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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
Research Studies and SynthesesJournal Articles (CIJE)The Effectiveness of a Re-Constructed Leadership Program through the Eyes of the Stakeholders. Author: Martin, Barbara N.; Johnson, Judy A. Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: Education Leadership Review, v3 n1 p49-54 Win 2002 Publication Date: 2002 ISSN: 1532-0723 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2003 Abstract: Report of a study of the leadership competencies of rural principals in Missouri who were prepared through the Interstate School Leaders Licensure Consortium Standards. Findings indicate that a standards-based program and collaboration between the training institution and public schools results in well-prepared leaders. (Contains 1 table and 17 references.) (WFA) Descriptors: Administrator Education; Administrator Effectiveness; *Administrator Evaluation; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; Leadership Styles; Leadership Training; *Principals; Public Schools; Rural Schools; Standards; *Teacher Administrator Relationship; Teacher Attitudes; Teacher Surveys EJ632459 EA538685 School Leadership in the Context of Accountability Policies. Author: Leithwood, Kenneth. Availability: Journal Citation: International Journal of Leadership in Education, v4 n3 p217-35 Jul-Sep 2001 Publication Date: 2001 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2002 Abstract: Based on an extensive review of the literature, implications for school leadership are examined in the context of four government approaches to accountability-driven educational policy: market, decentralization, professionalization, and management. The article concludes with a discussion of four suggested areas for future leadership research. (PKP) Descriptors: *Accountability; *Administration; *Administrators; *Decentralization; Decision Making; Educational Change; Elementary Secondary Education; Foreign Countries; *Free Enterprise System; *Leadership; Literature Reviews; Public Policy; School Based Management; Theories Identifiers: *Professional Behavior EJ622966 EA538037 Influence Strategies of Principals: Ordinary Times Compared with Times of Change. Author: Somech, Anit; Drach-Zahavy, Anat Availability: Journal Citation: Journal of School Leadership, v11 n1 p25-47 Jan 2001 Publication Date: 2001 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2001 Abstract: Examines whether principals utilized flexible influence strategies under changing circumstances, based on perceptions of 450 Israeli elementary teachers. Principals acted mainly through an informal, less directive orientation of influence both in ordinary times and in times of change. Principals' leaned toward participatory influence approaches. (Contains 70 references.) (MLH) Descriptors: Elementary Education; Foreign Countries; Interpersonal Competence; *Leadership Styles; *Organizational Change; *Participative Decision Making; *Principals; Questionnaires; *Teacher Administrator Relationship; *Teacher Attitudes Identifiers: *Influence Strategies; *Israel EJ622522 CE537508 Do Leaders Matter? Author: Barker, Bernard Availability: Journal Citation: Educational Review, v53 n1 p65-76 Feb 2001 Publication Date: 2001 ISSN: 0013-1911 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2001 Abstract: Qualitative data from five British secondary schools show that strong headteachers have similar, well-balanced leadership styles and strategies and are able to motivate staff and students. Poor leaders use a limited range of styles and strategies. Social context, internal politics, and external pressures constrain the leadership of headteachers. (SK) Descriptors: Foreign Countries; *Leaders; *Leadership Styles; Motivation; *Principals; *School Effectiveness; Secondary Education Identifiers: Great Britain EJ621275 EA537973 Principal and Teacher Leadership Effects: A Replication. Author: Leithwood, Kenneth; Jantzi, Doris Availability: Journal Citation: School Leadership & Management, v20 n4 p415-34 Nov 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: A study used survey data from an achieved sample of 1,818 elementary teachers and 6,490 students in a large Canadian school district to explore teacher and principal leadership influences on student engagement with school. Principal-leadership effects were weak but significant; teacher-leadership effects proved insignificant. (Contains 59 references.) (MLH) Descriptors: *Classroom Environment; *Educational Environment; Elementary Education; Family Environment; Foreign Countries; *Influences; *Instructional Leadership; *Principals; School Organization Identifiers: Canada; *Student Engagement; *Teacher Leadership EJ620451 RC514445 Effective School Administration in an Age of Educational Reform. Author: Quigney, Theresa A. Availability: Journal Citation: Mid-Western Educational Researcher, v13 n4 p21-27 Fall 2000 Publication Date: 2000 ISSN: 1056-3997 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: Interviews with 149 Ohio educators asked about the characteristics of successful school administrators and compared results to a similar 1987 study. Being supportive, fair, friendly, considerate, and organized appear to be timeless in importance, while being a strong disciplinarian and visible in the school may be characteristics more reflective of current social and educational trends. (Contains 23 references.) (TD) Descriptors: *Administrator Characteristics; Administrator Effectiveness; *Educational Change; Elementary Secondary Education; *Leadership Qualities; *Principals; *Teacher Administrator Relationship; *Teacher Attitudes; Teacher Surveys Identifiers: Ohio EJ612881 EA537510 What Is Your Priority? Author: Whitaker, Todd; Turner, Elizabeth Availability: Journal Citation: NASSP Bulletin, v84 n617 p16-21 Sep 2000 Publication Date: 2000 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: A survey of 1,801 public- and private-school principals in Indiana revealed disparities among rankings of perceived job priorities and actual priorities. Only three items were rated comparably: school climate, curriculum expansion, and improved staff morale. Improving time management is an important factor. (MLH) Descriptors: *Administrator Attitudes; *Administrator Effectiveness; *Educational Environment; Elementary Secondary Education; *Leadership Responsibility; *Principals; Private Schools; Public Schools; *Time Management Identifiers: Administrator Surveys; Indiana; *Priorities EJ606422 EA537041 Effective Instructional Leadership: Teachers' Perspectives on How Principals Promote Teaching and Learning in Schools. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Journal of Educational Administration, v38 n2 p130-41 2000 Publication Date: 2000 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: Over 800 American teachers responded to an open-ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what influences these characteristics had on them. The data revealed 11 strategies and 2 effective-leadership themes: talking with teachers to promote reflection and promoting professional growth. (Contains 44 references.) (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Instructional Leadership; *Leadership Qualities; *Principals; Professional Development; Questionnaires; *Reflective Teaching; *Teacher Attitudes; Teacher Surveys EJ604805 EA536991 Transformational School Leadership Effects: A Replication. Author: Leithwood, Kenneth; Jantzi, Doris Availability: Journal Citation: School Effectiveness and School Improvement, v10 n4 p451-79 Dec 1999 Publication Date: 1999 ISSN: 0924-3453 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: A study using survey data from a sample of 1,818 teachers and 6,490 students at a large Canadian school district replicated a study of transformational leadership's effects on selected organizational conditions and student engagement with school. Such leadership strongly affected organizational conditions and moderately influenced student engagement. (Contains 63 references.) (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Principals; *School Administration; *School Restructuring; *Student Attitudes; *Teacher Attitudes Identifiers: *Canada EJ604801 EA536987 Educational Leadership and Pupil Achievement in Primary Education. Author: van der Grift, W.; Houtveen, A. M. M. Availability: Journal Citation: School Effectiveness and School Improvement, v10 n4 p373-89 Dec 1999 Publication Date: 1999 ISSN: 0924-3453 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2000 Abstract: A study that evaluated teacher perceptions of principals' educational leadership in Dutch elementary schools using a Rasch- like scale in 1989, 1993, and 1998 found considerable improvement. An ancillary investigation found a significant relationship between principal leadership and average pupil achievement for 1993, but not for 1989. (Containe 31 references.) (MLH) Descriptors: *Academic Achievement; Administrator Responsibility; *Educational Environment; Educational Improvement; Elementary Education; Foreign Countries; *Instructional Leadership; *Principals; *Teacher Attitudes Identifiers: *Netherlands 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 EJ594832 EA536364 What Makes Principals Feel Successful? Author: Donaldson, Gordon A., Jr.; Hausman, Charles Availability: Journal Citation: NASSP Bulletin, v83 n608 p64-76 Sep 1999 Publication Date: 1999 ISSN: 0192-6365 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2000 Abstract: A study of 434 Maine principals explored determinants of principals' perceived success. Role clarity was a better predictor of success than time spent involved in 41 activities. Elementary principals felt more successful than secondary principals. Participants were busy managers, but lacked a sense of agency as school leaders. (16 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Effectiveness; Elementary Secondary Education; Instructional Leadership; *Leadership Responsibility; Planning; *Principals; *Role Perception; *Success Identifiers: Administrator Surveys; *Maine; Management Practices 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 EJ592968 EA536337 Voices from the Field. 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 p34-38 Sep-Oct 1999 Publication Date: 1999 ISSN: 1055-2243 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAPR2000 Abstract: In 1998, over 400 principals surveyed by EdSource reported they are struggling to satisfy increasing job demands. They would like to spend less time on budget, maintenance, and administrative details and more time on being instructional leaders and working with parents. Principals would like more budgetary control. (MLH) Descriptors: *Administrator Attitudes; Elementary Secondary Education; *Instructional Leadership; *Principals; *School Administration; *Work Environment Identifiers: Administrator Surveys; *California Descriptive Terms: Adapted by EdSource from its publication, "California's School Principals: At the Center of School Improvement Efforts." 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 EJ589458 EA536129 Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Educational Administration Quarterly, v35 n3 p349-78 Aug 1999 Publication Date: 1999 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of instructional leadership. (100 references) (MLH) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Principals; *Professional Development; Questionnaires; Reflective Teaching; *Teacher Administrator Relationship; Teacher Response; *Teacher Supervision; Teacher Surveys 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 EJ588926 TM521912 Demonstrated Actions of Instructional Leaders: An Examination of Five California Superintendents. Author: Petersen, George J. Availability: Journal Citation: Education Policy Analysis Archives, v7 n18 1999 Publication Date: 1999 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: CIJJAN2000 Abstract: Studied perceived and actual leadership of five school district superintendents in California who focused on curriculum and instruction as the core technology of education. Identified four attributes superintendents thought were essential to their success as instructional leaders. Responses of principals and school board members to a questionnaire support the articulated actions and behaviors of these superintendents. (SLD) Descriptors: Administrator Attitudes; *Administrator Role; *Educational Administration; Elementary Secondary Education; *Instructional Leadership; School Districts; *Superintendents Identifiers: California Descriptive Terms: Electronic journal available at http://epaa.asu.edu/epaa; 28 pages. Version of a paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). 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 EJ573442 EA535003 Holding Principals Accountable. Author: Reeves, Douglas B. Availability: Journal Citation: School Administrator, v55 n9 p6-9,4-12 Oct 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: A review of leadership evaluations and accountability systems in hundreds of schools revealed seven keys to effective systems: balance between achievement and improvement, specific demands, focus on student performance, frequency, adaptation to individual strengths, rewards for tough choices, and reflection. No system can succeed if leaders lack authority commensurate with responsibility. (MLH) Descriptors: Academic Achievement; *Accountability; *Administrator Evaluation; Elementary Secondary Education; Guidelines; Incentives; *Leadership Responsibility; *Principals; Program Implementation 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 EJ571810 EA535011 From Leadership Behavior to Cognitions: A Constructivist Theory of U.S. Principals. Author: Wirt, Frederick; Krug, Samuel E. Availability: Journal Citation: Journal of Educational Administration, v36 n3-4 p229-48 1998 Publication Date: 1998 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: Exploring cognitive school leadership elements, this study uses a set of 1200 U.S. principals and employs an earlier validated set of five leadership cognitions drawn from psychologists in educational administration. Regression analysis suggests these cognitions exist independently of many social and personal qualities typifying principals and are strongly predicted by a professional network and school size. (45 references) (MLH) Descriptors: *Administrator Behavior; Elementary Secondary Education; *Leadership Styles; Personality Traits; *Principals; Regression (Statistics); *School Administration; School Size; Social Networks Identifiers: *Social Constructivism EJ565095 EA534657 Approaches to Leadership: What Comes with Experience? Author: Macmillan, Robert B. Availability: Journal Citation: Educational Management & Administration, v26 n2 p173-84 Apr 1998 Publication Date: 1998 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJDEC1998 Abstract: In a study investigating principals' career life cycles, five urban secondary principals were interviewed. When analyzing interviewees' perceptions of their leadership, different role perceptions emerged that appeared to be influenced by length of time in service. Experience may lead to a lessening of creative tension via intrusion of current reality into principals' vision of what is achievable. (15 references) (MLH) Descriptors: *Administrator Attitudes; Beginning Principals; *Career Planning; Interviews; *Leadership; *Principals; *Role Perception; Secondary Education; *Work Experience EJ563890 EA534591 Teachers', Principals', and Superintendents' Conceptions of Leadership. Author: Hsieh, Chia-Lin; Shen, Jianping Availability: Journal Citation: School Leadership & Management, v18 n1 p107-21 Feb 1998 Publication Date: 1998 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: Summarizes a study investigating teachers,' principals,' and superintendents' perceptions of leadership by analyzing qualitative data collected from three focus groups of seven participants apiece. All three groups had similar value systems, but differed greatly in skill and knowledge domains. Teachers stressed the personality perspective; principals stressed the managerial and personality perspectives; superintendents accentuated the political perspective. (28 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; Elementary Secondary Education; Focus Groups; *Leadership; *Principals; Qualitative Research; *Superintendents; *Teacher Attitudes Identifiers: University of Michigan 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 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)The Leadership Practices of Middle and High School Principals. Author: Leech, Donald W.; Fulton, C. Ray Availability: Paul Chapman Publishing, a SAGE Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 ($16.99). Tel: 800-818-7243 (Toll Free); Web site: http://www.sagepub.com. Publication Date: August 07, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEAUG2003 Abstract: As educators continue to restructure schools to better meet the needs of society, the principal's effective leadership practices become paramount. This report of a descriptive study of principals in a large urban school district examines the differences in middle-school and high-school teachers' perceptions of the leadership practices of educational leaders. The sample consists of 242 participants from 12 middle schools and 404 participants from 14 high schools. Each participant was administered Kouzes and Posner's Leadership Practices Inventory, which identified the teachers' perceptions of their principals' leadership practices in each of five dimensions: (1) challenging the process; (2) inspiring a shared vision; (3) enabling others to act; (4) modeling the way; and (5) encouraging the heart. Using a 95 percent level of confidence, no significant differences were identified between the means of the responses of middle-school and high-school teachers for any of the five practices: Middle-school and high-school teachers reported similar perceptions of their principals' leadership practices. Additional analysis indicates that both middle-school and high-school principals most often exhibited the practices of "enabling others to act" and "modeling the way" and least often demonstrated the behavior of "encouraging the heart." (Contains 1 table and 16 references.) (Author/WFA) Descriptors: Administrator Behavior; Administrator Effectiveness; Educational Assessment; *High Schools; *Instructional Leadership; *Leadership Effectiveness; *Leadership Styles; Middle School Teachers; *Middle Schools; *Principals; School Effectiveness; School Supervision; Secondary School Teachers; Teacher Attitudes Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (56th, Burlington, VT, August 5-10, 2002). Geographic Source: U.S.; Georgia ED471556 EA032184 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 ED470932 EA032121 Trying To Stay Ahead of the Game: Superintendents and Principals Talk about School Leadership. Author: Farkas, Steve; Johnson, Jean; Duffett, Ann; Foleno, Tony Institutional Author: Public Agenda Foundation, New York, NY.(BBB20997) Availability: Public Agenda, 6 E. 39 St., New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461. For full text: http://www.publicagenda.org. Sponsoring Agency: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. (BBB12599) Publication Date: 2001 ISBN: BN- 1-889483-74-5; Language: English Document Type: Numerical/Quantitative Data (110); Reports--Research (143) Journal Announcement: RIEJUL2003 Abstract: That the daily challenges facing public-school leaders can sometimes be overwhelming is the underlying theme of this report. The study on which the report is based focused on superintendents' and principals' views on and concerns about leadership. Data for the study were gathered in 2001 from surveys of 853 public-school superintendents and 909 public-school principals randomly selected. The data are presented in text, graphs, charts, and tables in this report. Following are some of the findings of the study. Many administrators believe effective leadership can turn around most troubled schools, but politics and bureaucracy, not lack of funding, are the biggest hindrances. Most superintendents (81 percent) point to politics and bureaucracy as the main reasons for leaving the field. Among the chief complaints of principals is the lack of autonomy to reward exceptional teachers and fire ineffective ones. Some 54 percent of superintendents say they have to work around the school system to get things done, and 10 percent say the system actually hinders their work. About 57 percent of principals say that in their district administrators are so overwhelmed by day-to-day management that their ability to provide visions and leadership is stymied. (Contains 11 endnotes.) (WFA) Descriptive Terms: Produced with Patrick Foley. Geographic Source: U.S.; New York ED468527 EA031955 The Importance of Leadership: The Role of School Principals. Grant Report. Author: Teske, Paul E.; Schneider, Mark Availability: The PricewaterhouseCoopers Endowment for The Business of Government, 1616 North Fort Meyer Drive, Arlington VA 22209. Tel: 703-741-1077; Fax: 703-741-1076; e-mail: endowment@us.pwcglobal.com. Web site: http://www.endowment.pwcglobal.com. For full text: http://www.endowment.pwcglobal.com/pdfs/ImportofLeadership.pdf. Publication Date: September 1999 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEAPR2003 Abstract: Many inner-city schools are performing poorly. Measurable outputs, such as test scores and graduation rates, are low, while schools are often unsafe. Some schools, however, still manage to provide a high-quality education for their students. In this study, leadership was examined as a factor in the creation of good schools. Eight principals of high-performing schools in New York City were interviewed. Despite great variability in monetary resources, parental involvement, and school and class sizes, the essential ingredients to high performance appear to be autonomy and strong leadership. Four common features among the principals interviewed include controlling staff hiring and development practices, experience, creating and maintaining a coherent educational mission throughout all grades, and having high expectations for students. Principal autonomy is often neglected in the literature. The authors recommend that large bureaucratic school systems grant principals greater autonomy, particularly as principals prove capable of generating success. Accountability will be preserved. Greater autonomy and more rewards for success are likely to encourage more effective leaders to emerge and to stay in New York City and other urban public schools. (Contains 41 references.) (RT) Descriptors: *Administrator Effectiveness; *Administrator Role; Elementary Secondary Education; *Leadership; *Leadership Styles; Occupational Information; *Principals; Public Schools Descriptive Terms: Report supported by a grant from the PricewaterhouseCoopers Endowment for the Business of Government. Geographic Source: U.S.; Virginia ED468519 EA031894 Transformational Leadership: Principals, Leadership Teams, and School Culture. Author: Lucas, Stephen Earl; Valentine, Jerry Wayne Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. Web site: http://www.ed.gov/pubs/planrpts.html. For full text: http://www.ed.gov/pubs/annualreport2001/annualplan2003.pdf. Publication Date: April 01, 2002 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2003 Abstract: The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture. Twelve middle schools composed the sample population. Three surveys were used, each one focusing on collecting data related to principal leadership, team leadership, and school culture. Data were analyzed using correlational and regression statistics. Results show that the principal seems to be the primary source of identifying and articulating a vision and providing an appropriate model. Leadership teams seem to be the primary source of providing intellectual stimulation and holding high expectations. There is a mix of principal and leadership-team influence as sources of fostering commitment to group goals and providing individualized support. School culture factors reveal that the leadership team, rather than the principal, seems to exert the greatest influence upon collaborative leadership and learning partnership. The principal, rather than leadership teams, seems to exert the greatest influence upon teacher collaboration and unity of purpose. These and other findings are supportive of the current movement in education toward collaborative forms of school leadership. This study serves as a start for further exploration of principals, leadership teams, transformational leadership, and school culture. (Contains 65 references.) (RT) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: U.S.; Illinois ED458693 EA031406 Transformational Leadership, Student Achievement, and School District Financial and Demographic Factors. Author: Wooderson-Perzan, Melinda; Lunenburg, Fred C. Availability: For full text: http://www.law.harvard.edu/groups/civilrights/publications/ dropouts.lee.html. Publication Date: August 08, 2001 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR2002 Abstract: This paper explores whether or not there is a statistically significant relationship between superintendent leadership styles and selected financial and demographic factors in Texas school districts. Specifically, it examines the relationship between superintendent leadership styles and (a) student achievement as evidenced by district ratings, and (b) selected school district financial and demographic factors. It also asks whether pupil-teacher ratios, instructional expenditures, and socioeconomic status are consistently and significantly related to student achievement. To answer these questions, researchers chose a random sample of school districts in each of the three district rating categories of exemplary, recognized, and academically acceptable. The findings show that superintendents were male by a ratio of six to one. More than 63 percent of the exemplary school districts contained high schools with an enrollment of 169 students or less. As regards leadership style, perceived leadership did not vary among exemplary, recognized, and acceptable school districts. However, districts with large populations of economically disadvantaged students did succeed when the school district had strong and purposeful leadership. The data suggest a need for superintendents to understand and act on racial inequities, focus on nonnative students and multicultural populations, and deal with the consequences of societal problems, rather than budgeting, finance, and legal issues. (Contains 27 references.) (RJM) Descriptors: *Academic Achievement; Accountability; *Administrator Attitudes; Correlation; Elementary Secondary Education; Instructional Leadership; *Leadership Styles; *Superintendents Identifiers: *Texas Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (55th, Houston, TX, August 7-11, 2001). Geographic Source: U.S.; Texas ED454281 TM032890 The Influence of Principal Transformational Leadership Style on High School Proficiency Test Results in New Jersey Comprehensive and Vocational-Technical High Schools. Author: Verona, Gail S.; Young, John W. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2001 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV2001 Abstract: The New Jersey High School Proficiency Test (HSPT) is a "high stakes" test administered as a graduation requirement to all 11th grade students in New Jersey high schools. High school principals have been held increasingly accountable for successful HSPT scores. This study used Leithwood's model of transformational leadership (K. Leithwood, 1994), which adapts Bass and Avolio's (B. Bass and B. Avolio, 1997) transformational and transactional leadership theory to schools, to conceptualize principal leadership. The researchers used a statistical regression model to analyze quantitative data from a questionnaire completed by 57 principals and conducted interviews with 4 principals and 8 teachers to investigate the relationship between principal transformational leadership style and other selected variables on HSPT passing rates in vocational and comprehensive high schools. The main result of the study is that transformational leadership of principals significantly affects HSPT passing rates in reading, mathematics, writing, and all sections combined. The results also show that to achieve the same HSPT passing rates, stronger transformational leadership is needed in vocational schools compared to comprehensive high schools. In addition, the findings show that student attendance rate and eligibility for free or reduced price lunch each have a significant effect on HSPT passing rates, whereas enrollment size and mobility rate have no effect on HSPT passing rates. (Contains 1 table and 18 references.) (Author/SLD) Descriptors: Administrator Role; Graduation Requirements; *High Schools; High Stakes Tests; Instructional Leadership; Interviews; *Principals; Regression (Statistics); *Vocational Education Identifiers: *New Jersey High School Proficiency Test; *Transformational Leadership Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; New Jersey ED442205 EA030492 Middle Level Leadership for the 21st Century: Principals' Views on Essential Skills and Knowledge; Implications for Successful Preparation. Author: Anfara, Vincent A.; Brown, Kathleen M.; Mills, Rebecca; Hartman, Kimberly; Mahar, Robert J. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 42 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC2000 Abstract: Middle-level principals are essential to current school reform initiatives. A study was undertaken to report what the respondents identified as the essential performance-based skills and knowledge needed for middle-level leadership, and to assess and project the impact of these knowledge and skill areas on administrator preparation programs. These issues were examined by surveying and interviewing middle-level principals about personal characteristics, job roles and tasks, and professional beliefs related to middle schools and the middle-school philosophy. Data were collected using surveys and semistructured interviews. Initially, surveys were sent to 125 middle-level principals in Pennsylvania and New Jersey. Of these, 72 surveys were returned for data analysis. From the pool of survey respondents, 17 principals indicated that they were willing to be interviewed. An analysis of the qualitative data revealed that effective middle-level principals: (1) have a very positive outlook about their work, experience a high degree of job satisfaction, and view school problems as surmountable; (2) are more teacher-oriented; (3) are supportive of parent/community involvement in their schools; (4) have a high tolerance for ambiguity and uncertainty; and (5) are intentional in their efforts to assemble, develop, and maintain a staff of dedicated educators who want to be in a middle school. Additionally, the analysis revealed that formal education in educational administration appeared to have no bearing on middle-level principals' effectiveness, and that levels of participation in professional associations appeared to be unrelated to principal effectiveness. (Contains 43 references.) (MLF) Descriptors: *Administrator Attitudes; Administrator Education; *Administrator Effectiveness; Administrator Role; Educational Administration; Job Satisfaction; *Leadership Qualities; *Middle Schools; Occupational Information; *Principals; Professional Development; Student Centered Curriculum Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Pennsylvania ED436817 EA030143 Teacher Perceptions of Leadership: How Do They Emerge? Author: Newton, Rose Mary; Fiene, Jeanne; Wagner, Christopher Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 10 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJUN2000 Abstract: This paper reports on a study in which classroom teachers were asked to describe their perceptions of the principalship and to identify factors that influenced the development of their perceptions. Forty-five elementary, middle, and high school teachers, all of whom were enrolled in a course designed to facilitate the transition of teachers from the classroom to the principalship, participated. The teachers' written narratives and use of language were analyzed, using the constructivist theory of knowledge and learning, to identify the teachers' existing perceptions of leadership as exercised by school principals. The results show that the teachers used hierarchical terms to describe the power vested in building principals. The teachers expected principals to manage the school, to foster a culture conducive to learning, to improve student learning, to promote the school's image to the community, and to influence the larger community. Few teachers reported having opportunities to engage in dialogue with principals and some reported that they formed their impressions of principals at an early age. Some of the teachers relied on family values to justify or explain their perceptions. The narratives provided information about factors that influence individual teacher's learning and the processes that teachers use to synthesize information. (RJM) Descriptors: Concept Formation; Elementary Secondary Education; Expectation; *Instructional Leadership; *Principals; School Administration; *Teacher Attitudes Geographic Source: U.S.; Kentucky ED433618 EA030036 Examining Principal Succession and Teacher Leadership in School Restructuring. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB2000 Abstract: This report is based on a study that examined the effect of changing principals during a restructuring process. Data were collected at two rural elementary schools in a midsouthern state that had participated in the Accelerated Schools Project. The project's effectiveness was threatened by frequent principal succession at both schools. The schools were in different districts: one school included grades 3 through 6, and the other, pre-K through second. An interview protocol of 10 items explored teachers' perceptions regarding the characteristics of the school prior to initiation of the accelerated schools process, and the effects that principal succession had on the process, including teacher leadership. A protocol of five items guided the principal interviews and investigated principals' perceptions about coming to a school already involved in a restructuring process, including what they found to be particularly easy and difficult about assuming the principalship at a school where teachers had been trained in leadership roles. The results suggest that strong teacher leadership can mitigate the effects of a bad fit, at least for a short time. At neither school did changes in principals destroy the restructuring process. However, a strong match between the principal and the school's culture is of utmost importance. (Contains 15 references.) (RJM) Descriptors: Change Strategies; Educational Change; Elementary Education; *Instructional Leadership; Organizational Change; *Principals; Rural Schools; *School Restructuring; Teachers Identifiers: Accelerated Schools; *Principal Succession Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Louisiana 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 ED432800 EA029942 Reassessing the Behavior of Principals as a Multiple-Factor in Teachers' Job Satisfaction. Author: Bogler, Ronit Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 34 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2000 Abstract: This paper reports on a study that examined the effects of three factors on teacher satisfaction: principal leadership style (transformational or transactional), principal decision-making strategy (autocratic versus participative), and teachers' perceptions of their occupation. An overview of each of the three factors is provided. For the study, a closed-ended questionnaire was administered in 1997 to 930 teachers employed in schools located in northern Israel. Respondents were asked to refer to their current school principal when answering the survey. The findings show that teachers' perceptions of occupational prestige, self-esteem, autonomy at work, and professional self-development contribute the most to job satisfaction. This variable served as a mediating variable between principals' leadership style and teachers' satisfaction. Principals' decision-making style was found not to affect teacher satisfaction significantly, though teachers preferred to work with a principal who exhibited a transformational type of behavior rather than a transactional one. The more teachers perceived their teaching job as a profession and central to their lives, the more they were satisfied with it. (Contains 40 references, 3 tables, and 2 figures.) (RJM) Descriptors: Educational Environment; Elementary Secondary Education; Foreign Countries; *Job Satisfaction; *Leadership Styles; *Principals; Self Esteem; Teacher Administrator Relationship; *Teacher Attitudes; Teachers Identifiers: Israel; *Professional Identity; *Teacher Principal Relationship Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Israel ED432653 UD033072 Linking Leadership and Decision Making to the School Violence Issue. Author: MacDonald, Irene M. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 24 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: Factors that influence principals in decisions related to violence in schools were studied through semi-structured interviews with 12 junior high school principals in a large western Canadian school district. Participants were selected on the basis of their known involvement in school violence prevention initiatives. Several decision-making process components were identified: (1) identifying the problem; (2) responding to internal and external influences; (3) making decisions; and (4) evaluating decisions based on perceived outcomes. The principals interviewed conceptualized violence not as a problem, but as a symptom and response by students to unfulfilled needs that could often be met by the school. These principals made their decisions based on their expectations of what an excellent schooling experience would offer the students and what the role of the school staff would be in providing this experience. Principals used many sources of influence and personal beliefs as filters through which they prioritized problem areas and determined the best course of action. (Contains 43 references.) (SLD) Descriptors: Administrator Attitudes; *Decision Making; Foreign Countries; *Instructional Leadership; Intervention; Junior High Schools; *Prevention; *Principals; *School Safety; Urban Schools; *Violence Identifiers: Canada (West) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: Canada; Alberta ED432059 EA029930 From "I" to "We": Reflections about Leadership. Author: Gibb, Sharon A.; Gibb, Gordon S.; Randall, E. Vance; Hite, Steven Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: June 1999 Language: English Pages: 29 Document Type: Reports--Research (143) Journal Announcement: RIEDEC1999 Abstract: This paper reports on a study that investigated a top-down leadership approach that gradually shifted to a collaborative paradigm. It focuses on one junior high school's efforts to increase academic and social success for all its students. The restructuring process began when, for the first time, a female principal was hired in this 35-year-old school. She came with a new vision of leadership and of academic structure that featured total inclusion. Data were obtained through a review of artifacts (school minutes, meeting notes, and articles) and interviews (focus groups and individual interviews) of 10 target groups in the school. The results indicate that for the school to make meaningful change, the top-down or "I" characteristic of leadership had to be transformed to "we." A top-down process had occurred when the principal shared her vision for change that would promote the academic success of every student in the school. The development of community and leadership emerged through a process of teaming in which teams of 6 teachers taught inclusion groups that involved about 20 resource students for each team. As a consequence, communication within the school operated through individual and group meetings, and decision making was placed in the teachers' hands. (Contains 41 references.) (Author/RJM) Descriptors: Case Studies; *Instructional Leadership; Junior High Schools; *Leadership Styles; *Participative Decision Making; *Principals; *School Administration; School Culture Geographic Source: U.S.; Utah ED431232 EA029879 The Changing Face of the Principalship in Alabama: Role, Perceptions, and Gender. Author: Kochan, Frances K.; Spencer, William A.; Mathews, Jerry Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 30 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper examines the principalship in Alabama. It focuses on the "individual role conception" of the principalship as perceived by those in that role and investigates whether gender affected these perceptions. For the research, principals were asked to provide personal demographic and professional information and to respond to three open-ended questions: What are the three greatest challenges you faced as a starting administrator in this position? What are the three most significant ways in which your presently held position is changing or has changed in the last 5 years? What do you consider to be the five most important skills a new administrator in your position needs to possess? A survey was developed and sent to all principals in Alabama (N=1303). Findings from 514 principals were used for this study. The findings suggest that external pressures, particularly those related to state mandates, the budgeting system, and accountability measures, have increased stress, paperwork, and workload. Male and female principals perceived their roles in similar ways. However, women viewed the tasks before them and the ways in which they must deal with them in a more global manner than did males. For example, they identified the need to make the facilities more inviting because they recognized the impact of "deteriorating facilities" on morale. Women thought in terms of developing a broad base of skills rather than only dealing with a particular task or issue. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Elementary Secondary Education; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Sex Differences Identifiers: *Alabama Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Alabama ED431230 EA029877 Leadership, Organizational Learning, and Classroom Change. Author: Brown, Jean; Sheppard, Bruce 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 reports on the experiences of schools that are attempting to change into dynamic, responsive, data-driven organizations that allow for learning at all levels. It identifies aspects of leadership that appear to be significant and discusses the problems the schools encountered. The sample for the study, conducted from 1995 to 1997, was composed of 13 schools with 312 teachers from 3 school districts in Newfoundland (Canada). The schools included high schools, all-grade schools, junior-high schools, and elementary schools, ranging in size from 185 to 870 students. All the schools were reorganizing at the school level. A quantitative and qualitative methodology was used. Findings show that each school's leadership approach either positively correlated with, or explained a significant amount of, the variance of the learning-organization disciplines. It can be assumed that the leadership approaches and practices that were consistent with emerging models of team leaders accounted for significant variance in selected learning-organization characteristics. The principal and vice-principal were recognized as the primary sources of leadership; the whole school staff were seen as important, as well. However, results suggest that researchers cannot be certain that all educators endorse team leadership as a means to successful change. Contains 43 references. (RJM) Descriptors: Administrator Role; Change Strategies; Educational Change; Elementary Secondary Education; Foreign Countries; *Instructional Leadership; Leadership Responsibility; Longitudinal Studies; *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 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 ED430297 EA029820 The Relationship of Organizational Health, Leadership, and Teacher Empowerment. Author: Valente, Michael E. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEOCT1999 Abstract: This paper looks at factors that affect the educational environment. It reports on a study in which survey responses were collected from 10,170 teachers in 331 Chicago schools. Results reaffirm the commonly held belief that teachers are the primary force in a school's output. However, findings indicate that the teachers' influence on a school's organizational health is statistically less significant than that of the principal. The teachers saw themselves as the main characters within the school and the determinant of the productive output, yet it was the students themselves, the organizational health of the school, and the external community that determined the educational output. The findings suggest that whereas teachers may view the principal as a deliverer of goods and services, they believe his or her task as the leader is to maintain the teachers' commitment to productivity, while drawing the parents and community into the school in a manner that the teachers find significant. Teachers also reported that the relationship between principals and teachers improves with empowerment, such as the empowerment derived from site-based management. It is recommended that when examining the educational environment, the principal's view be explored in conjunction with the teachers' outlook. (RJM) Descriptors: *Educational Environment; Elementary Secondary Education; *Instructional Leadership; Leadership Qualities; *Principals; School Based Management; Teacher Attitudes; *Teacher Empowerment Identifiers: *Chicago Public Schools IL Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Illinois ED430282 EA029804 Supervisory Behaviors That Affect School Climate. Author: Bulach, Clete; Boothe, Diane; Michael, Price Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: April 1999 Language: English Pages: 20 Document Type: Reports--Research (143); Speeches/meeting papers (150); Test/questionnaires (160) Journal Announcement: RIEOCT1999 Abstract: This paper reports on a study that investigated the frequency with which principals practice behaviors believed to positively or negatively affect the supervisory climate that exists in a school. The secondary purpose of the research was to look at demographic factors, such as gender and grade level, that might influence a principal's supervisory behavior. Participants in the study included 208 teachers who were graduate students in a college of education. The instrument used in the study consisted of 52 items that asked teachers to describe the frequency with which they perceived their principal to be practicing behaviors that could negatively or positively affect a teachers' supervisory climate. Findings show that the educational climate was more positive than expected but much room for improvement remained. The lowest scores were in the conflict domain, which reflected teachers' views that their principals tended to avoid conflict, especially when a principal was reticent to question superiors. The behaviors in the trust domain were the most positive. Gender did not play a role in the supervisory climate, and it seemed that behaviors that promote a good supervisory climate affect both genders the same. However, female principals were rated better than male principals in instructional leadership. (Contains 12 references, 7 tables and the questionnaire.) (RJM) Descriptors: Administrator Effectiveness; Educational Environment; Elementary Secondary Education; Instructional Leadership; *Leadership Qualities; *Principals; *School Supervision; Teacher Attitudes Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Georgia 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 ED425522 EA029487 The Effects of Principal Succession in an Accelerated School. Author: Davidson, Betty M.; Taylor, Dianne L. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 27 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper examines the effects of principal succession in a school-reform process. The report focuses on multiple changes in the principal's position at a primary school participating in the accelerated schools project. The text opens with an overview of the accelerated schools project followed by a description of the study's methodology. Data were collected at a rural elementary school comprised of 440 low-socioeconomic status youngsters in grades pre-kindergarten through second. Case-study methods were used to collect qualitative data through semistructured interviews. Interviewees included the three principals appointed to the school after the accelerated schools process began. A detailed analysis of each principal's time in office is presented. The results show that restructuring processes can withstand changes in principalship under certain circumstances and that changing principals is not in itself damaging to the restructuring process. Rather, the orientation of the new principal and his or her fit with the organization and its members are salient. New principals who do not know and/or do not support the process create obstacles that undermine progress, all of which emphasizes the importance of fundamental systemic change. (RJM) Descriptors: *Administrative Change; *Change Strategies; Early Childhood Education; Educational Change; Educational Environment; *Instructional Leadership; *Principals; School Administration Identifiers: *Accelerated Schools Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Louisiana ED425502 EA029285 The Roles of the Superintendent in Creating a Community Climate for Educational Improvement. Author: Owen, Jane C. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1998 Language: English Pages: 50 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This paper analyzes the changing public school superintendency. It reports on a study that identified the roles of the superintendent in facilitating positive and productive community involvement in the educational process, as well as the strategies and tactics used by superintendents as they mold community climates to create receptivity for educational improvement. Two large districts in southern Texas were chosen for the study, both having been characterized by discord between the community and the schools. The focus is on two new superintendents and the roles, strategies, and actions they employed to align their respective districts with the community. To provide background information, the text discusses "The superintendent and the community" and "The superintendent and change." The study methodology followed an emergent naturalistic multiple-case-study format and incorporated M. Q. Patton's theory that qualitative methods are particularly oriented toward exploration, discovery, and inductive logic. A pilot study was conducted to fine-tune interview questions. The findings show three major leadership roles are part of the superintendent's job: political leadership, educational leadership, and managerial leadership. The strategies and tactics enacted through the leadership roles are discussed. (Contains 41 references and 8 figures.) (RJM) Descriptors: Administrator Attitudes; Administrator Characteristics; Administrator Effectiveness; *Administrator Role; Educational Administration; Elementary Secondary Education; Leadership Qualities; *Leadership Styles; *Public Schools; School Community Relationship; *Superintendents Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Geographic Source: U.S.; Texas ED424614 EA029213 The Principal--Key to Technology Implementation. Author: Stegall, Patricia Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1998 Language: English Pages: 13 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEAPR1999 Abstract: From a Catholic school principal's viewpoint, this paper explains why principals' technology leadership is essential and offers pointers on how to provide it. Computers have much to offer for progressive, constructivist teachers desiring to increase students' responsibility for their own learning. A survey of principals in 54 elementary schools in 4 South Texas dioceses revealed that 31 percent of the schools had Internet access; 85 percent had a computer curriculum; 56 percent had a technology plan; 44 percent had a technology committee; 81 percent had a computer teacher; and 59 percent included technology in their budgets. When questioned, all principals agreed that technology was an important aspect of a Catholic school. The seven schools with the highest technology scores were diverse but shared one characteristic--strong, enthusiastic principal leadership. Principals were adept at making technology happen despite limited resources and supported their convictions by allocating resources, hiring technology personnel, scheduling classes for students and staff development for teachers, writing grant proposals, and enlisting parental support. Principals should use computers themselves, seek experts, form a technology committee, talk warily with sales representatives, visit other schools, brainstorm solutions, and hire and train technology-savvy teachers. (MLH) Descriptors: Action Research; *Administrator Role; *Catholic Schools; Constructivism (Learning); Diversity (Student); *Educational Technology; Elementary Education; *Instructional Leadership; *Leadership Responsibility; *Principals; Student Centered Curriculum; Teacher Researchers Identifiers: *Technology Integration; Texas Descriptive Terms: Paper presented at the Annual Meeting of the National Catholic Education Association (95th, Los Angeles, CA, April 14-17, 1998). Geographic Source: U.S.; Texas ED421781 EA029188 Implementing Block Scheduling: A Concern-Based Model of Change. Author: Salvaterra, Mary E.; Adams, Don C. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1998 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN1999 Abstract: A study focused primarily on building-level leadership by observing how principals in 12 high schools (11 public and 1 Catholic) engaged in planning a structural change from a traditional schedule with 45-minute periods to the 90-minute periods of a block schedule. Using a concerns-based model of change, principals' behaviors and teachers' reactions are discussed, as teachers move through phases of the change model. Structured interviews were used to gather information from all 12 principals and 4 to 6 teachers in each restructuring school. Stages include awareness of the innovation, information gathering, personal concerns, management and control, consequences (evaluation of effects on student learning), collaboration with colleagues, and refocusing and acceptance. The change process is different for every teacher. Teachers highly committed to a change may move quickly to the refocusing stage, while reluctant teachers may languish a while in the personal or management stages. Effective implementation of change also depends on a principal's ability to foster conditions characteristic of healthy schools. Effective principals provide continuous communication of goals and ongoing feedback, identify teachers' needs and concerns in each phase, and target resources accordingly. Where leadership is shared between principals and teachers, effective change is more likely. (Contains 17 references.) (MLH) Descriptors: *Administrator Behavior; *Block Scheduling; *Change Strategies; High Schools; Interviews; *Leadership Responsibility; Models; Planning; *Principals; Program Implementation; School Culture; *Teacher Response 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.; Pennsylvania ED421758 EA029148 Examining a Superintendent's Transformational Leadership: From the Model to Successful Practice. Author: Mullin, Ann G.; Keedy, John L. Availability: EDRS Price MF01/PC04 Plus Postage. Publication Date: April 1998 Language: English Pages: 86 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN1999 Abstract: The superintendent, as a district-level influence, may have significant effect on second-order school change, yet there is little research on the behaviors of the superintendent in the context of second-order change. The purpose of this research was to study the transformational behaviors of a school district superintendent and the effects of those behaviors on selected principals and teachers. The findings of this qualitative case study operationalized transformational leadership in the behaviors of a superintendent leading a mid-sized public school district in North Carolina in the process of second-order change. Superintendent behavior categories clustered among three domains: (a) Articulating Professional Values and Beliefs; (b) Developing Problem Solving Skills; and (c) Developing a Collaborative Culture. Principal and teacher behavioral and affective outcomes related to these superintendent behaviors included changed administrative and teaching practices and improved student learning opportunities. Behavioral changes indicate the adoption of new norms. Transformational leadership, a relatively recent leadership construct, may have significant implications for school district leadership. Findings were generalized to Bass and Avolio's research on transformational leadership and Louis's development of district/school relationships. (Contains 68 references.) (Author) Descriptors: *Change Agents; Educational Administration; *Educational Change; Elementary Secondary Education; Instructional Leadership; *Leadership Qualities; Models; *Superintendents Identifiers: Interpretivism; *Second Order Effects 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.; North Carolina ED421126 IR018845 Principal Leadership for Successful School Technology Implementation. Author: MacNeil, Angus J.; Delafield, Dennis P. Availability: Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 7 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This study examined technology implementation in the classroom and the principal's perception of what the inhibitors are to technology integration. Surveys were distributed to 112 school administrators--both principals and assistant principals--in a school district in southeast Texas. Sixty-four (57.14%) were returned. Results indicate that principals and assistant principals view technology as very important in their schools and that it is significantly important for teachers to learn technology as a curriculum tool. The study also shows that the main inhibitors to implementing technology in the classroom are lack of financial resources for hardware, software, and infrastructure, and lack of time for professional development and planning. It is concluded that principals and other school leaders must accept the challenge to create supportive conditions which will foster innovative uses of computers. There needs to be closer alignment between the amount of time for professional development with technology and its degree of perceived importance. At each level, funding, training, and leadership issues must be addressed simultaneously if technology in the curriculum is to grow and have an impact on the reform of public education. (Contains 31 references.) (AEF) Descriptors: *Administrator Attitudes; *Administrator Role; Assistant Principals; Educational Change; Educational Development; *Educational Technology; Elementary Secondary Education; *Instructional Leadership; *Principals; School Administration; School Surveys; Staff Development Identifiers: Administrator Surveys; *Barriers to Implementation; *Technology Integration Descriptive Terms: In: SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings; see IR 018 794. Level: 1 Geographic Source: U.S.; Texas ED420926 EA029191 Trusting Transformational Principals: An Empirical Surprise. Author: Mannion, Patrick T. Availability: Publication Date: 1998-04-00 Copy Availibility: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Language: English Pages: 29 Document Type: Reports (143); Speeches, Conference Papers (150) Journal Announcement: RIEDEC1998 Abstract: This study explored the relationship between transformational leadership and trust in schools. The central thesis is that high levels of trust should significantly correlate with transformational leadership behaviors by school principals. The study involved a sample of 451 teachers in 39 public secondary schools located in four suburban areas surrounding a large northeastern city. Participants completed the Trust Scale and the Multi-Factor Leadership Questionnaire (X) Short Rater Form (MLQ), which empirically measure trust and transformational leadership characteristics. Study data were then analyzed by regression techniques. Results indicated a significant correlation between the Trust in Principal score on the Trust Scale and Transformational Leadership score on the MLQ. This relationship did not hold between the Trust in Colleagues score on the Trust Scale and the Transformational Leadership score on the MLQ. The relationship was also not present between the Trust in Organization score on the Trust Scale and the Transformational Leadership score on the MLQ. Apparently, the relationship existing between trusted principals who are transformational leaders and faculty does not translate into a trusting relationship among colleagues or a trusting relationship between teachers and the school organization. Contains 5 tables, and 13 references. (Author/MLH) Descriptors: *Administrator Behavior; *Leadership Styles; Models; *Principals; Questionnaires; Regression (Statistics); Secondary Education; Suburban Schools; *Teacher Attitudes; *Trust (Psychology) Identifiers: *Transformational Leadership; *United States (Northeast) Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 1998). Level: 2 Geographic Source: U.S.; New York 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 |