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| Table 3. Percentage of 2004–05 public and private school teacher stayers, movers, and leavers who indicated various levels of effectiveness of the principal or school head of their 2003–04 base year school at performing various activities | |||||||
|---|---|---|---|---|---|---|---|
| Public | Private | ||||||
| Activity of principal or school head in base year | Stayers | Movers | Leavers | Stayers | Movers | Leavers | |
| Communicating respect for and value of teachers | |||||||
| Not at all effective or slightly effective | 19.5 | 35.7 | 22.7 | 12.4 | 25.1 | 18.3 | |
| Very effective or extremely effective | 54.2 | 45.1 | 51.1 | 70.5 | 50.2 | 60.4 | |
| Encouraging teachers to change teaching methods if students are not doing well | |||||||
| Not at all effective or slightly effective | 23.9 | 33.3 | 25.3 | 18.8 | 30.6 | 23.9 | |
| Very effective or extremely effective | 44.3 | 39.4 | 49.2 | 50.7 | 40.9 | 50.2 | |
| Working with staff to meet curriculum standards | |||||||
| Not at all effective or slightly effective | 21.1 | 30.3 | 20.9 | 16.2 | 33.2 | 21.9 | |
| Very effective or extremely effective | 52.5 | 44.4 | 56.5 | 58.3 | 45.9 | 53.3 | |
| Encouraging professional collaboration among teachers | |||||||
| Not at all effective or slightly effective | 20.0 | 31.5 | 21.3 | 14.2 | 32.3 | 22.2 | |
| Very effective or extremely effective | 55.4 | 45.4 | 56.5 | 62.9 | 48.0 | 54.3 | |
| Working with teaching staff to solve school or department problems | |||||||
| Not at all effective or slightly effective | 25.5 | 40.0 | 29.4 | 14.3 | 32.9 | 25.8 | |
| Very effective or extremely effective | 47.5 | 36.7 | 47.3 | 60.1 | 39.0 | 53.0 | |
| Encouraging the teaching staff to use student assessment results in planning curriculum | |||||||
| and instruction | |||||||
| Not at all effective or slightly effective | 18.9 | 24.5 | 16.7 | 22.8 | 40.2 | 27.4 | |
| Very effective or extremely effective | 55.0 | 48.5 | 58.3 | 49.3 | 33.3 | 46.8 | |
| Developing broad agreement among the teaching staff about the school's mission | |||||||
| Not at all effective or slightly effective | 24.3 | 37.0 | 27.0 | 13.1 | 29.7 | 22.7 | |
| Very effective or extremely effective | 49.8 | 37.9 | 46.7 | 68.3 | 48.5 | 54.9 | |
| Facilitating and encouraging professional development activities of teachers | |||||||
| Not at all effective or slightly effective | 22.0 | 30.5 | 21.7 | 14.5 | 33.8 | 22.8 | |
| Very effective or extremely effective | 54.7 | 44.0 | 56.2 | 64.6 | 44.4 | 50.5 | |
| NOTE: Stayers are teachers who were teaching in the same school in the current school year as in the base year (2003–04). Movers are teachers who were still teaching in the current school year but had moved to a different school after the base year. Leavers are teachers who left the teaching profession after the base year. Respondents were asked to rate how effectively the principal or school head from their base year school performed on various activities. Response choices were based on a 5-point scale, and included the following: "Not at all effectively," "Slightly effectively," "Somewhat effectively," "Very effectively," and "Extremely effectively." This table includes the percent of stayers, movers, and leavers who responded "Not at all effectively" or "Slightly effectively" as well as "Very effectively" or "Extremely effectively." | |||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Teacher Follow-up Survey (TFS), "Current and Former Teacher Data Files," 2004–05. | |||||||
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