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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Effects of LeadershipJournal Articles (CIJE)Making a Change: The Effects of the Leadership Role on School Climate. Author: Pepper, Kaye; Thomas, Lisa Hamilton Availability: Available electronically: http://muse.jhu.edu/journals/portallibrariesandtheacademy/toc/pl a2.2.html. Journal Citation: Learning Environments Research, v5 n2 p155-66 2002 Publication Date: 2002 ISSN: 1387-1579 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2003 Abstract: This autoethnography provides insights into the experiences of a first-year elementary school principal that led to a change in leadership style from an authoritarian style to a transformational leader. Discusses changes in the school to a more positive climate that had a more positive effect on learning and working environments. (Author/LRW) Descriptors: Administrator Role; Authoritarianism; *Change Agents; *Educational Environment; Elementary Education; *Leadership Styles; *Principals; Work Environment EJ621275 EA537973 Principal and Teacher Leadership Effects: A Replication. Author: Leithwood, Kenneth; Jantzi, Doris Availability: Journal Citation: School Leadership & Management, v20 n4 p415-34 Nov 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: A study used survey data from an achieved sample of 1,818 elementary teachers and 6,490 students in a large Canadian school district to explore teacher and principal leadership influences on student engagement with school. Principal-leadership effects were weak but significant; teacher-leadership effects proved insignificant. (Contains 59 references.) (MLH) Descriptors: *Classroom Environment; *Educational Environment; Elementary Education; Family Environment; Foreign Countries; *Influences; *Instructional Leadership; *Principals; School Organization Identifiers: Canada; *Student Engagement; *Teacher Leadership EJ604805 EA536991 Transformational School Leadership Effects: A Replication. Author: Leithwood, Kenneth; Jantzi, Doris Availability: Journal Citation: School Effectiveness and School Improvement, v10 n4 p451-79 Dec 1999 Publication Date: 1999 ISSN: 0924-3453 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: A study using survey data from a sample of 1,818 teachers and 6,490 students at a large Canadian school district replicated a study of transformational leadership's effects on selected organizational conditions and student engagement with school. Such leadership strongly affected organizational conditions and moderately influenced student engagement. (Contains 63 references.) (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Principals; *School Administration; *School Restructuring; *Student Attitudes; *Teacher Attitudes Identifiers: *Canada EJ604801 EA536987 Educational Leadership and Pupil Achievement in Primary Education. Author: van der Grift, W.; Houtveen, A. M. M. Availability: Journal Citation: School Effectiveness and School Improvement, v10 n4 p373-89 Dec 1999 Publication Date: 1999 ISSN: 0924-3453 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: A study that evaluated teacher perceptions of principals' educational leadership in Dutch elementary schools using a Rasch- like scale in 1989, 1993, and 1998 found considerable improvement. An ancillary investigation found a significant relationship between principal leadership and average pupil achievement for 1993, but not for 1989. (Containe 31 references.) (MLH) Descriptors: *Academic Achievement; Administrator Responsibility; *Educational Environment; Educational Improvement; Elementary Education; Foreign Countries; *Instructional Leadership; *Principals; *Teacher Attitudes Identifiers: *Netherlands EJ591119 EA536202 Effective Instructional Leadership through the Teachers' Eyes. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: High School Magazine, v7 n1 p16-20 Sep 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; Faculty Development; *Instructional Leadership; *Principals; *Teacher Administrator Relationship; *Teacher Attitudes; *Teacher Empowerment; Teacher Motivation; Teacher Surveys EJ591118 EA536201 Refocusing Leadership to Build Community. Author: Sergiovanni, Thomas J. Availability: Journal Citation: High School Magazine, v7 n1 p10-15 Sep 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Schools with character have unique cultures and are committed to developing academic and social capital. The principal's greatest challenge and primary responsibility is to develop a caring school community, a place where strong character emerges from shared purpose that encourages students to be successful learners. Contains 13 references. (MLH) Descriptors: *Community; High Schools; Human Capital; *Institutional Characteristics; *Leadership Responsibility; *Principals; *School Culture; School Effectiveness; Social Support Groups Identifiers: *Caring; Social Capital EJ591075 EA536158 The Impact of Leadership Style on Creating Community in Public and Private Schools. Author: Madsen, Jean; Hipp, Kristine A. Availability: Journal Citation: International Journal of Educational Reform, v8 n3 p260-73 Jul 1999 Publication Date: 1999 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: Public school decentralization has increased involvement of multiple constituencies in school governance. This study of a private school and a public school illustrates the complexities of leading teachers in the decision-making process. Both principals were transformational leaders, but teachers were not empowered enough to make changes. (34 references) (MLH) Descriptors: *Community; Decentralization; Educational Change; Elementary Education; *Governance; *Leadership Styles; Organizational Climate; Participative Decision Making; *Principals; Private Schools; Public Schools; Self Efficacy; Teacher Empowerment; *Teacher Participation Identifiers: *Teacher Commitment; *Transformational Leadership EJ589458 EA536129 Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Educational Administration Quarterly, v35 n3 p349-78 Aug 1999 Publication Date: 1999 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of instructional leadership. (100 references) (MLH) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Principals; *Professional Development; Questionnaires; Reflective Teaching; *Teacher Administrator Relationship; Teacher Response; *Teacher Supervision; Teacher Surveys EJ573439 EA535000 The Work Behavior of Israeli Elementary School Principals: Expectations Versus Reality. Author: Rosenblatt, Zehava; Somech, Anit Availability: Journal Citation: Educational Administration Quarterly, v34 n4 p505-32 Oct 1998 Publication Date: 1998 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: Examines 94 Israeli elementary school principals's work behavior, using a structured observation technique. Principals exhibited certain work characteristics (brevity, variety, fragmentation) supported in other research. They differed from conventional job descriptions in demonstrating internally oriented social (but not political) inclinations, using a personal approach to students, and being high in initiative and low in planning. (56 references) (MLH) Descriptors: *Administrator Behavior; Cultural Influences; Elementary Education; Foreign Countries; *Job Performance; *Leadership Responsibility; *Principals; *Work Environment Identifiers: *Israel; Management Practices EJ568566 EA534814 Exploring the Principal's Contribution to School Effectiveness: 1980-1995. Author: Hallinger, Philip; Heck, Ronald H. Availability: Journal Citation: School Effectiveness and School Improvement, v9 n2 p157-91 Jun 1998 Publication Date: 1998 ISSN: 0924-3453 Language: English Document Type: Journal articles (080); Legal/Legislative/Regulatory materials (090); Reports--Evaluative (142) Journal Announcement: CIJMAR1999 Abstract: Reviews 1980-95 research exploring the relationship between principal leadership and student achievement. Principals exercise a measurable, but indirect, influence on school effectiveness and student achievement via vision, mission, and goals. Previously described discrepancies may be attributable to researchers' conceptual and methodological tools. Research on means and contextual forces is needed. (70 references) (MLH) Descriptors: *Academic Achievement; *Administrator Effectiveness; Elementary Secondary Education; Goal Orientation; Institutional Mission; *Instructional Leadership; *Principals; Research Problems; School Effectiveness Identifiers: Visioning EJ562549 EA534525 Principals and Managers and Leaders: A Qualitative Study of the Perspectives of Selected Elementary School Principals. Author: Cascadden, Dean S. T. Availability: Journal Citation: Journal of School Leadership v8 n2 p137-70 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: A qualitative study explored eight elementary principals' conceptions about leadership and management constructs; beliefs about the role of their personal philosophies; and language used to describe themselves, their work, and their schools. Principals identified four issues: conflicting roles, being there, evolving as leaders, and balancing culture and distributed decision making. Schools need democratic leadership. (40 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; Democratic Values; Elementary Education; *Language Usage; *Leadership; Participative Decision Making; *Principals; Role Conflict; *Role Perception; School Culture Identifiers: *Management Practices EJ562548 EA534524 Principals' Leadership, Antecedents, and Student Outcomes. Author: Bista, Min B.; Glasman, Naftaly S. Availability: Journal Citation: Journal of School Leadership v8 n2 p109-36 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: Uses a large random sample of California principals to determine the relationship of certain personal and organizational variables and principals' perceived use of four organizational leadership approaches. Explores the relationship between using these approaches and student outcomes. The political leadership approach strongly predicted schools' academic performance. The symbolic approach correlated negatively; structural and human-resource approaches were weak predictors. (69 references) (MLH) Descriptors: *Academic Achievement; *Administrator Characteristics; Elementary Secondary Education; *Leadership Styles; *Principals; School Size; Symbolism Identifiers: *California Documents (RIE)The Importance of Leadership: The Role of School Principals. Grant Report. Author: Teske, Paul E.; Schneider, Mark Availability: The PricewaterhouseCoopers Endowment for The Business of Government, 1616 North Fort Meyer Drive, Arlington VA 22209. Tel: 703-741-1077; Fax: 703-741-1076; e-mail: endowment@us.pwcglobal.com. Web site: http://www.endowment.pwcglobal.com. For full text: http://www.endowment.pwcglobal.com/pdfs/ImportofLeadership.pdf. Publication Date: September 1999 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEAPR2003 Abstract: Many inner-city schools are performing poorly. Measurable outputs, such as test scores and graduation rates, are low, while schools are often unsafe. Some schools, however, still manage to provide a high-quality education for their students. In this study, leadership was examined as a factor in the creation of good schools. Eight principals of high-performing schools in New York City were interviewed. Despite great variability in monetary resources, parental involvement, and school and class sizes, the essential ingredients to high performance appear to be autonomy and strong leadership. Four common features among the principals interviewed include controlling staff hiring and development practices, experience, creating and maintaining a coherent educational mission throughout all grades, and having high expectations for students. Principal autonomy is often neglected in the literature. The authors recommend that large bureaucratic school systems grant principals greater autonomy, particularly as principals prove capable of generating success. Accountability will be preserved. Greater autonomy and more rewards for success are likely to encourage more effective leaders to emerge and to stay in New York City and other urban public schools. (Contains 41 references.) (RT) Descriptors: *Administrator Effectiveness; *Administrator Role; Elementary Secondary Education; *Leadership; *Leadership Styles; Occupational Information; *Principals; Public Schools Descriptive Terms: Report supported by a grant from the PricewaterhouseCoopers Endowment for the Business of Government. Geographic Source: U.S.; Virginia ED468519 EA031894 Transformational Leadership: Principals, Leadership Teams, and School Culture. Author: Lucas, Stephen Earl; Valentine, Jerry Wayne Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. Web site: http://www.ed.gov/pubs/planrpts.html. For full text: http://www.ed.gov/pubs/annualreport2001/annualplan2003.pdf. Publication Date: April 01, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture. Twelve middle schools composed the sample population. Three surveys were used, each one focusing on collecting data related to principal leadership, team leadership, and school culture. Data were analyzed using correlational and regression statistics. Results show that the principal seems to be the primary source of identifying and articulating a vision and providing an appropriate model. Leadership teams seem to be the primary source of providing intellectual stimulation and holding high expectations. There is a mix of principal and leadership-team influence as sources of fostering commitment to group goals and providing individualized support. School culture factors reveal that the leadership team, rather than the principal, seems to exert the greatest influence upon collaborative leadership and learning partnership. The principal, rather than leadership teams, seems to exert the greatest influence upon teacher collaboration and unity of purpose. These and other findings are supportive of the current movement in education toward collaborative forms of school leadership. This study serves as a start for further exploration of principals, leadership teams, transformational leadership, and school culture. (Contains 65 references.) (RT) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Illinois ED458693 EA031406 Transformational Leadership, Student Achievement, and School District Financial and Demographic Factors. Author: Wooderson-Perzan, Melinda; Lunenburg, Fred C. Availability: For full text: http://www.law.harvard.edu/groups/civilrights/publications/ dropouts.lee.html. Publication Date: August 08, 2001 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2002 Abstract: This paper explores whether or not there is a statistically significant relationship between superintendent leadership styles and selected financial and demographic factors in Texas school districts. Specifically, it examines the relationship between superintendent leadership styles and (a) student achievement as evidenced by district ratings, and (b) selected school district financial and demographic factors. It also asks whether pupil-teacher ratios, instructional expenditures, and socioeconomic status are consistently and significantly related to student achievement. To answer these questions, researchers chose a random sample of school districts in each of the three district rating categories of exemplary, recognized, and academically acceptable. The findings show that superintendents were male by a ratio of six to one. More than 63 percent of the exemplary school districts contained high schools with an enrollment of 169 students or less. As regards leadership style, perceived leadership did not vary among exemplary, recognized, and acceptable school districts. However, districts with large populations of economically disadvantaged students did succeed when the school district had strong and purposeful leadership. The data suggest a need for superintendents to understand and act on racial inequities, focus on nonnative students and multicultural populations, and deal with the consequences of societal problems, rather than budgeting, finance, and legal issues. (Contains 27 references.) (RJM) Descriptors: *Academic Achievement; Accountability; *Administrator Attitudes; Correlation; Elementary Secondary Education; Instructional Leadership; *Leadership Styles; *Superintendents Identifiers: *Texas Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (55th, Houston, TX, August 7-11, 2001). Geographic Source: U.S.; Texas ED454281 TM032890 The Influence of Principal Transformational Leadership Style on High School Proficiency Test Results in New Jersey Comprehensive and Vocational-Technical High Schools. Author: Verona, Gail S.; Young, John W. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2001 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2001 Abstract: The New Jersey High School Proficiency Test (HSPT) is a "high stakes" test administered as a graduation requirement to all 11th grade students in New Jersey high schools. High school principals have been held increasingly accountable for successful HSPT scores. This study used Leithwood's model of transformational leadership (K. Leithwood, 1994), which adapts Bass and Avolio's (B. Bass and B. Avolio, 1997) transformational and transactional leadership theory to schools, to conceptualize principal leadership. The researchers used a statistical regression model to analyze quantitative data from a questionnaire completed by 57 principals and conducted interviews with 4 principals and 8 teachers to investigate the relationship between principal transformational leadership style and other selected variables on HSPT passing rates in vocational and comprehensive high schools. The main result of the study is that transformational leadership of principals significantly affects HSPT passing rates in reading, mathematics, writing, and all sections combined. The results also show that to achieve the same HSPT passing rates, stronger transformational leadership is needed in vocational schools compared to comprehensive high schools. In addition, the findings show that student attendance rate and eligibility for free or reduced price lunch each have a significant effect on HSPT passing rates, whereas enrollment size and mobility rate have no effect on HSPT passing rates. (Contains 1 table and 18 references.) (Author/SLD) Descriptors: Administrator Role; Graduation Requirements; *High Schools; High Stakes Tests; Instructional Leadership; Interviews; *Principals; Regression (Statistics); *Vocational Education Identifiers: *New Jersey High School Proficiency Test; *Transformational Leadership Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; New Jersey ED432835 EA029990 Leading America's Schools: The Critical Role of the Principal. Institutional Author: National Association for Schools of Excellence.(BBB35674); Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 1999 Language: English Pages: 30 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJAN2000 Abstract: This booklet was written for central-office administrators, board members, parents, teachers, and others who seek outstanding principals. It was also written for principals who want to improve their skills so they may serve their constituents, especially students, at the highest level. The booklet is the third installment in a trilogy of educational propositions developed to ensure excellence in education. Twenty-two principals, who are charter members of the National Association for Schools of Excellence (NASE), provided the success stories used in this publication. It lists the 10 essential elements for achieving success, such as high expectations, clear vision, and leadership, and outlines how partnerships with businesses can benefit both partners. The text advocates identifying and selecting the best people for teaching positions and describes how the role of the principal has changed from that of manager to leader. The document lists the eight key points of action for reaching international standards, including proper school structure, effective assessment, and parent involvement. It discusses the importance of a principal's personal qualities and convictions, such as a profound belief in the limitless possibilities of human potential. A question-and-answer section is followed by three appendices that include a position statement for NASE. (RJM) Descriptors: Administrator Effectiveness; *Administrator Role; Case Studies; Elementary Secondary Education; Instructional Leadership; *Leadership Qualities; Leadership Training; *Principals Contract Number: RJ96006501 Geographic Source: U.S.; Oregon ED432800 EA029942 Reassessing the Behavior of Principals as a Multiple-Factor in Teachers' Job Satisfaction. Author: Bogler, Ronit Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 34 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This paper reports on a study that examined the effects of three factors on teacher satisfaction: principal leadership style (transformational or transactional), principal decision-making strategy (autocratic versus participative), and teachers' perceptions of their occupation. An overview of each of the three factors is provided. For the study, a closed-ended questionnaire was administered in 1997 to 930 teachers employed in schools located in northern Israel. Respondents were asked to refer to their current school principal when answering the survey. The findings show that teachers' perceptions of occupational prestige, self-esteem, autonomy at work, and professional self-development contribute the most to job satisfaction. This variable served as a mediating variable between principals' leadership style and teachers' satisfaction. Principals' decision-making style was found not to affect teacher satisfaction significantly, though teachers preferred to work with a principal who exhibited a transformational type of behavior rather than a transactional one. The more teachers perceived their teaching job as a profession and central to their lives, the more they were satisfied with it. (Contains 40 references, 3 tables, and 2 figures.) (RJM) Descriptors: Educational Environment; Elementary Secondary Education; Foreign Countries; *Job Satisfaction; *Leadership Styles; *Principals; Self Esteem; Teacher Administrator Relationship; *Teacher Attitudes; Teachers Identifiers: Israel; *Professional Identity; *Teacher Principal Relationship Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Israel ED432653 UD033072 Linking Leadership and Decision Making to the School Violence Issue. Author: MacDonald, Irene M. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 24 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: Factors that influence principals in decisions related to violence in schools were studied through semi-structured interviews with 12 junior high school principals in a large western Canadian school district. Participants were selected on the basis of their known involvement in school violence prevention initiatives. Several decision-making process components were identified: (1) identifying the problem; (2) responding to internal and external influences; (3) making decisions; and (4) evaluating decisions based on perceived outcomes. The principals interviewed conceptualized violence not as a problem, but as a symptom and response by students to unfulfilled needs that could often be met by the school. These principals made their decisions based on their expectations of what an excellent schooling experience would offer the students and what the role of the school staff would be in providing this experience. Principals used many sources of influence and personal beliefs as filters through which they prioritized problem areas and determined the best course of action. (Contains 43 references.) (SLD) Descriptors: Administrator Attitudes; *Decision Making; Foreign Countries; *Instructional Leadership; Intervention; Junior High Schools; *Prevention; *Principals; *School Safety; Urban Schools; *Violence Identifiers: Canada (West) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Alberta ED430297 EA029820 The Relationship of Organizational Health, Leadership, and Teacher Empowerment. Author: Valente, Michael E. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: This paper looks at factors that affect the educational environment. It reports on a study in which survey responses were collected from 10,170 teachers in 331 Chicago schools. Results reaffirm the commonly held belief that teachers are the primary force in a school's output. However, findings indicate that the teachers' influence on a school's organizational health is statistically less significant than that of the principal. The teachers saw themselves as the main characters within the school and the determinant of the productive output, yet it was the students themselves, the organizational health of the school, and the external community that determined the educational output. The findings suggest that whereas teachers may view the principal as a deliverer of goods and services, they believe his or her task as the leader is to maintain the teachers' commitment to productivity, while drawing the parents and community into the school in a manner that the teachers find significant. Teachers also reported that the relationship between principals and teachers improves with empowerment, such as the empowerment derived from site-based management. It is recommended that when examining the educational environment, the principal's view be explored in conjunction with the teachers' outlook. (RJM) Descriptors: *Educational Environment; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; *Principals; School Based Management; Teacher Attitudes; *Teacher Empowerment Identifiers: *Chicago Public Schools IL Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Illinois ED430282 EA029804 Supervisory Behaviors That Affect School Climate. Author: Bulach, Clete; Boothe, Diane; Michael, Price Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: April 1999 Language: English Pages: 20 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEOCT1999 Abstract: This paper reports on a study that investigated the frequency with which principals practice behaviors believed to positively or negatively affect the supervisory climate that exists in a school. The secondary purpose of the research was to look at demographic factors, such as gender and grade level, that might influence a principal's supervisory behavior. Participants in the study included 208 teachers who were graduate students in a college of education. The instrument used in the study consisted of 52 items that asked teachers to describe the frequency with which they perceived their principal to be practicing behaviors that could negatively or positively affect a teachers' supervisory climate. Findings show that the educational climate was more positive than expected but much room for improvement remained. The lowest scores were in the conflict domain, which reflected teachers' views that their principals tended to avoid conflict, especially when a principal was reticent to question superiors. The behaviors in the trust domain were the most positive. Gender did not play a role in the supervisory climate, and it seemed that behaviors that promote a good supervisory climate affect both genders the same. However, female principals were rated better than male principals in instructional leadership. (Contains 12 references, 7 tables and the questionnaire.) (RJM) Descriptors: Administrator Effectiveness; Educational Environment; Elementary Secondary Education; Instructional Leadership; *Leadership Qualities; *Principals; *School Supervision; Teacher Attitudes Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Georgia ED425522 EA029487 The Effects of Principal Succession in an Accelerated School. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper examines the effects of principal succession in a school-reform process. The report focuses on multiple changes in the principal's position at a primary school participating in the accelerated schools project. The text opens with an overview of the accelerated schools project followed by a description of the study's methodology. Data were collected at a rural elementary school comprised of 440 low-socioeconomic status youngsters in grades pre-kindergarten through second. Case-study methods were used to collect qualitative data through semistructured interviews. Interviewees included the three principals appointed to the school after the accelerated schools process began. A detailed analysis of each principal's time in office is presented. The results show that restructuring processes can withstand changes in principalship under certain circumstances and that changing principals is not in itself damaging to the restructuring process. Rather, the orientation of the new principal and his or her fit with the organization and its members are salient. New principals who do not know and/or do not support the process create obstacles that undermine progress, all of which emphasizes the importance of fundamental systemic change. (RJM) Descriptors: *Administrative Change; *Change Strategies; Early Childhood Education; Educational Change; Educational Environment; *Instructional Leadership; *Principals; School Administration Identifiers: *Accelerated Schools Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Louisiana ED425502 EA029285 The Roles of the Superintendent in Creating a Community Climate for Educational Improvement. Author: Owen, Jane C. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 50 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper analyzes the changing public school superintendency. It reports on a study that identified the roles of the superintendent in facilitating positive and productive community involvement in the educational process, as well as the strategies and tactics used by superintendents as they mold community climates to create receptivity for educational improvement. Two large districts in southern Texas were chosen for the study, both having been characterized by discord between the community and the schools. The focus is on two new superintendents and the roles, strategies, and actions they employed to align their respective districts with the community. To provide background information, the text discusses "The superintendent and the community" and "The superintendent and change." The study methodology followed an emergent naturalistic multiple-case-study format and incorporated M. Q. Patton's theory that qualitative methods are particularly oriented toward exploration, discovery, and inductive logic. A pilot study was conducted to fine-tune interview questions. The findings show three major leadership roles are part of the superintendent's job: political leadership, educational leadership, and managerial leadership. The strategies and tactics enacted through the leadership roles are discussed. (Contains 41 references and 8 figures.) (RJM) Descriptors: Administrator Attitudes; Administrator Characteristics; Administrator Effectiveness; *Administrator Role; Educational Administration; Elementary Secondary Education; Leadership Qualities; *Leadership Styles; *Public Schools; School Community Relationship; *Superintendents Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Texas ED421126 IR018845 Principal Leadership for Successful School Technology Implementation. Author: MacNeil, Angus J.; Delafield, Dennis P. Availability: Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 7 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This study examined technology implementation in the classroom and the principal's perception of what the inhibitors are to technology integration. Surveys were distributed to 112 school administrators--both principals and assistant principals--in a school district in southeast Texas. Sixty-four (57.14%) were returned. Results indicate that principals and assistant principals view technology as very important in their schools and that it is significantly important for teachers to learn technology as a curriculum tool. The study also shows that the main inhibitors to implementing technology in the classroom are lack of financial resources for hardware, software, and infrastructure, and lack of time for professional development and planning. It is concluded that principals and other school leaders must accept the challenge to create supportive conditions which will foster innovative uses of computers. There needs to be closer alignment between the amount of time for professional development with technology and its degree of perceived importance. At each level, funding, training, and leadership issues must be addressed simultaneously if technology in the curriculum is to grow and have an impact on the reform of public education. (Contains 31 references.) (AEF) Descriptors: *Administrator Attitudes; *Administrator Role; Assistant Principals; Educational Change; Educational Development; *Educational Technology; Elementary Secondary Education; *Instructional Leadership; *Principals; School Administration; School Surveys; Staff Development Identifiers: Administrator Surveys; *Barriers to Implementation; *Technology Integration Descriptive Terms: In: SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings; see IR 018 794. Level: 1 Geographic Source: U.S.; Texas ED419885 UD032362 An Investigation of Leadership in Effective and Noneffective Urban Schoolwide Project Schools. Author: Reed, Patricia; Roberts, Ann Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 45 Document Type: Reports (142); Speeches, Conference Papers (150); Tests, Evaluation Instruments (160) Journal Announcement: RIEOCT1998 Abstract: The primary purpose of this study was to determine whether the nature of leadership in Ohio Title I Schoolwide Project Schools that were deemed effective by the U.S. Department of Education differed from leadership in those Ohio Title I Schoolwide Project schools that were considered ineffective. The specific focus was to determine whether effective and ineffective schools differed with respect to the extent to which principals and the schools as a whole evidenced a bifocal, symbolic, technical, or unfocused leadership orientation. The Principal Behavior Inventory (PBI), developed to elicit principals' perceptions of their leadership styles, and the PBI-T, designed to measure teachers' perceptions of the same variables, were administered to 70 principals and 40 teachers respectively to determine construct validity. Four schools were selected from the entire sample for the district, and the principals and three teachers from each school completed the instruments. Two had bifocal (balanced between symbolic and technical leadership) principals, according to the PBI and PBI-T, and two had unfocused principals. The four schools are described in detail. In the effective school headed by a bifocal principal, both the principal and the teachers showed a bifocal orientation and worked together for technical and symbolic dimensions of their work. In the effective school with an unfocused principal, the school as a whole was bifocal, and leadership was diffused. In the ineffective school headed by a bifocal principal, the school was characterized by confusion and mistrust stemming from its previous administration. The ineffective school with the unfocused principal demonstrated an overall unfocused leadership orientation. Overall, findings show that both of the effective schools evidenced a bifocal schoolwide leadership orientation and both of the ineffective schools evidenced an unfocused schoolwide leadership orientation. Appendixes contain the principal and teacher interview protocols. (Contains 9 tables and 27 references.) (SLD) Descriptors: *Administrator Attitudes; Attitude Measures; Compensatory Education; Construct Validity; Educational Change; Elementary Education; *Elementary School Teachers; *Instructional Leadership; *Principals; Tables (Data); Test Validity; Urban Schools Identifiers: Improving Americas Schools Act 1994 Title I; *Ohio Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Level: 1 Geographic Source: U.S.; Ohio ED432800 EA029942 Reassessing the Behavior of Principals as a Multiple-Factor in Teachers' Job Satisfaction. Author: Bogler, Ronit Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 34 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This paper reports on a study that examined the effects of three factors on teacher satisfaction: principal leadership style (transformational or transactional), principal decision-making strategy (autocratic versus participative), and teachers' perceptions of their occupation. An overview of each of the three factors is provided. For the study, a closed-ended questionnaire was administered in 1997 to 930 teachers employed in schools located in northern Israel. Respondents were asked to refer to their current school principal when answering the survey. The findings show that teachers' perceptions of occupational prestige, self-esteem, autonomy at work, and professional self-development contribute the most to job satisfaction. This variable served as a mediating variable between principals' leadership style and teachers' satisfaction. Principals' decision-making style was found not to affect teacher satisfaction significantly, though teachers preferred to work with a principal who exhibited a transformational type of behavior rather than a transactional one. The more teachers perceived their teaching job as a profession and central to their lives, the more they were satisfied with it. (Contains 40 references, 3 tables, and 2 figures.) (RJM) Descriptors: Educational Environment; Elementary Secondary Education; Foreign Countries; *Job Satisfaction; *Leadership Styles; *Principals; Self Esteem; Teacher Administrator Relationship; *Teacher Attitudes; Teachers Identifiers: Israel; *Professional Identity; *Teacher Principal Relationship Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Israel ED432653 UD033072 Linking Leadership and Decision Making to the School Violence Issue. Author: MacDonald, Irene M. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 24 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: Factors that influence principals in decisions related to violence in schools were studied through semi-structured interviews with 12 junior high school principals in a large western Canadian school district. Participants were selected on the basis of their known involvement in school violence prevention initiatives. Several decision-making process components were identified: (1) identifying the problem; (2) responding to internal and external influences; (3) making decisions; and (4) evaluating decisions based on perceived outcomes. The principals interviewed conceptualized violence not as a problem, but as a symptom and response by students to unfulfilled needs that could often be met by the school. These principals made their decisions based on their expectations of what an excellent schooling experience would offer the students and what the role of the school staff would be in providing this experience. Principals used many sources of influence and personal beliefs as filters through which they prioritized problem areas and determined the best course of action. (Contains 43 references.) (SLD) Descriptors: Administrator Attitudes; *Decision Making; Foreign Countries; *Instructional Leadership; Intervention; Junior High Schools; *Prevention; *Principals; *School Safety; Urban Schools; *Violence Identifiers: Canada (West) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Alberta ED430297 EA029820 The Relationship of Organizational Health, Leadership, and Teacher Empowerment. Author: Valente, Michael E. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: This paper looks at factors that affect the educational environment. It reports on a study in which survey responses were collected from 10,170 teachers in 331 Chicago schools. Results reaffirm the commonly held belief that teachers are the primary force in a school's output. However, findings indicate that the teachers' influence on a school's organizational health is statistically less significant than that of the principal. The teachers saw themselves as the main characters within the school and the determinant of the productive output, yet it was the students themselves, the organizational health of the school, and the external community that determined the educational output. The findings suggest that whereas teachers may view the principal as a deliverer of goods and services, they believe his or her task as the leader is to maintain the teachers' commitment to productivity, while drawing the parents and community into the school in a manner that the teachers find significant. Teachers also reported that the relationship between principals and teachers improves with empowerment, such as the empowerment derived from site-based management. It is recommended that when examining the educational environment, the principal's view be explored in conjunction with the teachers' outlook. (RJM) Descriptors: *Educational Environment; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; *Principals; School Based Management; Teacher Attitudes; *Teacher Empowerment Identifiers: *Chicago Public Schools IL Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Illinois ED424680 EA029459 The Norwegian Principal: The Impact of National and Local Culture. Author: Moller, Jorunn Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 30 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR1999 Abstract: This article provides a snapshot of educational administration and leadership in Norway. The article describes the Norwegian context and the country's educational system. It reports on a small study that was part of a cross-cultural exploration into the principalship, offering a discussion based on interviews of principals from four upper-secondary schools: Soltun, Borgen, Granlien, and Stranda. Each school is briefly described, followed by a synopsis of the principals' typical day, their management styles, their relationships with individuals and groups, how they deal with uncertainty and conflict, and their thoughts on being a male or female principal. The report identifies and highlights some aspects of principalships that may be related partly to Norwegian culture in general and to the local history and established traditions of the single school in particular. The analysis is framed by cultural dimensions developed by Geert Hofstede's study of cultural influences on management in the private sector. Results show that none of the principals felt too much stress. The findings reveal the difficulty in attributing impacts on principalship to national culture. (RJM) Descriptors: *Administrator Attitudes; Cultural Context; *Cultural Influences; Educational Environment; Foreign Countries; *Instructional Leadership; *Principals; School Administration; *School Culture; Secondary Education Identifiers: *Norway Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: Norway ED424614 EA029213 The Principal--Key to Technology Implementation. Author: Stegall, Patricia Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1998 Language: English Pages: 13 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR1999 Abstract: From a Catholic school principal's viewpoint, this paper explains why principals' technology leadership is essential and offers pointers on how to provide it. Computers have much to offer for progressive, constructivist teachers desiring to increase students' responsibility for their own learning. A survey of principals in 54 elementary schools in 4 South Texas dioceses revealed that 31 percent of the schools had Internet access; 85 percent had a computer curriculum; 56 percent had a technology plan; 44 percent had a technology committee; 81 percent had a computer teacher; and 59 percent included technology in their budgets. When questioned, all principals agreed that technology was an important aspect of a Catholic school. The seven schools with the highest technology scores were diverse but shared one characteristic--strong, enthusiastic principal leadership. Principals were adept at making technology happen despite limited resources and supported their convictions by allocating resources, hiring technology personnel, scheduling classes for students and staff development for teachers, writing grant proposals, and enlisting parental support. Principals should use computers themselves, seek experts, form a technology committee, talk warily with sales representatives, visit other schools, brainstorm solutions, and hire and train technology-savvy teachers. (MLH) Descriptors: Action Research; *Administrator Role; *Catholic Schools; Constructivism (Learning); Diversity (Student); *Educational Technology; Elementary Education; *Instructional Leadership; *Leadership Responsibility; *Principals; Student Centered Curriculum; Teacher Researchers Identifiers: *Technology Integration; Texas Descriptive Terms: Paper presented at the Annual Meeting of the National Catholic Education Association (95th, Los Angeles, CA, April 14-17, 1998). Geographic Source: U.S.; Texas ED420926 EA029191 Trusting Transformational Principals: An Empirical Surprise. Author: Mannion, Patrick T. Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Language: English Pages: 29 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This study explored the relationship between transformational leadership and trust in schools. The central thesis is that high levels of trust should significantly correlate with transformational leadership behaviors by school principals. The study involved a sample of 451 teachers in 39 public secondary schools located in four suburban areas surrounding a large northeastern city. Participants completed the Trust Scale and the Multi-Factor Leadership Questionnaire (X) Short Rater Form (MLQ), which empirically measure trust and transformational leadership characteristics. Study data were then analyzed by regression techniques. Results indicated a significant correlation between the Trust in Principal score on the Trust Scale and Transformational Leadership score on the MLQ. This relationship did not hold between the Trust in Colleagues score on the Trust Scale and the Transformational Leadership score on the MLQ. The relationship was also not present between the Trust in Organization score on the Trust Scale and the Transformational Leadership score on the MLQ. Apparently, the relationship existing between trusted principals who are transformational leaders and faculty does not translate into a trusting relationship among colleagues or a trusting relationship between teachers and the school organization. Contains 5 tables, and 13 references. (Author/MLH) Descriptors: *Administrator Behavior; *Leadership Styles; Models; *Principals; Questionnaires; Regression (Statistics); Secondary Education; Suburban Schools; *Teacher Attitudes; *Trust (Psychology) Identifiers: *Transformational Leadership; *United States (Northeast) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998). Level: 2 Geographic Source: U.S.; New York ED420112 EA029086 The Assessment of Management Policies and Practices in School Districts. Author: Dembowski, Frederick L. Availability: Publication Date: 1998-02-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 22 Document Type: Viewpoints (120); Reports (141); Speeches, Conference Papers (150) Journal Announcement: RIENOV1998 Abstract: Both leadership and management play important roles in school administration, but there are problems with the way educational organizations are being both led and managed. A discussion of those problems, along with some possible solutions, are presented in this paper. It opens with an examination of the principal's role and how such persons must combine instructional leadership with managerial skills. To help in combining these demands, a model for the practice of managing an educational organization is presented. The model is based upon the three operational dimensions of management, and it outlines the administrator's role regarding all the tasks and functions of management. It is argued that many educational administrators are confused over their role in the organization and are unclear as to what management-related tasks and functions they should be conducting. The confusion results, it is claimed, in an overemphasis on the tasks and functions required of their positions, such as leadership, and an underemphasis on other requisite duties. The model can be used as a checklist for the tasks and functions of management that every administrator should be addressing. The role of reform and restructuring are also discussed. Appended are instructions and a self-assessment instrument for conducting a school-district management audit. (RJM) Descriptors: *Administrator Role; Educational Administration; Elementary Secondary Education; *Evaluation Criteria; *Instructional Leadership; Performance; *Principals; Professional Personnel; *Role Perception Descriptive Terms: Paper presented at the National Conference on Education (San Diego, CA, February 1998). Level: 1 Geographic Source: U.S.; New York ED419885 UD032362 An Investigation of Leadership in Effective and Noneffective Urban Schoolwide Project Schools. Author: Reed, Patricia; Roberts, Ann Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 45 Document Type: Reports (142); Speeches, Conference Papers (150); Tests, Evaluation Instruments (160) Journal Announcement: RIEOCT1998 Abstract: The primary purpose of this study was to determine whether the nature of leadership in Ohio Title I Schoolwide Project Schools that were deemed effective by the U.S. Department of Education differed from leadership in those Ohio Title I Schoolwide Project schools that were considered ineffective. The specific focus was to determine whether effective and ineffective schools differed with respect to the extent to which principals and the schools as a whole evidenced a bifocal, symbolic, technical, or unfocused leadership orientation. The Principal Behavior Inventory (PBI), developed to elicit principals' perceptions of their leadership styles, and the PBI-T, designed to measure teachers' perceptions of the same variables, were administered to 70 principals and 40 teachers respectively to determine construct validity. Four schools were selected from the entire sample for the district, and the principals and three teachers from each school completed the instruments. Two had bifocal (balanced between symbolic and technical leadership) principals, according to the PBI and PBI-T, and two had unfocused principals. The four schools are described in detail. In the effective school headed by a bifocal principal, both the principal and the teachers showed a bifocal orientation and worked together for technical and symbolic dimensions of their work. In the effective school with an unfocused principal, the school as a whole was bifocal, and leadership was diffused. In the ineffective school headed by a bifocal principal, the school was characterized by confusion and mistrust stemming from its previous administration. The ineffective school with the unfocused principal demonstrated an overall unfocused leadership orientation. Overall, findings show that both of the effective schools evidenced a bifocal schoolwide leadership orientation and both of the ineffective schools evidenced an unfocused schoolwide leadership orientation. Appendixes contain the principal and teacher interview protocols. (Contains 9 tables and 27 references.) (SLD) Descriptors: *Administrator Attitudes; Attitude Measures; Compensatory Education; Construct Validity; Educational Change; Elementary Education; *Elementary School Teachers; *Instructional Leadership; *Principals; Tables (Data); Test Validity; Urban Schools Identifiers: Improving Americas Schools Act 1994 Title I; *Ohio Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Level: 1 Geographic Source: U.S.; Ohio |