Perspectives of Urban School Principals From Nontraditional Contexts

A Study of Urban Public Charter and Private School Leaders

Datos Bibliográficos

ID9728878
AutoresPhilip V Robey (Loyola University Maryland, Baltimore, USA, autor de correspondencia), Robert J Helfenbein (0000-0002-8519-5972, Loyola University Maryland, Baltimore, USA)
Año2018
Volumen50
Número4
Páginas303-327
Fecha de publicación2018-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124517713248
OpenAlexW2661836661
IdiomaEN
Citas recibidas2
Referencias citadas20

Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important. Principals also perceive high level of authority over areas related to instruction. Comparisons by school type indicate close alignment of perspectives

Administration (probate law · Charter · Charter school · Disadvantaged · Educational leadership · Instructional leadership · Mathematics education · Pedagogy · Perception · Political science · Principal (computer security · Private school · Public relations · School administration · School district · Sociology · Parental Involvement in Education · Psychology · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies