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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 Skills, Styles, and PrerequisitesJournal Articles (CIJE)Leadership Styles and High-Stakes Testing: Principals Make a Difference. Author: DeMoss, Karen 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: Education and Urban Society, v35 n1 p111-32 Nov 2002 Publication Date: 2002 ISSN: 0013-1245 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2003 Abstract: Offers a typology of a spectrum of school leadership styles across four matched pairs of schools within the same high-stakes testing environment, examining the role leadership played over a decade in framing how schools would respond to the testing environment. Principals' philosophies about their staff and roles as leaders reflected teachers' approaches to instructional changes and schools' long-term achievement gains. (SM) 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 EJ644981 EA539591 The Courage To Lead. Author: Glickman, Carl D. Availability: Available at: http://www.nasen.uk.com/ejournal. Journal Citation: Educational Leadership, v59 n8 p41-44 May 2002 Publication Date: 2002 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2002 Abstract: Describes common principal-leadership characteristics of exemplary schools, schools that successfully implemented and sustained major school reforms. (PKP) Descriptors: Academic Achievement; Action Research; Boards of Education; *Educational Change; Elementary Secondary Education; *Leadership; *Principals Identifiers: *Exemplary Schools EJ629463 EC627799 Ethical Leadership in Schools Servicing African American Children and Youth. Author: Williams, Brenda Toler Availability: Journal Citation: Teacher Education and Special Education, v24 n1 p38-47 Win 2001 Publication Date: 2001 ISSN: 0888-4064 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJAN2002 Abstract: This article examines the role of leadership in establishing a school climate where ethical deliberation undergirds educational decision-making. A major focus is on educational leaders who can facilitate planning for more inclusive educational settings for minority group students, however, shared leadership and empowerment of teachers and specialists are reviewed. (Contains references.) (Author/CR) Descriptors: *Administrators; *Blacks; Decision Making; *Disabilities; *Educational Environment; Elementary Secondary Education; *Ethics; Inclusive Schools; Leadership Qualities; *Leadership Responsibility; Minority Group Children; Teacher Empowerment Identifiers: African Americans EJ624715 EA538186 How Should Leaders Respond? Author: Crew, Rudolph F. Availability: Journal Citation: School Administrator, v58 n3 p44-45 Mar 2001 Publication Date: 2001 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2001 Abstract: Superintendents, principals, and teachers can no longer work in isolation or on parallel tracks. Leaders must be role models, engage in meaningful dialogue about children, and create new learning opportunities for the adults teaching them. Schools must cultivate talented leaders, not managers, to create what does not exist. (MLH) Descriptors: *Administrator Responsibility; Competition; Cooperation; Creativity; Economic Factors; Educational Innovation; Elementary Secondary Education; *Leadership Qualities; *Management Development; Principals; Professional Development; Professional Isolation; *Recruitment; *Role Models; Skill Development; *Superintendents Identifiers: *Teacher Leadership EJ624298 CE537676 The New Century: Is It Too Late for Transformational Leadership? Author: Wilmore, Elaine; Thomas, Cornell Availability: Journal Citation: Educational Horizons, v79 n3 p115-23 Spr 2001 Publication Date: 2001 ISSN: 0013-175X Language: English Document Type: Journal articles (080) Journal Announcement: CIJOCT2001 Abstract: The Texas Education Agency has outlined proficiencies designed to help Texas school administrators become learner centered in leadership style, climate setting, curriculum and instruction, diversity, communication, and professional development. These proficiencies are grounded in the concept of transformational leadership. (Contains 23 references.) (JOW) Descriptors: *Educational Change; *Leadership Qualities; *Principals; *School Effectiveness Identifiers: Learner Centered Instruction; *Texas; *Transformational Leadership Descriptive Terms: Theme issue: Leadership. EJ620752 SP529351 Measuring a Leader. Author: Van Meter, Eddy J.; McMinn, Cynthia A. Availability: Journal Citation: Journal of Staff Development, v22 n1 p32-35 Win 2001 Publication Date: 2001 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2001 Abstract: Improving school leadership quality must start with leadership standards. The Interstate School Leaders Licensure Consortium (ISLLC) developed standards for use in all school leadership positions. This paper describes: how to use the standards for principals' professional development; how to ensure quality preservice administrator preparation; how to conduct licensure assessment; how to use ISLLC standards; and the ISLLC process in practice. (SM) Descriptors: *Academic Standards; Administrator Education; *Administrator Role; Elementary Secondary Education; Higher Education; Instructional Leadership; *Leadership Qualities; Leadership Training; *Principals; *Professional Development EJ619625 EA537894 Choosing a Rigorous Path. Author: George, Patricia Availability: Journal Citation: Principal Leadership, v1 n4 p36-41 Dec 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: In May 2000, 35 principals from across the nation met to define their role in implementing rigorous academic curricula to promote student achievement. Their observations concerning effects of school climate, resources, staffing, equal access, professional development, sustained leadership, and program assessment are discussed. (MLH) Descriptors: *Academic Standards; Access to Education; *Administrator Role; *Curriculum Development; Educational Environment; High Schools; *Instructional Leadership; *Principals; Professional Development; *Program Implementation Identifiers: Staffing Patterns EJ616311 EA537735 Manage Less: Lead More. Author: Supovitz, Jonathan A. Availability: Journal Citation: Principal Leadership, v1 n3 p14-19 Nov 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: The increasing complexity of the principal's job makes distributing leadership (among teachers, coaches, and literacy specialists) a survival tactic and a sound organizational strategy. Distributive leadership benefits principals who generally lack time to commit to particular initiatives and the content/instructional expertise to implement complex reforms. (MLH) Descriptors: *Instructional Leadership; Job Skills; *Leadership Responsibility; Models; *Participative Decision Making; *Principals; *Program Implementation; Secondary Education Identifiers: Barriers to Implementation; Teacher Leaders; University of Pennsylvania EJ616310 EA537734 Who's in Charge? The Accountability Challenge. Author: Lashway, Larry Availability: Journal Citation: Principal Leadership, v1 n3 p8-13 Nov 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: State and federal policymakers have recently upgraded accountability rules, thrusting school leaders into uncharted, uncomfortable territory. In this scenario, principals must adopt flexible, facilitative leadership styles, model core school values, develop organizational capacity, accept heightened public scrutiny, and represent the school's mission and accomplishments. (Contains 10 references.) (MLH) Descriptors: *Academic Standards; *Accountability; *Administrator Responsibility; Federal Legislation; High Stakes Tests; *Leadership Styles; *Principals; Professional Development; Secondary Education; State Legislation Identifiers: *Capacity Building; *Facilitative Leadership EJ606607 EC624821 Creativity: An Essential Component for Effective Leadership in Today's Schools. Author: Goertz, Jeanie Availability: Journal Citation: Roeper Review, v22 n3 p158-62 Apr 2000 Publication Date: 2000 ISSN: 0278-3193 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV2000 Abstract: Four secondary school principals, identified as effective, completed a questionnaire concerning the role of creativity in their work and a self-evaluation. Analysis of responses indicates that effective principals perceive themselves as having indicators of leadership including passion for work, independence, goal setting, originality, flexibility, wide range of interests, intelligence, and motivation. (Contains references.) (Author/DB) Descriptors: *Administrator Attitudes; *Creativity; *Leadership; Motivation; *Principals; Questionnaires; Secondary Education; *Self Evaluation (Individuals) EJ605958 TM522660 Defining and Measuring Empowering Leader Behaviors: Development of an Upward Feedback Instrument. Author: Konczak, Lee J.; Stelly, Damian J.; Trusty, Michael L. Availability: Journal Citation: Educational and Psychological Measurement, v60 n2 p301-13 Apr 2000 Publication Date: April 2000 ISSN: 0013-1644 Language: English Document Type: Journal articles (080); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: CIJOCT2000 Abstract: Developed an instrument to measure empowering leader behavior (study 1, n=1,309) and studied the relationship of the instrument to several theoretically relevant variables (study 2, n=84). Confirmatory factor analyses support a six-dimension model of empowering leader behavior. Psychological empowerment mediated the relationship between six dimensions of empowering leader behavior and two outcome variables. (SLD) Descriptors: *Administrators; *Behavior Patterns; Employees; *Empowerment; Factor Analysis; Factor Structure; *Leadership; Test Construction Identifiers: Confirmatory Factor Analysis Descriptive Terms: Portions of the paper presented at the Annual Meetings of the Society for Industrial and Organizational Psychology (11th, San Diego, CA, April 26-28, 1996; and 12th, St. Louis, MO, April 11-13, 1997). EJ605542 RC513898 Sharing the Lead. Author: Sherman, Lee Availability: Full text at Web site: http://www.nwrel.org/nwedu/ . Journal Citation: Northwest Education, v5 n3 p2-10 Spr 2000 Publication Date: 2000 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJOCT2000 Abstract: Recent school improvement trends, notably the emphasis on accountability and academic standards, are changing the school principal's role. Developing a school vision for teaching and learning is becoming the top priority for principals. Leadership skills that help accomplish this include collaboration, participative decision making, and listening. Sidebars discuss changing one's perception of power and resources on school leadership. (TD) Descriptors: *Administrator Qualifications; *Administrator Role; Educational Change; Elementary Secondary Education; Holistic Approach; Instructional Leadership; *Leadership Qualities; *Participative Decision Making; *Principals; Professional Development; School Culture; *Teacher Administrator Relationship Identifiers: *Facilitative Leadership; Teacher Principal Relationship Descriptive Terms: Theme issue title: "The New Principal." EJ603279 EA536960 Exploring and Interpreting Leadership Stories. Author: Quong, Terry; Walker, Allan; Bodycott, Peter Availability: Journal Citation: School Leadership & Management, v19 n4 p441-53 Nov 1999 Publication Date: 1999 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2000 Abstract: Proposes, justifies, and applies a framework for analyzing leadership stories. Although stories hold rich opportunities for understanding school leadership, they are often wasted because they are neither noticed nor interpreted. The CII Frame guides story interpretation by exploring the context, intuition, and influences leaders communicate via story-telling. (Contains 17 references.) (MLH) Descriptors: Elementary Secondary Education; *Interpretive Skills; *Leadership; *Personal Narratives; *Story Telling; *Work Experience Identifiers: *Conceptual Frameworks; *Experienced Administrators EJ603275 EA536956 Words from "the Trenches": Principals' Perspectives on Effective School Leadership Characteristics. Author: Daresh, John C.; Gantner, Myrna W.; Dunlap, Karen; Hvizdak, Marianne Availability: Journal Citation: Journal of School Leadership, v10 n1 p69-83 Jan 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: A survey of over 30 "expert" Southwest principals revealed several characteristics of effective principals: possessing technical skills influenced by human relations and legal mandates, creating an inviting culture, building community, being ethical practitioners, and understanding relationships. Respondents also identified 28 components of an effective administrator preparation program. (Contains 38 references.) (MLH) Descriptors: *Administrator Attitudes; *Administrator Education; *Administrator Effectiveness; Community; Delphi Technique; Elementary Secondary Education; Ethics; Interpersonal Competence; *Leadership Qualities; *Principals; *School Administration; School Culture; Urban Schools Identifiers: Administrator Surveys; *United States (Southwest) EJ601186 EA536824 Leading Change: Getting Out of the Comfort Zone. Author: King, Sophia Availability: Journal Citation: High School Magazine, v7 n6 p32-35 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2000 Abstract: Reform efforts require principals to build alliances with the community, legislators, and media. The U.S. Department of Education's New High Schools employ a common set of improvement strategies: innovative instruction, integrated technology, tailored professional development, community service, work-based learning, and strong community partnerships. (MLH) Descriptors: *Administrator Effectiveness; *Community Involvement; *Educational Innovation; High Schools; Instructional Innovation; *Leadership Responsibility; *Partnerships in Education; Politics of Education; *Principals; Professional Development; Service Learning Identifiers: Department of Education; Media Relations; Technology Integration; Work Based Learning EJ601183 EA536821 Principals: Too Quiet, Too Long. Author: Kennedy, Carole Availability: Journal Citation: High School Magazine, v7 n6 p21-23 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2000 Abstract: Because principals are respected, they are in a unique position to affect policy and legislation at all levels. It is time for principals to influence state-level legislative priorities and policies. Principals should establish political contacts, keep informed via state associations, and seize opportunities to advocate for students. (MLH) Descriptors: *Advocacy; Educational Policy; Elementary Secondary Education; *Leadership Responsibility; Lobbying; Policy Formation; *Politics of Education; *Principals; Professional Associations; *Public Policy; *State Legislation EJ601181 EA536819 The Principal as Political Leader. Author: Howe, Mary Lee; Townsend, Rene Availability: Journal Citation: High School Magazine, v7 n6 p11-16 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: CIJAUG2000 Abstract: Principals deal with a range of people, issues, and forces represented by individuals, factions, and special-interest groups. Principals must develop a framework; analyze problems quickly, develop alternative plans, make sound decisions, and communicate resolutions clearly and sensitively to all parties. A political-awareness inventory is included. (MLH) Descriptors: *Administrator Effectiveness; Conflict Resolution; Elementary Secondary Education; *Interpersonal Competence; *Leadership Responsibility; Planning; *Politics of Education; *Principals; Problem Solving; *Public Relations Identifiers: Pressure Groups EJ601165 EA536801 Principal Role in Magnet Schools: Transformed or Entrenched? Author: Hausman, Charles S. Availability: Journal Citation: Journal of Educational Administration, v38 n1 p25-46 2000 Publication Date: 2000 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2000 Abstract: Compares self-reported survey data from magnet-school principals to those of neighborhood school principals to ascertain if administrator roles differ in choice environments. Despite market theorists' predictions, findings suggest that magnet schools do little to alter principal roles (as entrepreneurs, middle managers, or instructional leaders). (Contains 37 references.) (MLH) Descriptors: *Administrator Role; Elementary Education; Entrepreneurship; *Influences; Instructional Leadership; *Leadership Styles; *Magnet Schools; Marketing; Middle Management; Neighborhood Schools; *Principals; School Choice Identifiers: Administrator Surveys; *Cincinnati Public Schools OH; Rules and Regulations; *Saint Louis City School District MO; Self Report Measures EJ597141 EA536661 Management by Spontaneity. Author: Olson, Richard M.; Thomas, M. Donald Availability: Journal Citation: School Administrator, v56 n11 41-45 Dec 1999 Publication Date: 1999 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN2000 Abstract: Management by spontaneity shuns job descriptions, supervisory duties, needs assessment, strategic planning, group process, and problem solving. Not for the fainthearted, MBS requires knowledge of psychology, lawyerly skills, and philosophic wisdom. MBS remains untested, as current job descriptions have confined authors to MBO and TQM. (MLH) Descriptors: *Administrator Role; Elementary Secondary Education; Group Dynamics; Guidelines; *Humor; *Leadership Styles; Management by Objectives; Needs Assessment; *Organizational Theories; Planning; Problem Solving; School Administration; *Superintendents; Supervision; Total Quality Management Identifiers: Delegation of Authority; *Management Practices EJ597109 EA536601 Leadership: A Function of Teamwork. Author: Alvoid, Kathy Lee Availability: Journal Citation: High School Magazine, v7 n3 p16-21 Nov 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUN2000 Abstract: A true leader is not grounded in control, but believes in shared decision making and power. Today's principals should develop leadership skills in others and let them help lead school reform. A Carrollton, Texas high school formed a leadership team comprising staff, students, parents, and the community. (MLH) Descriptors: Career Exploration; Community Involvement; *Educational Change; High Schools; *Leadership Training; Parent Participation; *Participative Decision Making; *Principals; Program Descriptions; Staff Development; *Student Leadership; *Teamwork; Total Quality Management Identifiers: Teacher Leadership; *Texas EJ596195 SP527923 Ally in the Office. Author: Conzemius, Anne Availability: Journal Citation: Journal of Staff Development, v20 n4 p31-34 Fall 1999 Publication Date: 1999 ISSN: 0276-928X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2000 Abstract: Describes one principal's success at helping teachers guide reform in a Wisconsin elementary school by creating, with the help of his teachers, a school that abolished age-based grade levels and traditional grades for some students. The paper describes what it takes to create a successful program that encourages teacher collaboration. A sidebar discusses characteristics of successful principals. (SM) Descriptors: Ability Grouping; Administrator Characteristics; *Administrator Role; *Educational Change; Elementary Education; Grading; Leadership; Mixed Age Grouping; *Nongraded Instructional Grouping; Participative Decision Making; *Principals; Teacher Participation; *Teacher Role; Teachers Identifiers: *Teacher Leaders; *Teacher Leadership; Wisconsin EJ592977 EA536346 Shared Governance Principals: The Inner Experience. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: NASSP Bulletin, v83 n606 p81-90 Apr 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2000 Abstract: A study of 18 exemplary Georgia principals found that major psychodynamic changes can result from developing a shared-leadership style. There were changes in motivation, role conflict, and use of power. Principals sometimes wondered if they were needed, but most reaped major rewards: satisfaction, pride of accomplishment, and good press. Contains 17 references. (MLH) Descriptors: Administrator Effectiveness; Elementary Secondary Education; *Leadership Styles; Motivation; *Participative Decision Making; *Power Structure; *Principals; Role Conflict; Satisfaction Identifiers: *Facilitative Leadership; *Georgia EJ592967 EA536336 Essential Skills for Principals. Author: Terry, Paul M. Availability: Association of California School Administrators, 1517 L St., Sacramento, CA 95814; Tel: 916-444-3216; Web site: http://www.acsa.org Journal Citation: Thrust for Educational Leadership, v29 n1 p28-32 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2000 Abstract: No matter what standards they follow, principals must be skilled team builders, instructional leaders, and visionary risk-takers. There are five emerging roles: historian, cheerleader, lightning rod, landscaper (environmental scanner), and anthropologist. To succeed, principals must be empowered by districts, become authentic leaders, and make time for reflection. Contains 10 references. (MLH) Descriptors: *Administrator Role; Elementary Secondary Education; Environmental Scanning; *Instructional Leadership; *Job Skills; *Leadership Responsibility; *Principals; School Culture; *Teamwork Identifiers: Paradigm Shifts; *Reflective Practice EJ591201 EC622983 Self-Perceived Competence of Secondary School Principals To Serve as School Leaders in Collaborative-Based Educational Delivery Systems. Author: Foley, Regina M.; Lewis, Julia A. Availability: Journal Citation: Remedial and Special Education, v20 n4 p233-43 Jul-Aug 1999 Publication Date: 1999 ISSN: 0741-9325 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: A survey of 230 secondary school principals found that they viewed their leadership skills for guiding collaborative-based programs to be within the average range. Predictors of their self-perceived competence were clock hours in noncredit-generative professional-development activities, academic degrees, and number of years teaching in general education. (Author/CR) Descriptors: *Disabilities; Educational Attainment; *Leadership Qualities; Predictor Variables; *Principals; Professional Development; *Regular and Special Education Relationship; Secondary Education; *Self Concept; Surveys; *Teacher Collaboration; Teaching Experience EJ591123 EA536206 14 Ways To Make More Time for Leadership. Author: Furman, Robert Availability: Journal Citation: High School Magazine, v7 n1 p41-44 Sep 1999 Publication Date: 1999 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Principals can effectively manage their workday by prioritizing paperwork, creating tickler and flyer files, postponing missed phone calls, stashing supplies, structuring agendas, scheduling meetings, recording phone numbers on calendars, avoiding procrastination, delegating responsibility, deputizing delegates, making a faculty suggestion board, and tackling unpleasant tasks promptly. (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Leadership; Meetings; *Principals; *Scheduling; *Time Management; Work Environment Identifiers: Delegation of Authority; *Management Practices; Paperwork; *Priorities; Procrastination 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 EJ589420 EA536090 A Study of Superintendents' Change Leadership Styles Using the Situational Leadership Model. Author: Ireh, Maduakolam; Bailey, Joe Availability: Journal Citation: American Secondary Education, v27 n4 p22-32 Sum 1999 Publication Date: 1999 ISSN: 0003-1003 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Examines relationships among Ohio superintendents' leadership styles, style adaptability, and certain district characteristics identified as change oriented. Survey data from 611 superintendents showed that only district expenditure per student was significantly and positively related to leadership-style adaptability. Years of administrative experience influenced use of a participatory style. (40 references) (MLH) Descriptors: *Administrator Effectiveness; *Change Strategies; Elementary Secondary Education; Expenditure per Student; *Leadership Styles; Models; Participative Decision Making; School Districts; *Superintendents; Surveys Identifiers: Delegation of Authority; *Ohio; *Situational Leadership EJ585619 EA535865 Jump-Starting a New Principalship. Author: Quinn, Terrence; Troy-Quinn, Dolores Availability: Journal Citation: Principal, v78 n5 p22-23,26 May 1999 Publication Date: 1999 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1999 Abstract: New principals need a game plan for an orderly transition. This article outlines a plan organized by seven significant areas of school leadership: administration, curriculum and instruction, professional development and supervision, staffing, student issues, student activities, and communication with important school constituencies. Being organized is essential. (MLH) Descriptors: *Administrative Principles; *Beginning Principals; Elementary Education; *Leadership Responsibility; *School Administration; *Teacher Supervision; *Time Management EJ582958 TM521721 School Improvement Policy: Have Administrative Functions of Principals Changed in Schools Where Site-Based management Is Practiced? Author: Tanner, C. Kenneth; Stone, Cheryl D. Availability: Journal Citation: Education Policy Analysis Archives, v6 n6 1998 Publication Date: 1998 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT1999 Abstract: Used the Delphi technique to explore the opinions of 24 experts from 14 states about the changing roles of elementary school principals under site-based management (SBM). Experts agreed on the dramatic impact of SBM on the roles of the principal in management and leadership. (SLD) Descriptors: *Administrator Role; Delphi Technique; *Educational Administration; Elementary Education; *Instructional Leadership; *Principals; *School Based Management Identifiers: Experts Descriptive Terms: Electronic journal article; 26 pages. EJ579336 EA535316 The Role of the Urban Principal in School Restructuring. Author: Thomas, Cornell; Fitzhugh-Walker, Paulette Availability: Journal Citation: International Journal of Leadership in Education, v1 n3 p297-306 Jul-Sep 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: The restructuring process helps convert principals from instructional to transformational leaders who can identify and articulate a vision; foster acceptance of group goals; convey high performance expectations; provide appropriate models, intellectual stimulation, and individual support; and promote a strong school culture. Collaborative and top-down styles cannot mix. (23 references) (MLH) Descriptors: Action Research; *Administrator Role; Elementary Secondary Education; Instructional Leadership; *Principals; *School Effectiveness; *School Restructuring; Social Influences; *Urban Schools Identifiers: *Transformational Leadership EJ577210 EA535266 Climbing the Administrative Career Ladder: Who Goes Up Might Come Down. Author: Davis, Stephen H. Availability: Journal Citation: NASSP Bulletin, v82 n602 p49-59 Dec 1998 Publication Date: 1998 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG1999 Abstract: School administrators' pathway to career advancement is littered with potholes, some relating to individual deficiencies and others to unpredictable influences. Five leadership elements (sensitivity to others' needs, environmental adaptability, style flexibility, locus of control, and possession of an intelligent, balanced demeanor) help translate prior success into success in a new leadership position. (18 references) (MLH) Descriptors: *Administrator Characteristics; *Career Change; Elementary Secondary Education; *Leadership Styles; Politics of Education; *Principals; *Promotion (Occupational); Superintendents EJ575257 EA535220 What is Vision and How Do You Get One? Author: Scoolis, James Availability: Journal Citation: Thrust for Educational Leadership, v28 n2 p20-21,36 Nov-Dec 1998 Publication Date: 1998 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: A powerful vision can help a school focus its values and reach beyond the ordinary to the extraordinary. No matter how well-formulated a vision can fail if inappropriate or when poorly communicated or implemented. A Northeastern Regional Lab document entitled "The Walk" can prompt school community members' reflective thinking in the vision-creation process. (MLH) Descriptors: *Change Strategies; Community Involvement; Elementary Secondary Education; *Institutional Mission; *Leadership Responsibility; *Principals; Program Development; Program Implementation Descriptive Terms: Article reprints available through "http://uncweb.carl.org" ($10 plus copyright fee). Journal availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010. EJ575254 EA535217 Taking Aim at Effective Leadership. Author: Davis, Stephen H. Availability: Journal Citation: Thrust for Educational Leadership, v28 n2 p6-9,37-38 Nov-Dec 1998 Publication Date: 1998 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Although "Jordanesque" checklists cannot describe the full dimension of effective school leadership, the literature has generated some commonly accepted principles categorized according to personal attributes, leader behaviors, and organizational outcomes. Sensitive to others' needs, effective principals are generally warm, caring individuals who extend themselves to all people, regardless of status. (MLH) Descriptors: *Administrator Behavior; *Administrator Characteristics; *Administrator Effectiveness; Elementary Secondary Education; Interpersonal Competence; *Leadership Responsibility; *Personality Traits; *Principals Identifiers: *Caring Descriptive Terms: Article reprints available through "http://uncweb.carl.org" ($10 plus copyright fee). Journal availability: Association of California School Administrators, 1575 Bayshore Hwy., Burlingame, CA 94010. EJ575248 EA535211 Ten Commandments for the 21st Century. Author: Payne, Larry; Michailides, Mary Availability: Journal Citation: Principal, v78 n2 p43-45 Nov 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: A group of Edmonton (Alberta) principals developed 10 commandments for developing needed skills for the next millennium. Principals must be goal-directed, light others' way, have high expectations, foster empowerment, provide authentic educational experiences, be team members, value school community differences, encourage others' participation, take necessary risks, and focus on the classroom. (MLH) Descriptors: *Administrator Responsibility; Change Strategies; Elementary Education; Foreign Countries; Goal Orientation; *Job Skills; *Leadership Qualities; Leadership Styles; *Principals; School Restructuring; Teamwork Identifiers: *Alberta (Edmonton) EJ573445 EA535006 Leadership Skills in School and Business. Author: Stronge, James H. Availability: Journal Citation: School Administrator, v55 n9 p21-24,26 Oct 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: Explores principals' leadership role by examining the business and general leadership literature. Applies Robert Katz's framework of technical, conceptual, and human skills to key organizational concepts and themes described by several writers (James MacGregor Burns, John Gardner, Stephen Covey, James Kouzes and Barry Posner) and the U.S. Managers Study. Compares sets of professional leadership standards. (12 references) (MLH) Descriptors: *Business Administration; Definitions; Elementary Secondary Education; *Job Skills; *Leadership Qualities; Organizational Theories; *Principals; Professional Associations; *School Administration; *Standards; Theory Practice Relationship Identifiers: American Association of School Administrators; National Council for Accreditation of Teacher Educ EJ570140 EA534888 Leadership in the 21st Century. Author: Hoover, Irene J. Availability: Journal Citation: Principal, v78 n1 p33-34 Sep 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAPR1999 Abstract: Successful 21st-century teachers will be proficient at mentoring and managing relationships and will possess excellent skills in managing classrooms and designing and delivering lessons. A successful school will be administered by a principal who has mastered similar skills and who dares to take charge and do what is right. Supporting teachers and involving the community are essential. (MLH) Descriptors: *Administrator Effectiveness; Community Involvement; Elementary Education; Guidelines; *Leadership Responsibility; *Principals; Teacher Effectiveness; *Teacher Responsibility EJ564685 SP526776 Empowering Leadership. Author: Short, Paula M. Availability: Journal Citation: Contemporary Education, v69 n2 p70-72 Win 1998 Publication Date: 1998 ISSN: 0010-7476 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1998 Abstract: Teachers and students must become empowered to be active participants in educational improvement and school decision making. They need opportunities to develop professionally. Empowered schools and their principals are very different from schools with little empowerment. Their principals understand how to foster empowering environments. Empowered teachers and students accept responsibility for their decisions and actions. (SM) Descriptors: Administrator Responsibility; Educational Environment; Elementary Secondary Education; *Instructional Leadership; *Leadership Qualities; Leadership Responsibility; Participative Decision Making; *Principals; Student Participation; Student Responsibility; *Teacher Empowerment; Teacher Participation; Teacher Responsibility Identifiers: Teacher Leaders; *Teacher Leadership EJ563861 EA534545 "Should Nots" for School Principals: Teachers Share Their Views. Author: Bulach, Clete; Boothe, Diane; Pickett, Winston Availability: Journal Citation: ERS Spectrum, v16 n1 p16-20 Win 1998 Publication Date: 1998 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: Summarizes a study that gathered information from 375 teachers regarding the most harmful mistakes they believed their school principals made. The most significant mistakes included ineffective human relations, poor interpersonal communications, insufficient educational priorities, avoidance of conflict, failure to lead, lack of knowledge about instruction/curriculum, control orientation, lack of ethics/character, and inconsistency. (13 references) (MLH) Descriptors: *Administrator Behavior; Elementary Secondary Education; *Leadership Qualities; *Principals; Surveys; *Teacher Attitudes Identifiers: *Georgia 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 EJ560939 EA534404 Principals' Needs for Small-Group Process Skills. Author: Gooden, John; Petrie, Garth; Lindauer, Patricia; Richardson, Michael Availability: Journal Citation: NASSP Bulletin v82 n596 p102-07 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-0192-6365 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJSEP1998 Abstract: Surveyed 108 Georgia elementary and secondary principals concerning their acquisition of small-group process skills. Respondents indicated they valued group process skills and used them for team, trust, and consensus building; agenda setting; improving school climate; and conducting meetings. The majority (66%) learned these skills through self-improvement efforts. Training implications are discussed. (25 references) (MLH) Descriptors: *Administrator Education; Elementary Secondary Education; *Job Performance; *Leadership Qualities; *Principals; *Small Group Instruction Identifiers: *Georgia; *Group Process Training EJ559496 EA534308 Principals' Perceptions of Their Approaches to Organizational Leadership: Revisiting Bolman and Deal. Author: Bista, Min B.; Glasman, Naftaly S. Availability: Journal Citation: Journal of School Leadership v8 n1 p26-48 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-1052-6846 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJAUG1998 Abstract: Discusses a study that examined how a stratified random sample of California school administrators characterized their use of behavior strategies. Uses a four-approach framework and nine specific managerial functions to extract a total of 36 possible sets of behavior strategies. Principals perceived the human-resource approach as most extensively used and the political approach as least often used. (29 references) (MLH) Descriptors: *Administrator Attitudes; Administrator Behavior; Elementary Secondary Education; *Human Resources; *Leadership Styles; *Principals; *School Administration Identifiers: *California; *Management Practices Documents (RIE)A Study of Leadership Behaviors of Elementary Principals Compared With School Climate. Author: Mendel, Christine M.; Watson, Robert L.; MacGregor, Cynthia J. Availability: Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076. ($29.00) Tel: 800-747-4457 (Toll Free); e-mail: humank@hkusa.com; Web site: http://www.humankinetics.com. Publication Date: October 06, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEAUG2003 Abstract: This is a report on a study of leadership styles of elementary-school principals in a southwest Missouri school district. The purpose of the study was to examine the principals' leadership styles to determine the percentages of directive, nondirective, and collaborative styles. The study also examined which leadership styles are related to a positive school climate. Additionally, the study examined teachers' perceptions of the leadership behavior of their principals as compared with the teachers' perceptions of the school climate. Data for the study were obtained through a survey of 169 teachers in 34 schools. Each subject answered a two-part questionnaire. One part was to determine the principals' leadership styles, the other part to ascertain the climate of the school. Findings from the study show that the majority of principals practice a collaborative leadership style, based on the teachers' perceptions. These collaborative principals also contribute to the highest average scores on positive school climate. The most desirable leadership style to help contribute to a positive school climate, therefore, is collaborative. The results may deepen or sharpen discussion of leadership styles and school climate in administrator preparation programs and within schools and districts. (Contains eight references.) (WFA) Descriptors: Administrator Behavior; *Educational Environment; Elementary Education; *Instructional Leadership; *Leadership Styles; *Principals; Statistical Analysis; *Teacher Administrator Relationship Descriptive Terms: Paper presented at Southern Regional Council for Educational Administration (Kansas City, MO, October 3-6, 2002). Geographic Source: U.S.; Missouri ED468098 EA031841 The Leadership Assignment: Creating Change. Author: Calabrese, Raymond L. Availability: Allyn & Bacon, A Pearson Education Company, 75 Arlington Street, Boston, MA 02116 ($36). Tel: 617-848-6000; Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. Publication Date: 2002 ISBN: BN- 0-205-32183-6; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAPR2003 Abstract: This book provides change-motivated leaders with an understanding of the change process and the tools to drive change. Eight change principles guide change agents in creating and sustaining change: prepare to lead change; knowledge is power; create empowering mental models; overcome resistance to change; lead change; accelerate the change process; manage stress and promote acceptance of change; and organizational renewal is perpetual change. The last chapter draws on the principles and strategies in the preceding chapters to provide the following lessons for renewing organizations: people are the secret to success; create healthy organizations; effective leadership is power; it is all about attitude; leaders link actions and policies to change; reinvent your organization, not the wheel; and renewing organizations are self-actualizing organizations. The leader learns to constructively develop and maintain the relationships among leadership, change, and renewal. The critical issue of change-related stress is specifically addressed. Ways of actively helping organizational members cope with the stress of change are explained. Each chapter uses a case study to illustrate critical points, showing a leader struggling with and resolving the chapter's change-related issues. Diagrams, charts, discussion questions, and suggestions for action are provided. (Contains 171 references.) (RKJ) Geographic Source: U.S.; Massachusetts ED467442: No data available. ED459518 EA031468 Leading Learning Communities: NAESP Standards for What Principals Should Know and Be Able To Do. A Guide for Those Who Care about Creating and Supporting Quality in Schools. Institutional Author: National Association of Elementary School Principals, Reston, VA.(BBB22268) Availability: National Association of Elementary School Principals, 1615 Duke St., Alexandria, VA 22314-3483 (Order #LLC): members, $19.95; nonmembers, $24.95). Tel: 800-386-2377 (Toll Free); Fax: 800-396-2377 (Toll Free); Web site: http://www.naesp.org. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI. (BBB35290) Publication Date: 2001 ISBN: BN- 0-939327-15-5; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAY2002 Abstract: Influenced by the academic standards movement, which demands a focus on equity and instruction as never before, school leaders are thinking about how to define "quality" in schools and how to create and manage the environments that support it. A basic theme in this book is that having a first-rate school and first-rate school leadership are inextricably linked. Here, principals outline what their role in school improvement can and should be. They identify six characteristics of leadership, portrayed in the form of Standards for Principals. These standards include the ability to balance management and leadership roles, set high expectations and standards, demand content and instruction that ensure student achievement, create a culture of adult learning, use multiple sources of data as diagnostic tools, and actively engage the community. Each characteristic is discussed in its own chapter. The guide concludes with a list of what principals need to improve student achievement, a discussion of actions taken by the National Association of Elementary School Principals to redefine the role of principals and to create standards for principal performance, and a bibliography organized by chapter. (Contains 92 references.) (RT) Descriptors: Academic Achievement; Administrator Guides; Administrator Role; *Administrators; Adult Learning; Elementary Secondary Education; *Leadership; Leadership Responsibility; *Principals; *Standards Identifiers: *Learning Communities Descriptive Terms: Research and development of this document was funded by the Principals Leadership Network and Lifetouch, Inc. Geographic Source: U.S.; Virginia 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 ED453576 EA031014 The Principal, Keystone of a High-Achieving School: Attracting and Keeping the Leaders We Need. Institutional Author: Educational Research Service, Arlington, VA.(FGK23985) Availability: Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock Number WS-0363, $12 for nonsubscribers, plus postage and handling). Tel: 800-791-9308 (Toll Free); Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. Publication Date: 2000 Language: English Pages: 85 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIENOV2001 Abstract: Education policymakers agree that the principal plays a key role in creating the high-performing schools that the public demands today. There is a growing concern, however, that the supply of quality candidates may not meet the increasing demand for new principals caused by retirements among the current ranks combined with new school openings. This report presents a brief review of what research has to say about the importance of effective principals to effective high-performing schools and identifies the characteristics of these principals. It discusses factors contributing to the concern about a shortage of quality candidates for the principalship, and describes programs designed to face some of these problems. While current principals are quick to talk about the satisfactions of their jobs, they also agree on aspects that tend to discourage others to apply for available positions. Long and often stressful days and compensation that many principals see as insufficient to balance these demands are disincentives to a career as a principal. Perspectives of current principals about these issues are presented to provide an important context--that of the successful practitioner. The report suggests "next steps," since without action directed toward addressing the barriers to attracting and retaining quality people in the principalship, shortages are likely to become more serious. (Contains 5 pages of references.) (DFR) Descriptors: Academic Achievement; *Academic Standards; *Administrative Organization; *Educational Change; Elementary Secondary Education; Job Satisfaction; *Leadership; *Principals; Public Schools; School Administration; *School Effectiveness Geographic Source: U.S.; Virginia ED438599 EA030230 Character and the Contemplative Principal. The NCEA Catholic Educational Leadership Monograph Series. Author: Schuttloffel, Merylann J. Institutional Author: National Catholic Educational Association, Washington, DC.(FGK56381) Availability: National Catholic Educational Association, 1077 30th St., N.W., Suite 100, Washington, DC 20007-3852 ($13 for members; $17 for nonmembers). Tel: 202-337-6232; Web site: http://ncea.org. Publication Date: 1999 ISBN: 1-55833-232-4 Language: English Pages: 117 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAUG2000 Abstract: This monograph describes a process to transform the routine managerial aspects of the Catholic school principalship into a vibrant and prayerful ministry. It opens with a portrayal of a fictitious Catholic school principal, and the contemplative skills that are used as a method of reflective practice and leadership. The focus is on how to integrate educational-leadership practice with Catholic educational-leadership practice. The book summarizes key theoretical concepts related to contemplative practices. It discusses research that focuses on reflective practice and action research, and describes ways that preservice teachers can analyze their field experiences. The text also offers three levels of reflection to delineate the differences in behavior between educators who choose to act exclusively as technicians, and those who operate from a reflective framework. It elaborates six problem-solving frameworks to help Catholic educational leaders sort through the administrative problems they contend with, and to present the benefits of using multiple strategies for managing problems. It also explores the critical level of reflective practice by considering the substantive element overlooked in conventional reflective practice literature. The last chapter summarizes the importance of contemplative practice by positing a direct connection between the elements of character and the elements of leadership. (Contains 102 references.) (RJM) Descriptors: Catholic Educators; *Catholic Schools; Educational Administration; Elementary Secondary Education; *Instructional Leadership; *Principals; Religious Education; Values Identifiers: *Reflective Practice Target Audience: Administrators; Practitioners Geographic Source: U.S.; District of Columbia 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 ED432037 EA029900 Building Capacity for Change: Transformational Leadership for School Principals. Author: Chirichello, Michael Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: January 1999 Language: English Pages: 16 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: This paper examines transformational leadership, defined as follows: an influencing relationship between inspired, energetic leaders and followers who have a mutual commitment to a mission that includes a belief in empowering the members of an organization to effect lasting change. The article presents the results of a qualitative and quantitative study by M. P. Chirichello that analyzed and identified characteristics of the preferred leadership styles of principals in selected, successful public elementary schools in New Jersey. The purposes of the study were to analyze and identify the preferred leadership styles of principals in these schools, describe the schools' organizational climates, examine the relationships between principals' preferred leadership styles and the characteristics of transformational leadership, and explore the relationship between the preferred leadership styles in successful schools and the teachers' perceptions of the organizational climates in the schools. The study drew on indepth and detailed analyses of teachers' perceptions of their schools' organizational climates. The results indicated an apparent relationship between the preferred leadership style of principals and transformational leadership. The article offers suggestions for ways in which transformational leadership can facilitate change and for implementing a more collective design for school governance. Contains 39 references. (RJM) Descriptors: Educational Change; Educational Environment; Elementary Secondary Education; *Instructional Leadership; Leaders; Leadership Styles; *Principals; School Effectiveness; *School Organization; Teacher Attitudes Identifiers: *New Jersey; *Transformational Leadership Descriptive Terms: Paper presented at the Annual International Congress for School Effectiveness and Improvement (12th, San Antonio, TX, January 3-6, 1999). Geographic Source: U.S.; New Jersey ED429353 EA029761 The Efficacy of Administrator Preparation Programs: Private School Administrators' Attitudes. Author: Hughes, H. Woodrow; Johnson, Ruth N.; Madjidi, Farzin Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1999 Language: English Pages: 12 Document Type: Reports--Research (143) Journal Announcement: RIESEP1999 Abstract: This report examines divergent views that may exist among administrators based on administrators' demographic characteristics and how these differences affect curriculum design for this group. It looks at factors, such as the person's age, gender, and ethnicity, that might have influenced whether or not an administrator completed a college/university administrator-preparation program and asks if the person found the training program effective. The study population consisted of the chief administrators of 3,881 private schools in California. A total of 256 surveys, which sought to determine what skills are essential to a novice administrator's success, were returned. The findings indicate that the surveyed group was mainly female, predominantly white, with a majority in the 41-60 age group with between 5 to 15 years of experience. Most held at least a master's degree, but only 48.8% percent had completed a college/university-level administrator-preparation program. Those who were most likely to have completed a training program were those who were most educated, who worked at schools with enrollments of 200 or more students, who worked in K-8 schools, and who were older. Among those who had completed a college/university administrator-training program, older administrators reported a higher degree of preparation for their job. (RJM) Descriptors: *Administrator Attitudes; *Administrator Education; Elementary Secondary Education; *Instructional Leadership; *Principals; *Private Schools; Program Effectiveness; *School Administration; School Supervision Identifiers: Administrator Surveys; *California Geographic Source: U.S.; California ED427387 EA029509 Novice Administrators: Personality and Administrative Style Changes. Author: Schmidt, Linda J.; Kosmoski, Georgia J.; Pollack, Dennis R. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: 1998 Language: English Pages: 13 Document Type: Reports--Research (143) Journal Announcement: RIEJUL1999 Abstract: Since the advent of effective-schools research findings, educational administration experts have advocated a democratic and collegial leadership style for school administrators. This paper provides the findings of a study that examined 43 beginning administrators (25 females, 32 Caucasians, 9 African-Americans, 2 Hispanics) to determine what measurable and significant personality and stylistic-preference changes occurred after a 3-year period. Sixteen of the subjects were principals, 14 were assistant principals, and 13 were based at the central office. The study employed a test-retest design, and two instruments were used to examine psychological changes. The findings show that after 3 years on the job, beginning school administrators experienced detrimental personality and leadership-style changes. They became more bureaucratic and less democratic. As a group, they experienced personality shifts and became more controlling, exacting, driven, and overwrought. Women and African-Americans exhibited the most changes. The findings were supported by the results of the Myers-Briggs Type Indicator. Neophytes demonstrated a style change from feeling- or people-oriented to more thinking- or fact-oriented. They all became more judgmental and less perceptive. Since effective-schools research has proven that administrators with a more democratic style are more effective, the shift in style was detrimental to beginning administrators. (RJM) Descriptors: *Administrator Behavior; Administrators; Assistant Principals; *Beginning Principals; Elementary Secondary Education; *Instructional Leadership; *Leadership Styles; Longitudinal Studies; *Psychological Patterns; *School Administration Descriptive Terms: Some tables may not reproduce well. Geographic Source: U.S.; Illinois ED427383 EA029252 View from the Field: The Principal's Perspective on Effective School Leadership Characteristics. Author: Daresh, John C.; Dunlap, Karen; Gantner, Myrna W.; Hvizdak, Marianne Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: April 1998 Language: English Pages: 29 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEJUL1999 Abstract: This paper explores ways in which education programs can improve their screening of master's degree candidates. It examines information obtained from principals and assistant principals in El Paso, Texas for the purpose of understanding what effective campus administrators should know and be able to do. The Delphi process was used in this study to arrive at a group position regarding an issue and was also employed to create a 28-item survey instrument that identified the essential elements of an effective principal preparation program. The resultant instrument, the "Principal Preparation Program Survey," was then administered to 226 practicing principals/assistant principals in the three largest school districts in El Paso. Factor analysis produced six categories of skills for administrators: (1) technical skills influenced by human relations; (2) technical skills influenced by legal mandates; (3) creating an inviting culture; (4) building community; (5) ethics in practice; and (6) understanding relationships. Together, the technical-skills factors accounted for 38.2 percent of the total variance, incorporating 14 of the 28 items on the survey. The results suggest that the principalship is the art of leadership in an atmosphere of chaos and that preparation programs can teach technical skills but should also emphasize the intangible factors represented in categories 3 to 6. (The survey instrument appears in an appendix.) Contains 31 references. (RJM) Descriptors: Administrator Attitudes; *Administrator Education; *Administrator Effectiveness; Elementary Secondary Education; Higher Education; *Instructional Leadership; *Leadership Qualities; *Principals; Questionnaires; School Administration Identifiers: Texas (El Paso) 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 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 ED414657 EA028851 Measuring Leadership. Author: Lashway, Larry Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR. Availability: National Association of Elementary School Principals, Educational Products, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50; quantity discounts). Journal Citation: Research Roundup v14 n2 Win 1997-98 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 5 Document Type: Collected Works (022); Information Analyses (071) Journal Announcement: RIEMAY1998 Abstract: Principals have two reasons to wonder about the whole concept of leadership. First, they are responsible for identifying leadership in others; and second, they must be analytical and reflective about their own capabilities. Consequently, there is always demand for valid and reliable measurement of leadership qualities. This issue reviews recent publications that address issues involved in measuring and evaluating leadership. The publications are: (1) Measurements of Personality and Leadership: Some Relationships (Frederick C. Wendel, Allan H. Schmidt, and James Loch); (2) Assessing Leadership and Measuring Its Effects (Richard L. Hughes, Robert C. Ginnett, and Gordon J. Curphy); (4) Performance Appraisal and Selection of School Leaders: Selection Processes and Measurement Issues (Kenneth Leithwood, Paul T. Begley, and J. Bradley Cousins); and (5) Using Multi-Raters in Superintendent Evaluation (Richard P. Santeusanio). (LMI) Descriptors: *Administrator Evaluation; Administrator Selection; Elementary Education; *Evaluation Criteria; Job Performance; *Leadership; *Measurement Techniques; *Principals; Professional Development Level: 1 Contract Number: RR93002006 Geographic Source: U.S.; Virginia |