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42 CRITICAL ISSUES IN SHARED LEADERSHIP Lashway, L. (2003). Inducting school leaders. Eugene, OR: CEPM Clearinghouse on Educational Management. Retrieved from http://eric.uoregon.edu/ publications/digests/digest170.html Louis, K.S., Wahlstom, K.L., Michlin, M., Gordon, M., Thomas, E., Leithwood, K., Moore, S. (2010) Learning from leadership: Investigating the links to improved student learning. Final Report to the Wallace Foundation. The University of Minnesota. Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. doi: 10.1177/0013161X03253412 Muijs, D., & Harris, A. (2003). Teacher leadership- improvement through empowerment?: An overview of the literature. Educational Management Administration and Leadership, 31(4), 437–448. doi: 10.1177/ 0263211030314007 Mullen, C. A., & Hutinger, J. L. (2008). The principal’s role in fostering collaborative learning communities through faculty study group development. Theory Into Practice, 47, 276–285. doi: 10: 10800/ 0040580239136 Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 221–243. Petzko, V. (2008). The perceptions of new principals regarding the knowledge and skills important to their initial success. NASSP Bulletin, 92(3), 242–250. doi: 10.1177/0192636508322824 Pounder, D. G., & Merrill, R. J. (2001). Job desirability of the high school principalship: A job choice theory perspective. Educational Administration Quarterly, 37(1), 27–57. doi: 10.1177/001316101371003 Punch, K. F. (2009). Introduction to research methods in education. Thousand Oaks, CA: Sage Publications. Reeves, D. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: ASCD. Rogus, J. F. (1988). Teacher leader programming: Theoretical underpinnings. Journal of Teacher Education, 39(1), 46–51. Schoen, L., Fusarelli, L. D. (2008). Innovation, NCLB, and the fear factor: The challenge of leading 21 st century schools in an era of accountability. Educational Policy, 22(1), 181–203. doi:10.1177/085904807311291 Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804. Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235–259. Spillane, J. P. (2006). Distributed leadership. San Francisco: Jossey-Bass. Supovitz, J., Sirinides, P., & May, H. (2009). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31–56. doi: 10.1177/1094670509353043 York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 4(3), 255–316.
Complexities in the Workload of Principals: Implications for Teacher Leadership 43 APPENDIX A A Study of Principal Perceptions of Workload Issues Consent to Participate We are asking you to participate in a research study regarding the workload of principals. The purpose of this study is twofold. First is the interest in the perceptions of principals concerning the various roles they play and the related stressors they experience. Second are the roles teachers play in the building and how they are utilized with regard to supporting their principals. Your participation in this research study is limited to responding to this online survey that should take approximately 15 minutes to complete. The benefit of this research is to add to the knowledge base about the stressors of the workload and possible relief as reported by principals. Currently, little is known as to how principals view teachers with regard to problem resolution and leadership within the schools. There is minimal possible harm foreseen in participating in this research. This survey is voluntary, and you may discontinue participation at any time. Choosing not to participate or to discontinue participation will not affect your relationship with your school district, Oakland University, or The Galileo Institute for Teacher Leadership. Your privacy will be protected and your identity will not be used in any sort of report that is published. We will not name individuals nor schools participating, and the collection of IP addresses through this Survey Monkey survey will be disabled. Please do not provide your name or personal information within your survey responses. Your survey information will be kept strictly confidential and only viewed by the researchers involved in this study. After publication of this study, all survey information will be destroyed. 1. If you are willing to participate in this study, please indicate below: □ YES. I agree to participate. □ NO. I do not wish to participate. Leadership Profile 2. What is your gender? □ Male □ Female 3. How many years have you served as a principal? □ More than 20 years □ 15-19 years □ 10-14 years □ 5-9 years □ Fewer than 5 years 4. What level best describes the students in your building? (Check all that apply) □ Elementary □ Middle School □ High School 5. Describe your school district: □ Rural □ Urban □ Suburban 6. What is the approximate size of your school district? □ More than 20,000 students □ 8,000 to 19,999 students □ 4,000 to 7,999 students □ 1,000 to 3,999 students □ Fewer than 1000 students
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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Administrative Functions The Admini
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