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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
Leadership of Foreign SchoolsJournal Articles (CIJE)Primary School Leadership: Values and Actions. Author: McEwen, Alex; Carlisle, Karen; Knipe, Damian; Neil, Peter; McClure, Billy Availability: Social Justice, P.O. Box 40601, San Francisco, CA 94140 (Subscriptions: $35, individual; $75, institutional; Single Copies: $12.95, individuals; $20, institutions). Journal Citation: Research Papers in Education: Policy & Practice, v17 n2 p147-63 Jun 2002 Publication Date: 2002 ISSN: 0267-1522 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2003 Abstract: Examined how British elementary principals' values were realized in the school environment. Data from online research journals kept by principals over two 4-week periods indicated that government policy of improving school leadership in order to raise standards was seriously compromised by educational market pressures. Many principals reverted to a leadership style of contingency management to cope with daily contingencies, with more complex issues falling by the way. (SM) Descriptors: Administrator Responsibility; Educational Policy; Elementary Education; Foreign Countries; *Instructional Leadership; Leadership Styles; Politics of Education; *Principals EJ659211 EA540364 Is There a Way Out? A Critical Analysis of Participation, Leadership and Management in Spanish Schools. Author: Llamas, Jose Manuel Coronel; Serrat, Marisa Fernandez Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: International Journal of Leadership in Education, v5 n4 p303-322 Oct-Dec 2002 Publication Date: 2002 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Evaluative (142) Journal Announcement: CIJMAY2003 Abstract: Examines educational improvement in Spanish schools, focusing on participation and leadership with the principalship as a point of reference. Describes how in Spain, in fact, there have been few advances in democratic participation and little development of educational leadership in the schools. (Contains 71 references.) (WFA) Descriptors: Educational Administration; *Educational Improvement; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Responsibility; Participation; *Participative Decision Making; *Principals; *Teacher Administrator Relationship EJ651995 EA539859 A Shift in Hong Kong Principals' Leadership Conceptions. Author: Yu, Huen Availability: http://exchanges.state.gov/forum Journal Citation: Asia Pacific Education Review, v3 n1 p37-47 Jul 2002 Publication Date: 2002 ISSN: 1598-1037 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2003 Abstract: Uses Transformational Leadership Questionnaire to determine teachers' perceptions of Hong Kong primary-school principal leadership style. Finds that principals behave in ways considered more transformational by their teachers, but not sufficient to influence the teachers' commitment to change. Concludes that principals' leadership style is more transactional than transformational. (Contains 32 references.) (PKP) Descriptors: Foreign Countries; *Leadership Styles; Primary Education; *Principals; *Teacher Attitudes EJ638579 CE538816 Leadership Styles and Work-Related Values of Managers and Employees of Manufacturing Enterprises in Post-Communist Countries. Author: Ardichvili, Alexander Availability: Workforce Education Forum, 301 Keller Bldg., Pennsylvania State University, University Park, PA 16802-1303. Journal Citation: Human Resource Development Quarterly, v12 n4 p363-83 Win 2001 Publication Date: 2001 ISSN: 1044-8004 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2002 Abstract: Survey responses from 695 managers and 1,696 employees in Georgia, Kazakhstan, Kyrgyzstan, and Russia revealed significant differences in cultural values between the two groups. Significant differences among countries were found in terms of cultural value dimensions of leadership style, such as masculinity, paternalism, and long-term orientation. (Contains 68 references.) (SK) Descriptors: *Administrators; *Employees; Foreign Countries; *Leadership Styles; Manufacturing Industry Identifiers: *Cultural Values; Georgia Republic; Kazakhstan; Kyrgyzstan; Russia; *Work Values EJ638379 SP529689 School Leadership Training in Sweden: Perspectives for Tomorrow. Author: Johansson, Olof Availability: Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford, OX10, 0GY, U.K. E-mail: subscriptions@triangle.co.uk. Web site: www.triangle.co.uk. Journal Citation: Journal of In-service Education, v27 n2 p185-202 2001 Publication Date: 2001 ISSN: 0305-7631 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Delineates the decentralization of power in Swedish education, describing the National Headteacher Training Program, which was designed to ensure that school leaders have the competence to lead the development of educational activities and to promote respect for the rights of students and parents. The main goal is to create school leaders who are democratic, communicative, and ongoing learners. (SM) Descriptors: Administrator Role; Elementary Secondary Education; Foreign Countries; Government Role; Inservice Education; Leaders; Leadership Qualities; *Leadership Training; *Principals; *Professional Development; EJ632420 EA538567 Globalisation and the UK Competition State: No Room for Transformational Leadership in Education? Author: Bottery, Mike Availability: Journal Citation: School Leadership & Management, v21 n2 p199-218 May 2001 Publication Date: 2001 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2002 Abstract: Examines the transference of transformational leadership models to an English educational context in the light of globalization pressures and the current government's response to these models. Defining headteacher success as achievement of centrally imposed outcome measures furthers professional cultures that hamper achievement of transformational leadership approaches. (Contains 29 references.) (MLH) Descriptors: *Competition; Elementary Secondary Education; Foreign Countries; Government Role; *Leadership Styles; Marketing; *Models; *Principals; *Program Implementation Identifiers: England; *Globalization; *Transformational Leadership EJ630864 EA538572 Developing the Leadership Capability of Headteachers. Author: James, Chris; Vince, Russ Availability: Journal Citation: Educational Management & Administration, v29 n3 p307-17 Jul 2001 Publication Date: 2001 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: Analyzes findings from a special (British) program that explored emotional dimensions of primary headteachers' leadership. Conceptualizes the emotions' role in organizations. Principals felt they had to abandon their humanity to lead, had sole responsibility for holding things together, and considered "good-enough" (imperfect) leadership unacceptable. (Contains 25 references.) (MLH) Descriptors: *Administrator Attitudes; Elementary Education; Foreign Countries; *Leadership Responsibility; Leadership Styles; *Principals; *Role Perception; *School Administration Identifiers: *Emotions; England; *Management Practices EJ621276 EA537974 Principals' Cognitive Strategies for Changes of Perspective in School Innovation. Author: Wasserstein-Warnet, M. M.; Klein, J. Availability: Journal Citation: School Leadership & Management, v20 n4 p435-57 Nov 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: Uses interviews and observations to explore principals' practices in building new cognitive perception and meaning in 20 Israeli schools. Changes of perception are intrinsically complex. Principals' ability to change perspective results from expertise in handling the interaction between a transformative, open-ended process and a time-cognitive orientation. (Contains 61 references.) (MLH) Descriptors: *Change Strategies; *Cognitive Restructuring; *Educational Innovation; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Interviews; *Principals; Teacher Attitudes; *Time Factors (Learning) Identifiers: *Israel EJ620750 SP529349 Working from a Higher Rung. Author: Dosdall, Emery; Diemert, Norman Availability: Journal Citation: Journal of Staff Development, v22 n1 p26-29 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Describes how the public schools in Edmonton, Alberta, Canada, worked to empower principals by making them part of the management team, reporting directly to the superintendent. Three factors that have helped principals transition into their new role are described (e.g., separate leadership and training programs for these principals and ongoing support including principal teams and principal institutes). (SM) Descriptors: *Administrator Role; Elementary Secondary Education; Foreign Countries; *Leadership Responsibility; *Principals; Public Schools; Teacher Improvement Identifiers: Canada EJ617887 EA537857 Charismatic Leadership and Its After-Effects in a Catholic School. Author: Morris, Andrew Availability: Journal Citation: Educational Management & Administration, v28 n4 p405-18 Oct 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2001 Abstract: Concerns about principals' demanding, crucial role may lead to assumptions that strong-minded, charismatic individuals are essential for a school's long-term well-being. A case study illustrates unintended consequences resulting from such archetypal leadership of a British Catholic secondary school, following an effective, unconventional headteacher's retirement. (MLH) Descriptors: *Administrator Role; *Catholic Schools; Foreign Countries; Institutional Mission; *Leadership Styles; Personality Traits; *Principals; *School Effectiveness; Secondary Education Identifiers: *Administrative Succession; England EJ614563 EA537561 The Question of Competence: The Origins, Strengths and Inadequacies of a Leadership Training Paradigm. Author: Brundrett, Mark Availability: Journal Citation: School Leadership & Management, v20 n3 p353-69 Aug 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2001 Abstract: Traces origins of competence-based approaches to management training in England, as a followup to implementing the Teacher Training Agency's National Standards for Headteachers, which inspired the National Professional Qualification for Headship (NPQH) and the Headteachers' Leadership and Management Programme (HEADLAMP). (Contains 81 references.) (MLH) Descriptors: *Administrator Effectiveness; Competence; Elementary Secondary Education; Foreign Countries; *Leadership Training; *Management Development; *National Standards; *Principals; Testing Identifiers: *England; Reflective Practice EJ609645 EA537413 Beyond Transformational Leadership. Author: Day, Christopher Availability: Journal Citation: Educational Leadership, v57 n7 p56-59 Apr 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2001 Abstract: In a 1998 study of effective British principals, school staffs agreed that successful heads were values-led, people- centered, achievement-oriented, inward/outward facing, and able to manage ongoing tensions and dilemmas: leadership/management, development/maintenance, autocracy/autonomy, personal time/professional tasks, personal values/institutional imperatives, and power with/power over. (MLH) Descriptors: *Achievement; *Administrator Characteristics; *Administrator Effectiveness; Coping; Elementary Secondary Education; Ethics; Foreign Countries; Interpersonal Competence; *Leadership Qualities; *Principals; Professional Autonomy; Stress Management; *Values Identifiers: *Caring; England EJ609569 EA537327 Principals as Morally Accountable Leaders. Author: Ehrich, Lisa Catherine Availability: Journal Citation: International Journal of Educational Reform, v9 n2 p120-27 Apr 2000 Publication Date: 2000 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Moral (rather than "corporate") accountability in education is essential; so is a human-centered leadership approach. Findings from an Australian study that investigated elementary principals' responsiveness to teachers' learning show how these leaders exercised their moral, professional, and contractual accountability to support a caring, learning ethic. (Contains 16 references.) (MLH) Descriptors: *Accountability; Critical Theory; Elementary Education; *Ethics; Foreign Countries; *Leadership Responsibility; *Moral Values; *Principals; *Value Judgment Identifiers: Australia; Caring; Corporate Culture; *Humanistic Leadership Model; Social Justice EJ609559 EA537183 Managing Change in Small Scottish Primary Schools: Is There a Small School Management Style? Author: Wilson, Valerie; McPake, Joanna Availability: Journal Citation: Educational Management & Administration, v28 n2 p119-32 Apr 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Identifies management activities and strategies used by 863 heads of small Scottish schools to implement 4 major national initiatives during the past decade. Headteachers valued teamwork and employed a "plan-implement-review" strategy involving a quick audit, realistic planning for achievable targets, inclusive implementation, and "sign-off." (Contains 29 references.) (MLH) Descriptors: *Change Strategies; *Educational Change; Elementary Education; Foreign Countries; *Leadership Styles; Participative Decision Making; *Principals; School Administration; *Small Schools; Teamwork Identifiers: Management Theories; *Scotland 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 EJ603280 EA536961 Curriculum Leadership and Management in Secondary Schools: A Hong Kong Case Study. Author: Lee, John Chi-Kin; Dimmock, Clive Availability: Journal Citation: School Leadership & Management, v19 n4 p455-81 Nov 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: According to data from two Hong Kong secondary schools, principals did not significantly influence curriculum monitoring or innovation. However, the vice-principal and teachers in one school emphasized these duties more than counterparts at the other school. The difference may stem from students' greater demands on teachers. (Contains 41 references.) (MLH) Descriptors: *Administrator Role; Case Studies; Foreign Countries; *Leadership Responsibility; *Principals; *School Effectiveness; Secondary Education; Student Role; *Teacher Role Identifiers: *Curriculum Management; Hong Kong; *Student Expectations EJ603252 EA536920 The Principal and the Centre of Reform: Some Lessons from the Field. Author: Clarke, S. R. P. Availability: Journal Citation: International Journal of Leadership in Education, v3 n1 p57-73 Jan-Mar 2000 Publication Date: 2000 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: Describes how a principal of an Australian parochial school tackled an onsite enterprise bargaining process. Indepth interviews suggested that to succeed, principals must be opportunists and reassurers, initiators and communicators, researchers and information providers, learners and responders, and standard-bearers and pragmatists. (Contains 25 references.) (MLH) Descriptors: *Collective Bargaining; Elementary Secondary Education; Foreign Countries; *Labor Relations; *Leadership Qualities; Parochial Schools; *Principals; *Productivity Identifiers: *Australia EJ601253 EA536904 Crossing the Border into Leadership: Experiences of Newly Appointed British Headteachers and American Principals. Author: Daresh, John; Male, Trevor Availability: Journal Citation: Educational Management & Administration, v28 n1 p89-101 Jan 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: Investigates perceptions of English headteachers and U.S. principals about crossing the professional "border" into school leadership. Using interview data, explores administrators' preparation for their new role and levels of professional support they received during induction. All went through "culture shock" while adjusting to the "hot seat." (MLH) Descriptors: *Comparative Education; Elementary Secondary Education; Ethics; Foreign Countries; Interviews; *Leadership Responsibility; *Principals; *Role Perception; Values Identifiers: *Beginning Administrators; England; Reflective Practice; United States EJ601248 EA536899 An Evaluation of the Teacher Training Agency Headteacher Leadership and Management Programme (HEADLAMP). Author: Blandford, Sonia; Squire, Linda Availability: Journal Citation: Educational Management & Administration, v28 n1 p21-32 Jan 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2000 Abstract: Reviews provisions of a British Teacher Training Agency Headteacher Leadership and Training Programme (HEADLAMP) from principals' perspective, based on a cohort study investigating attitudes toward issues such as program management, needs assessment, local education authorities' role, and funding and quality. Responses were positive, but questions arose concerning program management. (Contains 13 references.) (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Training; *Management Development; Mentors; Orientation; *Principals; Program Administration; Program Evaluation Identifiers: *United Kingdom EJ591058 EA535517 School Leadership in a Reformed Educational Environment. Author: Deeks, Graham Availability: Jossey-Bass Publishers, Inc., 350 Sansome St., San Francisco, CA 94104-1342. Journal Citation: New Directions in School Leadership, n9 p71-86 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: Examines effects of three variables (staff involvement level and quality, individual attitudes and perceptions, and management style) on change processes in 20 British elementary schools. Survey data indicated that only five schools made demonstrable progress in managing real cultural change. However, 11 others recognized they needed to do so. (MLH) Descriptors: *Educational Change; Elementary Education; Foreign Countries; *Leadership Responsibility; *Principals; *School Culture; *School Restructuring Identifiers: Education Reform Act 1988 (England); *Mandatory Programs; Wales EJ591056 EA535515 The Ambiguity of Moral Leadership in Catholic Schools. Author: Arthur, James Availability: Jossey-Bass Publishers, Inc., 350 Sansome St., San Francisco, CA 94104-1342. Journal Citation: New Directions in School Leadership, n9 p49-62 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: British Catholic schools are experiencing a pronounced decline in head teacher and teacher applications. Leadership is important, but it requires a critical mass of students and believing teachers who can co-lead school communities. The church must find, enlist, train, and support teachers who share its value system. Contains 19 references. (MLH) Descriptors: Administrator Education; *Catholic Schools; Elementary Secondary Education; *Ethics; Foreign Countries; *Leadership Responsibility; *Moral Values; *Principals; Spirituality; Teacher Education; *Teacher Recruitment Identifiers: *United Kingdom EJ591054 EA535513 Looking Back from the Front: Practical Reflections on Leadership. Author: Johnson, David Availability: Jossey-Bass Publishers, Inc., 350 Sansome St., San Francisco, CA 94104-1342. Journal Citation: New Directions in School Leadership, n9 p21-33 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAR2000 Abstract: Staff quality is an important school attribute. Strong, determined leadership requires a principal's personal readiness to take issue with underperforming teachers, challenge cynicism and negative elements in the school, and recruit, retain, and develop high-quality, dedicated staff. A collaborative leadership culture emerges from empowering even the most resistant faculty. Contains 10 references. (MLH) Descriptors: *Administrator Responsibility; Foreign Countries; *Leadership Styles; *Principals; Resistance to Change; *School Culture; Secondary Education; *Teacher Empowerment; *Teamwork Identifiers: *United Kingdom EJ589407 EA536077 Lessons from British Columbia: Leaders Get the Job Done Despite the Odds. Author: Renihan, Fred Availability: Journal Citation: School Leadership & Management, v19 n2 p209-12 May 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJFEB2000 Abstract: The superintendent of a highly politicized district in British Columbia discusses the micropolitics of top-down reform mandates imposed on his district. He describes ways that resourceful school leaders mediate provincial expectations while working simultaneously and interdependently to create collaborative professional cultures and rich learning opportunities for students. (MLH) Descriptors: *Educational Change; Elementary Secondary Education; Foreign Countries; *Leadership Responsibility; *Politics of Education; *School Culture; *Superintendents Identifiers: *British Columbia; *Micropolitics EJ589405 EA536075 Micropolitics in the United Kingdom: Can a Principal Ever Be Expected To Be "One of Us"? Author: Vann, Barbara J. Availability: Journal Citation: School Leadership & Management, v19 n2 p201-04 May 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJFEB2000 Abstract: A principal describes her experience under the changes implemented recently in England and Wales. She describes leadership challenges and some strategies that use micropolitics to effect positive outcomes. She successfully employed tension and confrontation as steps toward change and encouraged participation in decision making. (MLH) Descriptors: *Decentralization; Educational Change; Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Participative Decision Making; *Politics of Education; *Principals Identifiers: Confrontation; *Micropolitics; *United Kingdom EJ587637 EA536001 Feminist Educational Leadership in a New Zealand Neo-Liberal Context. Author: Strachan, Jane Availability: Journal Citation: Journal of Educational Administration, v37 n2 p121-38 1999 Publication Date: 1999 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2000 Abstract: Uses a qualitative, feminist, case-study methodology to research the feminist leadership of three women secondary principals in New Zealand. Being student-focused was central to feminist educational leaders' practice within a neoliberal context demanding increased financial, accountability, and marketing responsibilities. They prevailed by working long hours. (48 references) (MLH) Descriptors: *Administrator Responsibility; Case Studies; Context Effect; Faculty Workload; *Feminism; Foreign Countries; *Leadership Styles; Pilot Projects; *Principals; Qualitative Research; Secondary Education; *Student Centered Curriculum; *Women Administrators Identifiers: Neoliberalism; *New Zealand EJ585602 EA535848 The Management of Dilemmas in School Restructuring: A Case Analysis. Author: Dimmock, Clive Availability: Journal Citation: School Leadership & Management, v19 n1 p97-113 Feb 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC1999 Abstract: Summarizes a case study of dilemmas facing a Western Australian secondary headteacher involved in restructuring his school. Analyzes his methods of coping with intractable situations (like school expansion and performance management) and outcomes. Dilemmas offer both opportunities and challenges for visionary, proactive, and creative school leaders. (18 references) (MLH) Descriptors: *Accountability; Case Studies; *Coping; Creativity; Foreign Countries; *Principals; *School Restructuring; Secondary Education; *Work Environment Identifiers: Australia (Western Australia); *Dilemmas of Schooling; *Educational Leadership; Management Practices EJ585599 EA535845 Primary School Leadership in England: Policy, Practice, and Theory. Author: Southworth, Geoff Availability: Journal Citation: School Leadership & Management, v19 n1 p49-65 Feb 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1999 Abstract: Reviews contemporary theorizing on school leadership, highlighting transformational styles, and overviews (British) governmental policies for school leadership and improvement. Reviews current research on primary heads' views of the headship. Although the primary headship is being transformed, it is not becoming transformational. Policymakers have great shaping power. (29 references) (MLH) Descriptors: *Educational Improvement; Elementary Education; Foreign Countries; *Policy Formation; *Principals; *School Administration; *Theory Practice Relationship Identifiers: Educational Leadership; *England; *Transformational Leadership EJ581502 EA535521 Exploring Principals' Dilemmas in Hong Kong: Increasing Cross-Cultural Understanding of School Leadership. Author: Walker, Allan; Dimmock, Clive Availability: Journal Citation: International Journal of Educational Reformv8 n1 p15-24 Jan 1999 Publication Date: 1999 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1999 Abstract: Builds a case for studying principals' dilemmas, discusses lack of studies in non-Western contexts, and briefly reviews Hong Kong schooling reforms. Describes how 15 Hong Kong principals managed various dilemmas and the managerial consequences. Although dilemmas may be generic across cultures, their formation and management seem culturally related. (32 references) (MLH) Descriptors: *Administrative Problems; *Cultural Influences; Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Principals; *School Administration Identifiers: *Hong Kong EJ581473 EA535437 Strategic Leadership, Resource Management and Effective School Reform. Author: Caldwell, Brian J. Availability: Journal Citation: Journal of Educational Administrationv36 n5 p445-61 1998 Publication Date: 1998 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJOCT1999 Abstract: Examines school reform's effects on principals' professional leadership culture, drawing on research findings from 1993 to 1998, and highlighting possible future reforms in Victoria, Australia. Principals are more satisfied with present, than past, work arrangements. Leadership is more strategic and empowering than heroic or hands-on. (44 references) (MLH) Descriptors: Elementary Secondary Education; *Empowerment; Foreign Countries; *Leadership Responsibility; *Management Development; *Principals; *Work Environment Identifiers: *Australia (Victoria); Corporate Culture EJ579326 EA535306 Creating the Leadership Climate. Author: Riley, Kathryn A. Availability: Journal Citation: International Journal of Leadership in Education, v1 n2 p137-53 Apr-Jun 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: Explores the interlocking national, local, and school-based factors shaping school leadership climate, focusing on recent developments in England. Reveals areas of conflict and tension, discontinuities between policy aspiration and actualization, and areas of coherence and shared aspiration. School leaders should be viewed not as policy instruments, but as creative, committed, visionary people. (34 references) (MLH) Descriptors: *Administrator Role; Educational Policy; Elementary Secondary Education; Foreign Countries; *Leadership; *Organizational Climate; *Principals; School Administration; *School District Autonomy Identifiers: *England EJ577240 EA535302 Heroic Principals and Structures of Opportunity: "Conjoncture" at a Vocational High School. Author: Goodson, Ivor; Anstead, Christopher Availability: Journal Citation: International Journal of Leadership in Education, v1 n1 p61-73 Jan-Mar 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG1999 Abstract: Explores the historical and social context in which leadership actions are embedded, focusing on the education and moral regulation of students at London Technical High School, a Canadian vocational high school established in 1912 to increase the pool of industrial laborers. Knowing the full historical context enhances understanding of change forces and the limitations and intentions of leadership. (MLH) Descriptors: Change Agents; *Context Effect; Foreign Countries; High Schools; *History; *Leadership; *Principals; *Social Structure; *Vocational Education EJ576568 TM521516 International Challenges and Transitions in School Leadership. Author: Portin, Bradley S., Ed. Availability: Journal Citation: International Journal of Educational Research, v29 n4 p293-391 1998 Publication Date: 1998 ISSN: 0883-0355 Language: English Document Type: Collected works--Serials (022); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: The eight chapters of this theme issue address two broad themes related to the study of school leadership in four countries. The first is the changing role of the principal/headteacher as a result of legislated change and societal expectations. The second is the implications of these changes for the roles of principals and headteachers. (SLD) Descriptors: *Administrator Role; *Educational Administration; Educational Change; Foreign Countries; *Instructional Leadership; *Principals; Professional Development; *School Based Management; Social Change Identifiers: *Head Teachers Descriptive Terms: Theme issue. EJ575262 EA535237 From Lady Teacher to Professional: A Case Study of Some of the First Headteachers of Girls' Secondary Schools in England. Author: Watts, Ruth Availability: Journal Citation: Educational Management & Administration, v26 n4 p339-51 Oct 1998 Publication Date: 1998 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Investigates women headteachers' professional identity and leadership styles, returning readers to the late 19th century, when the first (British) secondary schools for girls were established. Explores various issues, such as sensible dress, girls' sports, health education, and extracurricular activities, employing case studies of three Birmingham secondary-school headmistresses' careers. (31 references) (MLH) Descriptors: Access to Education; Case Studies; Dress Codes; *Educational History; Equal Education; Extracurricular Activities; *Females; Foreign Countries; Health Education; *Leadership Styles; *Principals; *School Administration; Secondary Education; *Teaching (Occupation); Womens Athletics; Womens Education Identifiers: England (Birmingham); *Professionalization of Teaching EJ575198 EA535145 Training Aspiring Heads on NPQH: Issues and Progress. Author: Lodge, Caroline Availability: Journal Citation: School Leadership & Management, v18 n3 p347-57 Aug 1998 Publication Date: 1998 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Explores the political and historical origins of the new qualification for headteachers, the National Professional Qualification for Headship (NPQH). Discusses several characteristics of the program: conceptual pluralism, separation of leadership from management, emphasis on process and practical application, separation of the training and assessment process, and pressure to cover content. (17 references) (MLF) Descriptors: *Administrator Education; Elementary Secondary Education; Foreign Countries; *Leadership Training; National Standards; *Principals; *Professional Development; *Teacher Promotion; Theory Practice Relationship Identifiers: Professional Development Centers; United Kingdom EJ575196 EA535143 The National Professional Qualification for Headship: The Key to Effective School Leadership? Author: Bush, Tony Availability: Journal Citation: School Leadership & Management, v18 n3 p321-33 Aug 1998 Publication Date: 1998 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: The Teacher Training Agency's National Professional Qualification for Headship is a (nearly mandatory) initiative leading to a threshold qualification for headship. This article examines NPQH, contrasting it with recent school management provision history in England and Wales and with international practice. With modifications, NPQH may contribute substantially to preparing tomorrow's administrators. (29 references) (MLH) Descriptors: *Administrator Education; *Administrator Qualifications; *Assessment Centers (Personnel); Elementary Secondary Education; Foreign Countries; *Leadership Training; *National Standards; *Principals; School Administration Identifiers: United Kingdom 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 EJ571811 EA535012 The Paradox of School Leadership. Author: Eden, Devorah Availability: Journal Citation: Journal of Educational Administration, v36 n3-4 p249-61 1998 Publication Date: 1998 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: Principals operate in a tightly regulated system while attempting to lead teachers toward voluntary extracurricular activities. According to a case study of an Israeli senior school, leaders resolve this paradox by mobilizing teachers via behavior- and cognition-shaping strategies which cause them to redefine their work. Administrators succeed when sensibly combining transactional and transformational leadership styles. (23 references) (MLH) Descriptors: *Bureaucracy; Case Studies; *Educational Administration; Extracurricular Activities; Foreign Countries; High Schools; *Leadership Styles; *Principals; Teacher Motivation; *Teacher Supervision; *Work Environment Identifiers: *Israel; Management Practices; Transactional Leadership; Transformational Leadership EJ565092 EA534654 The Role Perceptions of Government and Non-Government Headteachers in Pakistan. Author: Simkins, Tim; Garrett, Viv; Memon, Muhammad; Ali, Rana Nazir Availability: Journal Citation: Educational Management & Administration, v26 n2 p131-46 Apr 1998 Publication Date: 1998 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1998 Abstract: A study of the principal's role involved interviews of six headteachers of government and nongovernment secondary schools in Karachi, Pakistan, and reviews of five one-week activity diaries. Nongovernmental principals had more managerial freedom, but governmental principals operated under less personal control by their superiors. The latter used a nondelegative, direct-supervision approach and seemed threatened by parent involvement. (22 references) (MLH) Descriptors: Accountability; *Administrator Role; Developing Nations; Diaries; Foreign Countries; Interviews; *Leadership Styles; Parent Participation; *Principals; *Private Schools; *Public Schools; *Role Perception; Secondary Education Identifiers: Management Practices; *Pakistan (Karachi) EJ558113 EA534149 The Principalship: An International Perspective. Author: McAdams, Richard P. Availability: Journal Citation: Principal v77 n3 p10-12,14,16 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0271-6062 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: A comparison of educational systems of several developed countries (England, Germany, Denmark, Japan, and the United States) shows that U.S. principals have a more frenetic work day than their international colleagues, shouldering heavier responsibilities for student discipline, teacher supervision, student activities, and community relations. Differences in autonomy, training, classroom teaching responsibility, school schedules, and compensation are also discussed. (MLH) Descriptors: *Administrator Role; *Comparative Education; Elementary Education; Foreign Countries; *Instructional Leadership; *Power Structure; *Principals; *Supervision Identifiers: Denmark; England; Germany; Japan; United States Documents (RIE)Pluses and Minuses of British Headteacher Reform: Toward a Vision of Instructional Leadership. Author: Daresh, John C.; Male, Trevor Availability: http://www.irrodl.org/content/v3.2/lns.html Publication Date: November 2001 Language: English Document Type: Opinion papers (120); Speeches/meeting papers (150) Journal Announcement: RIEMAY2003 Abstract: It is generally accepted that effective principals make for effective schools. In the United Kingdom, the key player providing needed intelligence, vision, energy, and thinking is called the headteacher. The issue considered broadly in this paper is educational leadership in the UK. It addresses the critical role of the headteacher and how to ensure that English schools will continue to receive solid direction to ensure student achievement. The paper begins with a review of recent government efforts to recognize the central importance of headteachers, and describes current practices and analyzes their effectiveness. The paper then presents a list of fundamental assumptions: Briefly, there is a shortage of qualified candidates for headships, and the situation is likely to get worse unless corrective steps are taken. Based, then, on the stated observations and assumptions, the paper makes the following recommendations for policymakers: (1) Upgrade the traditional apprenticeship model to incorporate the skills needed for the modern headship; (2) include peer coaching, or lateral support, in current mentoring programs; (3) help current and aspiring headteachers develop a personal educational platform, or philosophy of education; and (4) provide targeted learning experiences, or training, for current and aspiring headteachers. (Contains 10 references.) (WFA) Descriptors: *Administrator Role; *Assistant Principals; Beginning Principals; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Training; *Management Development; *Principals Descriptive Terms: Paper presented at the Annual Meeting of the University Council for Educational Administration (15th, Cincinnati, OH, November 2-4, 2001). Geographic Source: U.S.; Texas ED454164 SP040031 Professional Profile of Principalship in Educational Institutions in Spain. Author: Palomares, Luis Batanaz; Castillo, Jose Luis Alvarez Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Ministry of Education, Culture, and Sport, Madrid (Spain). (BBB36626) Publication Date: April 2001 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2001 Abstract: This paper presents results from a research project on the professional profile of the educational principalship in Spain. The study defined the most relevant features related to professional activities, examined the opinions of teachers on what constitutes the principalship as a profession, and discussed the decision making process about aligning the job of principal to that of other professions. Surveys of 1,005 education professionals in the province of Cordoba examined the opinions of professionals with no experience as principals, professionals with experience as principals, and professionals with experience as guidance counselors, educational advisors, and educational inspectors. Results indicated that educators were moderately in favor of turning the principal position into a profession. People with experience in top positions favored turning the principal position into a profession, while those with no principal experience did not. People over 50 years of age had a more clear conception of the principalship than did the rest of the respondents. More males than females agreed with the idea of turning the principal position into a profession. The highest level of disagreement among professionals was about selection and access to the principalship. (Contains 22 references.) (SM) Descriptors: Elementary Secondary Education; Foreign Countries; *Instructional Leadership; *Principals Identifiers: Professionalization; *Spain Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Contract Number: PB/97-0452 Geographic Source: Spain ED451591 EA030908 Stages of Headship: A Longitudinal Study of the Principalship. Author: Weindling, Dick Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 16 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2001 Abstract: This paper uses socialization theory to re-examine a unique, 10-year longitudinal study of headteachers so as to describe the stages of headship transition. It outlines prior models of leadership succession in both business and schools and produces a stage theory of headship that can be used not only as a research tool, but also as a way to assist the development of heads and prospective heads. The article outlines the stage theories of socialization and examines previous research on headship-preparation programs. The longitudinal study re-examined here consisted initially of questionnaires that were administered to 188 headteachers. Follow up questionnaires were then distributed to a select number of these principals over a 10-year period. The responses enabled the creation of a model depicting the stages of transition in the headship: Stage 0--preparation prior to headship; Stage 1--entry and encounter (first 2 months); Stage 2--taking hold (months 3-12); Stage 3--reshaping (year 2); Stage 4--refinement (years 3-4); Stage 5--consolidation (years 5-7); and Stage 6--plateau (years 8 and onward). The model should help headteachers understand the likely phases they will experience during their tenure. Although each school is unique, patterns of development are still evident and can be used for preparation and support. (Contains 22 references.) (RJM) Descriptors: Administrator Guides; Developmental Stages; Educational Administration; Educational Theories; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Longitudinal Studies; *Principals; *Professional Development Identifiers: Headmasters Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Geographic Source: United Kingdom; England ED450489 EA030923 The Effects of Pre-Service Training and Experience on Preparation for the Principalship in England. Author: Male, Trevor; Hvizdak, Marianne Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 17 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEAUG2001 Abstract: This paper provides a synopsis of the findings of a national survey of headteachers conducted in 1999 by means of a self-completion postal questionnaire. The survey sought to establish the perceptions of English headteachers with regard to their state of readiness on taking up the role. Where respondents reported themselves as well prepared or extremely well prepared for aspects of their role, they were asked to attribute their perceived state of readiness to training, experience, or a combination of the two. In addition, respondents were asked to complete open-ended questions that asked them to identify activities and support that would help the induction of newly appointed headteachers working in the special-education sector. Analysis of all responses reveals that the majority of headteachers (57 percent) perceived themselves to be either well prepared or extremely well prepared. The influence of training was deemed to be minimal by respondents in all categories. Most surprising was that headteachers did not perceive themselves to be well prepared in applying law to specific situations. (Contains 7 references.) (DFR) Descriptors: Accountability; *Administrative Organization; *Administrator Role; Educational Responsibility; Elementary Secondary Education; Foreign Countries; Governance; *Leadership; *Principals; Public Schools; *School Administration; *School Based Management; School Effectiveness Identifiers: *England Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: United Kingdom; England ED445390 EA030535 Personal Visions of the Administrators in the Turkish Elementary Schools for the 21st Century. Author: Ercetin, S. Sule Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 10 Document Type: Information Analysis (070); Reports--Research (143) Journal Announcement: RIEMAR2001 Abstract: Vision is an important dimension in the leadership characteristics of school administrators. This dimension can be expressed in a 2-phased process: the development of both personal and organizational visions. How this vision is developed, however, in school administrators is difficult to answer. This study looks at the development of personal vision in school administrators. Data were collected from 158 elementary principals and 243 assistant principals from Ankara, Turkey. Self-evaluations of proficiencies, self-development fields, leadership styles, professional values, and schools were determined. Differences occurred between principals and assistant principals in determining proficiencies, self-development fields, and leadership styles. Differences were nonexistent in determining school climate, school-community relationships, the pressure of superior administrators, and discipline. These results are compared to the requirements of 21st century education. (Contains 18 references.) (DFR) Descriptors: *Administrator Characteristics; *Administrator Role; *Assistant Principals; Discipline; Elementary Education; Foreign Countries; *Leadership Qualities; *Organizational Objectives; *Principals; Public Schools; School Community Relationship Identifiers: *Turkey (Ankara) Geographic Source: Turkey ED443200 EA030536 Organizational Visions of the Administrators in Turkish Elementary Schools for the 21st Century. Author: Ercetin, S. Sule Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 8 Document Type: Reports--Research (143) Journal Announcement: RIEJAN2001 Abstract: A study attempted to identify vision development and leadership characteristics of elementary school administrators in Ankara, Turkey. School administrators were asked to supply information about the following: (1) five characteristics that they like and dislike in their schools; (2) the internal and external obstacles affecting the operation of the schools; (3) the climate of the schools; and (4) characteristics of their ideal schools. Results indicated that school administrators perceived their schools similarly. The administrators depicted their ideal schools with the following characteristics: a school with a trained managerial team, local management, absence of political pressure, a quality education with a contemporary curriculum, the solution of economic and infrastructural problems, the management of discipline, and parents who are interested in the school and participate in school activities. (Contains 10 references.) (DFR) Descriptors: *Administrator Characteristics; *Administrator Role; *Curriculum Development; Discipline; Elementary Education; Foreign Countries; *Leadership Qualities; *Organizational Objectives; Parent Participation; *Principals; Public Schools Identifiers: *Turkey (Ankara) Geographic Source: Turkey ED443178 EA030499 School Leadership in English Schools at the Close of the 20th Century: Puzzles, Problems and Cultural Insights. Author: Southworth, Geoff Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2000 Language: English Pages: 22 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2001 Abstract: This paper discusses the headship (principalship) in English schools so as to trace the cultural and historical antecedents of educational leadership in England. It focuses on three perceptions: (1) School leadership in England continues to be preoccupied with organizational power relations; (2) These relations tend to sustain the domination of leaders in "their" schools; and (3) Such a configuration of authority has implications for schooling and democracy. The paper examines the many reforms of the 1990s, dividing them into two groups: those reforms introduced by conservatives and those initiated by the Labor Party. Numerous themes arose from these reforms, such as competition, decentralization and centralization, accountability, and school improvement, and each of these themes is examined. How these reforms have affected the headship in English schools, such as the increased emphasis on leadership and management, is treated at length. The paper concludes that while school leadership reflects and sustains historical and cultural traditions, traditions are not immutable. Over the last decade corporatist and capitalist values of choice, competition, and consumerism have been explicitly added to bureaucratic and managerial values. Furthermore, shared leadership is largely contingent upon the individual headteacher's preferences and seems to be a concession that headteachers grant to others. (Contains 31 references.) (RJM) Descriptors: *Administrator Attitudes; *Educational Assessment; Elementary Secondary Education; Foreign Countries; Institutional Evaluation; *Instructional Leadership; National Surveys; *Principals; Summative Evaluation Identifiers: *England Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Geographic Source: United Kingdom; England ED433579 EA029533 Strategic Leadership, Resource Management and Effective School Reform. Author: Caldwell, Brian J. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1998 Language: English Pages: 19 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEFEB2000 Abstract: This paper explores the impact of school reform on learning outcomes and on the professional culture of the principalship. The report draws on findings from several research projects involving surveys and case studies in the period 1993 to 1998, with special focus on the Schools of the Future reform in Victoria, Australia. The article describes the research programs used in the study, and offers an account of the emerging roles and preferences of principals for the new organizational arrangements. A description of new mechanisms for the management of resources sets the scene for a review of findings on learning outcomes. The final section describes the professional culture of the principalship that is emerging under these conditions. The findings show that despite several dysfunctions, unfulfilled expectations, and intensification of work, a large majority of principals would not return to previous organizational governance. Structural equation modeling of the sources used in the study revealed a stable pattern of direct and indirect effects of reform elements on learning outcomes for students. Case studies revealed that principals played an important role in helping link the structural aspects of reform to learning and teaching. Leadership was strategic and empowering more than it was heroic or "hands on." (Contains 42 references.) (RJM) Descriptors: *Educational Change; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Responsibility; *Principals; *Professional Development; Program Evaluation; School Administration; School Based Management; *School Effectiveness Identifiers: Australia (Victoria); Schools of the Future (Australia) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: Australia; Victoria ED432833 EA029986 Challenging the Orthodoxy of Effective School Leadership. Author: Day, Christopher; Harris, Alma; Hadfield, Mark Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 31 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This report examines the nature and practice of effective leadership in schools in England and Wales in the 1990s. It is based on a study that explored how existing theories of effective leadership--purposeful leadership, transformational leadership, or moral leadership--compared to the practices of successful head teachers in times of change. The research was based on more than 200 interviews with heads (principals), staff, governors, parents, and students in 12 primary, secondary, and special schools. The methodology recognized that effective leadership was a highly contextualized and relational construct. A generic case-study protocol was designed in which each school was visited for two-and-a-half days. Analysis revealed that the various stakeholders shared a broadly similar social construction of leadership that did not wholly endorse existing theories of leadership. The heads themselves operated on the basis of both internally and externally determined measures of quality control; their quality-assurance criteria had a broader agenda in keeping with a holistic moral vision of a good school and good teachers. Their leadership approaches did not neatly adhere to existing leadership theories, in part because the complexity of the role they faced meant that no one theory could explain existing practices. (Contains 30 references.) (RJM) Descriptors: Administrator Behavior; *Administrator Effectiveness; Administrator Role; Case Studies; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; *Leadership Qualities; Models; *Principals Identifiers: England; Wales Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: United Kingdom; England ED431229 EA029876 Leadership Approach, the New Work of Teachers and Successful Change. Author: Sheppard, Bruce; Brown, Jean Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 26 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper describes case studies involving two Canadian high schools. These schools, recognized nationally and provincially as outstanding schools in dealing with multiple changes, provided a venue to explore the conditions that contribute to successful change. The research is based on the assumption that organizational learning is a valid framework for the study of how schools cope with change, illuminating the conditions that allow some schools to overcome barriers to innovation and to appear more successful than others in implementing various initiatives. The paper assesses the leadership approach that contributed to the schools' success to determine the extent to which the teachers' role was consistent with the six domains that Fullan claims are required if schools are to be "learning organizations." Data for the study consisted of interviews of teachers and administrators of both schools, as well as review of various documents, such as school academic-achievement reports. A leadership survey was administered to the entire school staff. The results demonstrate the dynamic, complex nature of change. The findings also demonstrate that such complexity does not prevent change, but often presents new opportunities. All principals were overtly engaged in the change process but also initiated structures that provided for distributed collaborative leadership. Contains 38 references. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Case Studies; Change Strategies; *Educational Change; High Schools; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Teacher Role Identifiers: Newfoundland Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Newfoundland ED425100 SO029490 Leadership and Work Context of Public and Private Secondary Schools in the Republic of Lebanon. Author: Greenfield, William; Akkary, Rima Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 22 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEAPR1999 Abstract: This study provides empirical data about the role and work context of the principal in public and private secondary schools in Lebanon. The study focused on questionnaires, interviews, and observations of 33 principals in Lebanon. The researchers wished to examine the principals' perspectives on their roles, responsibilities and the way the role is shaped by various contextual factors in public and private schools located in urban, small town, and rural communities in North Lebanon. The study offers comparisons of the principalship across cultural contexts, including comparisons with the United States and Canada, as well as neighboring countries. The research recommends further studies to enhance awareness of similarities and differences among the role of principals across cultures and educational settings. (EH) Descriptors: Comparative Education; Foreign Countries; *Instructional Leadership; *Middle Eastern Studies; *Principals; *Private Schools; *Public Schools; School Administration; Secondary Education; *Secondary Schools Identifiers: *Lebanon Descriptive Terms: Paper presented at the Annual Meeting of American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Oregon 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 |