![]() ![]() Unauthorized posting of this publication online is prohibited linking directly to this product page is encouraged. This representation of RAND intellectual property is provided for noncommercial use only. This document and trademark(s) contained herein are protected by law. All RAND reports undergo rigorous peer review to ensure high standards for research quality and objectivity. RAND reports present research findings and objective analysis that address the challenges facing the public and private sectors. This report is part of the RAND Corporation Research report series. Please refer to the Bill & Melinda Gates Foundation section on our permissions page. For this document, different permissions for re-use apply. The research described in this report was conducted by RAND Education and Labor and supported by the Bill & Melinda Gates Foundation. We find that principals almost universally rate themselves as effective, but a minority of teachers disagree. We used data from the RAND Corporation's web-based American Educator Panels to gather nationally representative evidence of whether perceptions of school leadership practices vary by educator position. Specific to education, negative teacher perception of school leadership correlates with teacher burnout and reduced teacher collaboration. The degree to which leaders rate themselves more highly than do subordinates correlates with diminished organizational outcomes, including reduced subordinate job satisfaction and productivity. Numerous studies in the fields of human resources and organizational management reveal that leader self-awareness - when leader self-perception is in agreement with what subordinates perceive - is directly related to leadership effectiveness. However, research demonstrates that teachers tend to rate principals lower on important leadership practices than principals rate themselves, and this mismatch in perception could have negative consequences. These practices include framing and communicating a school's goals and mission, creating shared expectations of high performance, clarifying roles and objectives, and promoting professional development. The bank assured her that there was no risk to her principal.Effective principal leadership practices improve school organization, teaching, and student achievement outcomes. Here, principal is always used in singular form. Principal can also refer to a sum of money lent or invested, on which interest is paid. The principals in that play were commended by many critics. The students were severely punished by the principal. The head of an organization can also be called a principal. It can also refer to the leading characters of a play, opera or ballet. It was their principal source of information and they were lost without it.Īs a noun, principal can refer to the head of a school or another educational institute. His indifferent attitude was the principal reason for her decision. It is commonly used as an adjective meaning main or primary. Principal can be used as a noun as well as an adjective. In this article, we are going to look at these different meanings and then summarize the difference between Principal and Principle. The main difference between Principal and Principle is that principle refers to a rule, law, or general truth whereas principal can refer to several different things. Principal ends with P-A-L and principle ends with P-L-E. ![]() Although these two words sound the same, their spellings as well as meanings are different. Principal and Principle are two homophones that are likely to confuse even native English speakers.
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