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Perceptions of Recent Graduates [microform] : Leadership and "Standing Out." / Judith A. Kull and Jerry D. Bailey
Bib ID 5560445
Format BookBook, MicroformMicroform, OnlineOnline
Author
Kull, Judith A
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1993 
17 p. 
Summary

This paper reports on a comprehensive survey of 1400 recent graduates of 11 teacher preparation institutions and nearly 500 principals who supervise them in their new teaching jobs and discusses data concerning leadership and collegial sharing of knowledge. The discussion of results focuses on two parts of the survey questionnaire: graduates' perceptions of themselves as leaders or change agents in their schools, and an open-ended question on the graduates' perceptions of how they "stand out" from their teacher-peers. Analysis of responses suggests that: (1) graduates of the 11 institutions were less willing to describe themselves as leaders or change agents than were the principals with whom they work; (2) graduates who have been teaching for 4 or 5 years perceive themselves to be functioning as leaders more often than their counterparts who have been teaching for 1 to 3 years, but still reported a low incidence of what they considered leadership behavior; (3) informal leadership behaviors were reported more often than traditional teacher-leader roles; (4) graduates described themselves as "standing out" among their teacher peers because they loved, cared about, and related well to children, tried new ideas and strategies in the classroom, had excellent rapport with colleagues, parents, and administrators, and were enthusiastic about teaching. (LL)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). For related paper, see SP 034 546.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Beginning Teachers.  |  Elementary Secondary Education.  |  Graduate Surveys.  |  Higher Education.  |  Informal Leadership.  |  Principals.  |  Schools of Education.  |  Self Evaluation (Individuals)  |  Teacher Administrator Relationship.  |  Teacher Attitudes.  |  Teacher Characteristics.  |  Teacher Evaluation.  |  Teacher Role.  |  Teaching Experience.  |  Teaching (Occupation)  |  Outstanding Teachers  |  Austin College TX Drake University IA Oakland University MI Texas A and M University University of Florida University of Kansas Lawrence University of Nebraska Lincoln University of New Hampshire University of Rhode Island University of Vermont University of Virginia
Form/genre Speeches/Meeting Papers.  |  Reports, Research.
Other authors/contributors Bailey, Jerry D., author
Available From ERIC 
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001 5560445
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008 080220s1993    xxu ||| b     ||| s eng d
035 |9(ericd)ED360271
037 |aED360271|bERIC
040 |aericd|beng|cericd|dMvI
100 1 |aKull, Judith A.
245 1 0 |aPerceptions of Recent Graduates|h[microform] :|bLeadership and "Standing Out." /|cJudith A. Kull and Jerry D. Bailey.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1993.
300 |a17 p.
500 |aERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). For related paper, see SP 034 546.|5ericd
520 |aThis paper reports on a comprehensive survey of 1400 recent graduates of 11 teacher preparation institutions and nearly 500 principals who supervise them in their new teaching jobs and discusses data concerning leadership and collegial sharing of knowledge. The discussion of results focuses on two parts of the survey questionnaire: graduates' perceptions of themselves as leaders or change agents in their schools, and an open-ended question on the graduates' perceptions of how they "stand out" from their teacher-peers. Analysis of responses suggests that: (1) graduates of the 11 institutions were less willing to describe themselves as leaders or change agents than were the principals with whom they work; (2) graduates who have been teaching for 4 or 5 years perceive themselves to be functioning as leaders more often than their counterparts who have been teaching for 1 to 3 years, but still reported a low incidence of what they considered leadership behavior; (3) informal leadership behaviors were reported more often than traditional teacher-leader roles; (4) graduates described themselves as "standing out" among their teacher peers because they loved, cared about, and related well to children, tried new ideas and strategies in the classroom, had excellent rapport with colleagues, parents, and administrators, and were enthusiastic about teaching. (LL)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBeginning Teachers.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 0 7 |aGraduate Surveys.|2ericd
650 0 7 |aHigher Education.|2ericd
650 1 7 |aInformal Leadership.|2ericd
650 0 7 |aPrincipals.|2ericd
650 0 7 |aSchools of Education.|2ericd
650 0 7 |aSelf Evaluation (Individuals)|2ericd
650 0 7 |aTeacher Administrator Relationship.|2ericd
650 1 7 |aTeacher Attitudes.|2ericd
650 1 7 |aTeacher Characteristics.|2ericd
650 0 7 |aTeacher Evaluation.|2ericd
650 1 7 |aTeacher Role.|2ericd
650 0 7 |aTeaching Experience.|2ericd
650 0 7 |aTeaching (Occupation)|2ericd
653 1 |aOutstanding Teachers
653 0 |aAustin College TX|aDrake University IA|aOakland University MI|aTexas A and M University|aUniversity of Florida|aUniversity of Kansas Lawrence|aUniversity of Nebraska Lincoln|aUniversity of New Hampshire|aUniversity of Rhode Island|aUniversity of Vermont|aUniversity of Virginia
655 7 |aSpeeches/Meeting Papers.|2ericd
655 7 |aReports, Research.|2ericd
700 1 |aBailey, Jerry D.,|eauthor.
856 4 1 |uhttps://eric.ed.gov/?id=ED360271
984 |aANL|cmc 2253 ED360271|d77000000367685
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