. Web. 20 Sep 2019.

Vancouver:

Aquilina, Richard Ignatius 1. The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI). [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2019 Sep 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43158.

Council of Science Editors:

Aquilina, Richard Ignatius 1. The design, development and initial field test of the Teacher-Principal Communication Instrument (TPCI). [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:43158


East Tennessee State University

8. Watson, Tammy. Parent, Teacher, and Administrator Perceptions of School Community Relationships.

Degree: EdD (Doctor of Education), Educational Leadership, 2019, East Tennessee State University

  The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators.… (more)

Subjects/Keywords: preschool; school community relationships; communication; school climate; parent involvement; parent-teacher relationships; student-teacher relationships; student-principal relationships; parent-principal relationships; teacher-principal relationships; school culture; Educational Leadership

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APA (6th Edition):

Watson, T. (2019). Parent, Teacher, and Administrator Perceptions of School Community Relationships. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3615

Chicago Manual of Style (16th Edition):

Watson, Tammy. “Parent, Teacher, and Administrator Perceptions of School Community Relationships.” 2019. Doctoral Dissertation, East Tennessee State University. Accessed September 20, 2019. https://dc.etsu.edu/etd/3615.

MLA Handbook (7th Edition):

Watson, Tammy. “Parent, Teacher, and Administrator Perceptions of School Community Relationships.” 2019. Web. 20 Sep 2019.

Vancouver:

Watson T. Parent, Teacher, and Administrator Perceptions of School Community Relationships. [Internet] [Doctoral dissertation]. East Tennessee State University; 2019. [cited 2019 Sep 20]. Available from: https://dc.etsu.edu/etd/3615.

Council of Science Editors:

Watson T. Parent, Teacher, and Administrator Perceptions of School Community Relationships. [Doctoral Dissertation]. East Tennessee State University; 2019. Available from: https://dc.etsu.edu/etd/3615


University of Houston

9. Vick, Lonnie C. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Research by Fields (2002) concerning professional development and new administrators found that the role of assistant principal is one of the least researched and discussed… (more)

Subjects/Keywords: Assitant Principal and Leadership; Educational leadership – Texas; Teacher-principal relationships – Texas

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APA (6th Edition):

Vick, L. C. (2011). Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/280

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):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Thesis, University of Houston. Accessed September 20, 2019. http://hdl.handle.net/10657/280.

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

MLA Handbook (7th Edition):

Vick, Lonnie C. “Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership.” 2011. Web. 20 Sep 2019.

Vancouver:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10657/280.

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

Council of Science Editors:

Vick LC. Assistant Principals perceptions: knowledge, skills, and attributes for effective leadership. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/280

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


University of Alabama

10. Jones, Marlon Freddrick. An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.

Degree: 2011, University of Alabama

 The purpose of this qualitative study was to explore the relationship between the meanings teachers assign to principal-teacher interactions and school climate. Snowball sampling was… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Educational Administration; Educational leadership; principal-teacher interactions; principal-teacher relationships; school climate; school health; teacher commitment

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APA (6th Edition):

Jones, M. F. (2011). An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/34893

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):

Jones, Marlon Freddrick. “An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.” 2011. Thesis, University of Alabama. Accessed September 20, 2019. http://purl.lib.ua.edu/34893.

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

MLA Handbook (7th Edition):

Jones, Marlon Freddrick. “An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.” 2011. Web. 20 Sep 2019.

Vancouver:

Jones MF. An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. [Internet] [Thesis]. University of Alabama; 2011. [cited 2019 Sep 20]. Available from: http://purl.lib.ua.edu/34893.

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

Council of Science Editors:

Jones MF. An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/34893

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


The Ohio State University

11. Ross, Elbert Milton. The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions.

Degree: PhD, Graduate School, 1978, The Ohio State University

Subjects/Keywords: Education; Teacher-principal relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ross, E. M. (1978). The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487083152954282

Chicago Manual of Style (16th Edition):

Ross, Elbert Milton. “The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions.” 1978. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487083152954282.

MLA Handbook (7th Edition):

Ross, Elbert Milton. “The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions.” 1978. Web. 20 Sep 2019.

Vancouver:

Ross EM. The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions. [Internet] [Doctoral dissertation]. The Ohio State University; 1978. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487083152954282.

Council of Science Editors:

Ross EM. The effect of structured verbal communication on principals' and teachers' perceptions of the adequacy of instructional materials and teaching conditions. [Doctoral Dissertation]. The Ohio State University; 1978. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487083152954282


Massey University

12. Kendall-Jones, Stephen. The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools.

Degree: MEd, 2010, Massey University

 This study draws on psychoanalytical theory and research data to explore the experiences and impacts of different educational leadership approaches to improving teacher practice in… (more)

Subjects/Keywords: Principal-teacher relationships; School principals; Professional development; Mathematics teachers

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APA (6th Edition):

Kendall-Jones, S. (2010). The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2342

Chicago Manual of Style (16th Edition):

Kendall-Jones, Stephen. “The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools.” 2010. Masters Thesis, Massey University. Accessed September 20, 2019. http://hdl.handle.net/10179/2342.

MLA Handbook (7th Edition):

Kendall-Jones, Stephen. “The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools.” 2010. Web. 20 Sep 2019.

Vancouver:

Kendall-Jones S. The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools. [Internet] [Masters thesis]. Massey University; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10179/2342.

Council of Science Editors:

Kendall-Jones S. The impact of the mathematical identity of school leaders on professional development in mathematics education in NZ primary schools : a case study of two New Zealand primary sector schools. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2342


University of Johannesburg

13. Van der Merwe, Marthinus Christoffel. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

Communication being one of the most important activities of the school principal, is important for the effective functioning of the teacher evaluation… (more)

Subjects/Keywords: Communication in education; Teacher-principal relationships; Educational evaluation; Teachers - Rating of

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APA (6th Edition):

Van der Merwe, M. C. (2014). Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10757

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):

Van der Merwe, Marthinus Christoffel. “Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.” 2014. Thesis, University of Johannesburg. Accessed September 20, 2019. http://hdl.handle.net/10210/10757.

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

MLA Handbook (7th Edition):

Van der Merwe, Marthinus Christoffel. “Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering.” 2014. Web. 20 Sep 2019.

Vancouver:

Van der Merwe MC. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10210/10757.

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

Council of Science Editors:

Van der Merwe MC. Verhelderingskommunikasie aan onderwysers ten opsigte van die standaarde en kriteria vir onderwyserevaluering. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10757

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


Simon Fraser University

14. Humphreys, William. Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours.

Degree: 1977, Simon Fraser University

Subjects/Keywords: School principals.; Teacher-principal relationships.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Humphreys, W. (1977). Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/2897

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):

Humphreys, William. “Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours.” 1977. Thesis, Simon Fraser University. Accessed September 20, 2019. http://summit.sfu.ca/item/2897.

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

MLA Handbook (7th Edition):

Humphreys, William. “Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours.” 1977. Web. 20 Sep 2019.

Vancouver:

Humphreys W. Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours. [Internet] [Thesis]. Simon Fraser University; 1977. [cited 2019 Sep 20]. Available from: http://summit.sfu.ca/item/2897.

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

Council of Science Editors:

Humphreys W. Teacher expectations for the role behaviour of the elementary principal : a multivariate analysis of teacher acceptability responses to a predetermined set of hypothetical principal behaviours. [Thesis]. Simon Fraser University; 1977. Available from: http://summit.sfu.ca/item/2897

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


Northeastern University

15. Hicks, Laymon A. Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States.

Degree: EdD, School of Education, 2016, Northeastern University

 Recent evidence indicates that nearly 25,000 school principals vacate the role each year. This problem is acutely serious in urban schools and urban school districts.… (more)

Subjects/Keywords: follower influence; leader-follower relationships; LMX theory; new principals; principal-teacher relationships; relationship building

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APA (6th Edition):

Hicks, L. A. (2016). Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237574

Chicago Manual of Style (16th Edition):

Hicks, Laymon A. “Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 20, 2019. http://hdl.handle.net/2047/D20237574.

MLA Handbook (7th Edition):

Hicks, Laymon A. “Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States.” 2016. Web. 20 Sep 2019.

Vancouver:

Hicks LA. Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2047/D20237574.

Council of Science Editors:

Hicks LA. Leading in unfamiliar territory: a narrative research study exploring how newly transitioned principals describe their experiences developing relationships amongst followers in a large urban school district in the Southeast United States. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237574


University of North Carolina – Greensboro

16. Woods, Jessalyn. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.

Degree: 2016, University of North Carolina – Greensboro

 Historically, roles associated with instructional leadership in schools have been the sole responsibility of the school’s principal. Increased accountability has intensified the pressure on school… (more)

Subjects/Keywords: Teacher participation in administration; Educational leadership; Teacher-principal relationships; School improvement programs; Educational change

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Woods, J. (2016). More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394

Chicago Manual of Style (16th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

MLA Handbook (7th Edition):

Woods, Jessalyn. “More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders.” 2016. Web. 20 Sep 2019.

Vancouver:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Sep 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394.

Council of Science Editors:

Woods J. More than just a teacher: exploring multiple perspectives of how teachers serve as instructional leaders. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21394


Penn State University

17. Dodd, Thomas John. Influences on principal evaluations of teacher performance.

Degree: PhD, Educational Leadership, 2015, Penn State University

 Colorado Senate Bill 10-191, the Great Teachers and Leaders Bill (SB 191) passed in 2010 in support of the U.S. Department of Education’s Race to… (more)

Subjects/Keywords: Evaluation and accountability; teacher effectiveness; principal's role; sensemaking; principal decision-making in teacher performance; confronting poor teaching; principal-teacher relationships; perceived factors influencing principals’ evaluations of teacher; relational trust; probationary versus non-probationary; principal workload; climate and culture; principal isolation; principal autonomy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dodd, T. J. (2015). Influences on principal evaluations of teacher performance. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/26395

Chicago Manual of Style (16th Edition):

Dodd, Thomas John. “Influences on principal evaluations of teacher performance.” 2015. Doctoral Dissertation, Penn State University. Accessed September 20, 2019. https://etda.libraries.psu.edu/catalog/26395.

MLA Handbook (7th Edition):

Dodd, Thomas John. “Influences on principal evaluations of teacher performance.” 2015. Web. 20 Sep 2019.

Vancouver:

Dodd TJ. Influences on principal evaluations of teacher performance. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2019 Sep 20]. Available from: https://etda.libraries.psu.edu/catalog/26395.

Council of Science Editors:

Dodd TJ. Influences on principal evaluations of teacher performance. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/26395


University of KwaZulu-Natal

18. Somdut, Shahina. Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region.

Degree: M. Ed., Education, 2012, University of KwaZulu-Natal

 The purpose of this study was to examine the experiences of novice teachers with regard to teacher leadership. It sought to ascertain the importance of… (more)

Subjects/Keywords: Education.; First year teachers – Supervision of – KwaZulu-Natal.; Teacher-principal relationships – KwaZulu-Natal.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Somdut, S. (2012). Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9398

Chicago Manual of Style (16th Edition):

Somdut, Shahina. “Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region.” 2012. Masters Thesis, University of KwaZulu-Natal. Accessed September 20, 2019. http://hdl.handle.net/10413/9398.

MLA Handbook (7th Edition):

Somdut, Shahina. “Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region.” 2012. Web. 20 Sep 2019.

Vancouver:

Somdut S. Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10413/9398.

Council of Science Editors:

Somdut S. Novice teachers and teacher leadership : a case study of one secondary school in the KwaDukuza region. [Masters Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9398

19. Copeland, Amy Lynne. What principals and districts can do to support veteran teachers during times of mandated curriculum implementation .

Degree: 2013, California State University – San Marcos

 The purpose of this study was to examine what principals and district administrators can do to support veteran teachers during times of mandated curriculum implementation.… (more)

Subjects/Keywords: Teacher-principal relationships  – California  – San Diego County; Elementary school teachers  – California  – San Diego County

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Copeland, A. L. (2013). What principals and districts can do to support veteran teachers during times of mandated curriculum implementation . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/455

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):

Copeland, Amy Lynne. “What principals and districts can do to support veteran teachers during times of mandated curriculum implementation .” 2013. Thesis, California State University – San Marcos. Accessed September 20, 2019. http://hdl.handle.net/10211.8/455.

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

MLA Handbook (7th Edition):

Copeland, Amy Lynne. “What principals and districts can do to support veteran teachers during times of mandated curriculum implementation .” 2013. Web. 20 Sep 2019.

Vancouver:

Copeland AL. What principals and districts can do to support veteran teachers during times of mandated curriculum implementation . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10211.8/455.

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

Council of Science Editors:

Copeland AL. What principals and districts can do to support veteran teachers during times of mandated curriculum implementation . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/455

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


University of North Carolina – Greensboro

20. Miller, Richard W. A description of satisfactory principal leadership from the perspective of teachers.

Degree: 1984, University of North Carolina – Greensboro

 The purpose of this research was to develop a description of satisfactory principal leadership from the perspectives of teachers. A review of the literature defined… (more)

Subjects/Keywords: School principals; Teacher-principal relationships; Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Miller, R. W. (1984). A description of satisfactory principal leadership from the perspective of teachers. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24171

Chicago Manual of Style (16th Edition):

Miller, Richard W. “A description of satisfactory principal leadership from the perspective of teachers.” 1984. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed September 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24171.

MLA Handbook (7th Edition):

Miller, Richard W. “A description of satisfactory principal leadership from the perspective of teachers.” 1984. Web. 20 Sep 2019.

Vancouver:

Miller RW. A description of satisfactory principal leadership from the perspective of teachers. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1984. [cited 2019 Sep 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24171.

Council of Science Editors:

Miller RW. A description of satisfactory principal leadership from the perspective of teachers. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1984. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=24171


University of Johannesburg

21. Sepuru, Cecil. Management of effective teams of teachers in secondary schools.

Degree: 2014, University of Johannesburg

M.Ed.(Education Management)

The ushering in of a new education system in South Africa comes with its own challenges to educational authorities. The role that school… (more)

Subjects/Keywords: Teacher-principal relationships; School management and organization - South Africa; High schools - South Africa - Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sepuru, C. (2014). Management of effective teams of teachers in secondary schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9778

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):

Sepuru, Cecil. “Management of effective teams of teachers in secondary schools.” 2014. Thesis, University of Johannesburg. Accessed September 20, 2019. http://hdl.handle.net/10210/9778.

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

MLA Handbook (7th Edition):

Sepuru, Cecil. “Management of effective teams of teachers in secondary schools.” 2014. Web. 20 Sep 2019.

Vancouver:

Sepuru C. Management of effective teams of teachers in secondary schools. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10210/9778.

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

Council of Science Editors:

Sepuru C. Management of effective teams of teachers in secondary schools. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9778

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


University of Johannesburg

22. Pauw, Johannes Gustav. Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Management)

The aim of this research is to assess the management role of the principal of a state-aided school with regard to the… (more)

Subjects/Keywords: School principals; Special education - Personnel management; Industrial relations - South Africa; Teacher-principal relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pauw, J. G. (2014). Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10513

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):

Pauw, Johannes Gustav. “Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof.” 2014. Thesis, University of Johannesburg. Accessed September 20, 2019. http://hdl.handle.net/10210/10513.

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

MLA Handbook (7th Edition):

Pauw, Johannes Gustav. “Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof.” 2014. Web. 20 Sep 2019.

Vancouver:

Pauw JG. Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10210/10513.

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

Council of Science Editors:

Pauw JG. Arbeidsverhoudinge : 'n bestuursopgaaf vir die skoolhoof. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10513

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


University of Johannesburg

23. De Beer, Pieter Arnoldus. Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof.

Degree: 2012, University of Johannesburg

M.Ed.

This treatise, which deals with "Effective Teamwork" as an educational imperative for school principals, will hopefully serve as an information source for the school… (more)

Subjects/Keywords: Teacher-principal relationships.; School management and organization - South Africa; School administrators - Management

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APA (6th Edition):

De Beer, P. A. (2012). Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6482

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):

De Beer, Pieter Arnoldus. “Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof.” 2012. Thesis, University of Johannesburg. Accessed September 20, 2019. http://hdl.handle.net/10210/6482.

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

MLA Handbook (7th Edition):

De Beer, Pieter Arnoldus. “Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof.” 2012. Web. 20 Sep 2019.

Vancouver:

De Beer PA. Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10210/6482.

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

Council of Science Editors:

De Beer PA. Effektiewe spanwerk : 'n onderwysbestuursopgaaf vir die skoolhoof. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6482

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


University of Johannesburg

24. Kwinda, Azwifarwi Aaron. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.

Degree: 2013, University of Johannesburg

M.Ed. (Educational Leadership and Management)

The field of school leadership is currently preoccupied with the new idea of distributed leadership. Harris (2009:3) also writes that… (more)

Subjects/Keywords: School management and organization; Educational leadership; High school teachers; Teacher-principal relationships

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APA (6th Edition):

Kwinda, A. A. (2013). Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8382

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):

Kwinda, Azwifarwi Aaron. “Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.” 2013. Thesis, University of Johannesburg. Accessed September 20, 2019. http://hdl.handle.net/10210/8382.

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

MLA Handbook (7th Edition):

Kwinda, Azwifarwi Aaron. “Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province.” 2013. Web. 20 Sep 2019.

Vancouver:

Kwinda AA. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10210/8382.

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

Council of Science Editors:

Kwinda AA. Exploring teachers’ perceptions of distributed leadership practices in selected secondary schools within Gauteng Province. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8382

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


Florida State University

25. Golden, William Cecil. Human relations and principal-staff relationships.

Degree: 1953, Florida State University

The desire to make the study reported in this paper came from four recent developments in the area of human relations as they apply to… (more)

Subjects/Keywords: Teacher-principal relationships; School personnel management

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APA (6th Edition):

Golden, W. C. (1953). Human relations and principal-staff relationships. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_aku3772 ;

Chicago Manual of Style (16th Edition):

Golden, William Cecil. “Human relations and principal-staff relationships.” 1953. Masters Thesis, Florida State University. Accessed September 20, 2019. http://purl.flvc.org/fsu/fd/FSU_historic_aku3772 ;.

MLA Handbook (7th Edition):

Golden, William Cecil. “Human relations and principal-staff relationships.” 1953. Web. 20 Sep 2019.

Vancouver:

Golden WC. Human relations and principal-staff relationships. [Internet] [Masters thesis]. Florida State University; 1953. [cited 2019 Sep 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_aku3772 ;.

Council of Science Editors:

Golden WC. Human relations and principal-staff relationships. [Masters Thesis]. Florida State University; 1953. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_aku3772 ;


University of British Columbia

26. Haycock, Carol-Ann. The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies .

Degree: 1987, University of British Columbia

 This study examined the effects of the supervisory process on classroom teaching. Through examination of the supervisory conference setting, this study examined whether effective supervision… (more)

Subjects/Keywords: Teacher-principal relationships; Classroom management  – Teacher training; School principals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Haycock, C. (1987). The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/26836

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):

Haycock, Carol-Ann. “The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies .” 1987. Thesis, University of British Columbia. Accessed September 20, 2019. http://hdl.handle.net/2429/26836.

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

MLA Handbook (7th Edition):

Haycock, Carol-Ann. “The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies .” 1987. Web. 20 Sep 2019.

Vancouver:

Haycock C. The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies . [Internet] [Thesis]. University of British Columbia; 1987. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2429/26836.

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

Council of Science Editors:

Haycock C. The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies . [Thesis]. University of British Columbia; 1987. Available from: http://hdl.handle.net/2429/26836

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


Florida State University

27. Edge, Ewing P. The role of the principal in teacher welfare.

Degree: 1953, Florida State University

"The author has had an interest in teacher welfare throughout his many years as a teacher and as a principal. Observation of his fellow teachers… (more)

Subjects/Keywords: Teacher morale; Teacher-principal relationships; Teachers; Training of

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Edge, E. P. (1953). The role of the principal in teacher welfare. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_aku8696 ;

Chicago Manual of Style (16th Edition):

Edge, Ewing P. “The role of the principal in teacher welfare.” 1953. Masters Thesis, Florida State University. Accessed September 20, 2019. http://purl.flvc.org/fsu/fd/FSU_historic_aku8696 ;.

MLA Handbook (7th Edition):

Edge, Ewing P. “The role of the principal in teacher welfare.” 1953. Web. 20 Sep 2019.

Vancouver:

Edge EP. The role of the principal in teacher welfare. [Internet] [Masters thesis]. Florida State University; 1953. [cited 2019 Sep 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_aku8696 ;.

Council of Science Editors:

Edge EP. The role of the principal in teacher welfare. [Masters Thesis]. Florida State University; 1953. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_aku8696 ;


Ohio University

28. Unger, Matthew C. Principal Perceptions of Parental Aggression.

Degree: Doctor of Education (EdD), Educational Administration (Education), 2014, Ohio University

 This study of Ohio public, private, charter, and vocational school principals during the 2012-2013 school year explored existence or no existence of parental aggression towards… (more)

Subjects/Keywords: Educational Leadership; Education; Education Policy; School Administration; Teacher Education; Teaching; Parent principal relationship; Parent school relationships; Parent principal conflict; Parent school conflict; Parent principal interactions; Parent school interactions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Unger, M. C. (2014). Principal Perceptions of Parental Aggression. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464

Chicago Manual of Style (16th Edition):

Unger, Matthew C. “Principal Perceptions of Parental Aggression.” 2014. Doctoral Dissertation, Ohio University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464.

MLA Handbook (7th Edition):

Unger, Matthew C. “Principal Perceptions of Parental Aggression.” 2014. Web. 20 Sep 2019.

Vancouver:

Unger MC. Principal Perceptions of Parental Aggression. [Internet] [Doctoral dissertation]. Ohio University; 2014. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464.

Council of Science Editors:

Unger MC. Principal Perceptions of Parental Aggression. [Doctoral Dissertation]. Ohio University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1407444464


University of KwaZulu-Natal

29. Makibi, Marabele Alphoncina. The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho.

Degree: M. Ed., Education, 2010, University of KwaZulu-Natal

 This study examined the nature of teacher conflict and conflict management strategies employed by teachers in sixteen selected primary schools in the Pitseng region, Lesotho.… (more)

Subjects/Keywords: Education.; Teacher-principal relationships – Lesotho.; School management and organization – Lesotho.; Teacher – Professional relationships – Lesotho.; Teachers – Conflict management – Lesotho.; Teachers – Interpersonal conflict – Lesotho.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Makibi, M. A. (2010). The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/3055

Chicago Manual of Style (16th Edition):

Makibi, Marabele Alphoncina. “The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho.” 2010. Masters Thesis, University of KwaZulu-Natal. Accessed September 20, 2019. http://hdl.handle.net/10413/3055.

MLA Handbook (7th Edition):

Makibi, Marabele Alphoncina. “The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho.” 2010. Web. 20 Sep 2019.

Vancouver:

Makibi MA. The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10413/3055.

Council of Science Editors:

Makibi MA. The nature of teacher conflict and conflict management in sixteen selected primary schools in Lesotho. [Masters Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/3055


Montana State University

30. Olson, Anne Kruse. An investigation of interrelationships among mastery learning, climate, and expectancy motivation.

Degree: College of Education, Health & Human Development, 1988, Montana State University

Subjects/Keywords: Competency based education.; Classroom management.; Teacher-student relationships.; Teachers Attitudes.; Teacher-principal relationships.

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APA (6th Edition):

Olson, A. K. (1988). An investigation of interrelationships among mastery learning, climate, and expectancy motivation. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/7052

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):

Olson, Anne Kruse. “An investigation of interrelationships among mastery learning, climate, and expectancy motivation.” 1988. Thesis, Montana State University. Accessed September 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/7052.

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

MLA Handbook (7th Edition):

Olson, Anne Kruse. “An investigation of interrelationships among mastery learning, climate, and expectancy motivation.” 1988. Web. 20 Sep 2019.

Vancouver:

Olson AK. An investigation of interrelationships among mastery learning, climate, and expectancy motivation. [Internet] [Thesis]. Montana State University; 1988. [cited 2019 Sep 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7052.

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

Council of Science Editors:

Olson AK. An investigation of interrelationships among mastery learning, climate, and expectancy motivation. [Thesis]. Montana State University; 1988. Available from: https://scholarworks.montana.edu/xmlui/handle/1/7052

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

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