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Author: Sunny Rea Poe
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
This study examined a specific group of elementary principals in an East Tennessee school system in order to determine principals' leadership style and a correlation with job-related stressors. Leadership was categorized into three leadership styles based on the Multifactor Leadership Questionnaire (MLQ): transformational leadership, transactional leadership, and passive-avoidant leadership (Avolio & Bass, 1995). Stress was categorized into four sources of stress based on the Administrator Stress Index (ASI): role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress (Gmelch & Swent, 1994). Forty-nine elementary principals were invited to participate in this study; 34 responded. The resulting data from the two surveys were analyzed for correlations using Spearman Rank correlation statistical analysis. The statistical analysis indicated three correlations that were educational statistically significant: conflict-mediating stress as it relates to transformational leadership, task-based stress as it relates to transactional leadership, and boundary-spanning stress as it relates to transactional leadership. There were no statistically significant findings for stress as it relates to passive-avoidant leadership. The statistical analysis also indicated that there were no correlations between role-based stress and leadership. The smallest statistically significant finding was found between task-based stress and transformational leadership, which indicated that transformational leaders are not bothered by day-to-day duties. Of the four sources of stress, task-based stress was indicated to be the highest ranked based on the analysis of the ASI.
Author: Sunny Rea Poe
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
This study examined a specific group of elementary principals in an East Tennessee school system in order to determine principals' leadership style and a correlation with job-related stressors. Leadership was categorized into three leadership styles based on the Multifactor Leadership Questionnaire (MLQ): transformational leadership, transactional leadership, and passive-avoidant leadership (Avolio & Bass, 1995). Stress was categorized into four sources of stress based on the Administrator Stress Index (ASI): role-based stress, task-based stress, boundary-spanning stress, and conflict-mediating stress (Gmelch & Swent, 1994). Forty-nine elementary principals were invited to participate in this study; 34 responded. The resulting data from the two surveys were analyzed for correlations using Spearman Rank correlation statistical analysis. The statistical analysis indicated three correlations that were educational statistically significant: conflict-mediating stress as it relates to transformational leadership, task-based stress as it relates to transactional leadership, and boundary-spanning stress as it relates to transactional leadership. There were no statistically significant findings for stress as it relates to passive-avoidant leadership. The statistical analysis also indicated that there were no correlations between role-based stress and leadership. The smallest statistically significant finding was found between task-based stress and transformational leadership, which indicated that transformational leaders are not bothered by day-to-day duties. Of the four sources of stress, task-based stress was indicated to be the highest ranked based on the analysis of the ASI.
Author: Mark Nicholas Remy
Publisher:
ISBN:
Category : Stress management
Languages : en
Pages : 228
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Book Description
Author: Stuart Carl Smith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 414
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Book Description
Recognizing the importance of good leadership to the achievement of educational excellence, the second edition of this handbook synthesizes a large body of school leadership literature and explores the subject from three perspectives: the person, the structure, and the skills. Part I examines characteristics of today's educational leaders; effective leadership styles and qualities; administrator training, hiring, and induction methods; and the scarcity of female and black school leaders. Part II looks at the organizational supports underlying school leadership. This section examines the balance of authority between the central office and the school site, the team approach to management, the decision-making context, and the components of school climate. Part III highlights leadership abilities needed by today's school administrators. Besides knowing how to manage the school's instructional program and staff, administrators must be able to communicate in today's more open, sharing organization; build coalitions of community groups; make meetings more productive; and manage time, stress, and conflict more effectively. Concerned about integrating theory with practice, the book offers many practical suggestions for using the information presented. Accompanying each chapter are extensive bibliographical references that appear at the end of the volume. (MLH)
Author: Jeffrey Glanz
Publisher: ASCD
ISBN: 1416600922
Category : Education
Languages : en
Pages : 230
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Book Description
What makes a good educational leader? How can you be one? Is a job candidate an effective leader who can work with students and staff in your school or district? According to author Jeffrey Glanz, each of us has natural leadership abilities. Although no single leadership style is better than another, matching a person's style with an assignment leads to success for the person, his colleagues, and the organization. The key is to identify and actualize each person's natural leadership style. Full descriptions of the seven types of leaders--Dynamic Aggressives, Dynamic Assertives, Dynamic Supportives, Adaptive Aggressives, Adaptive Assertives, Adaptive Supportives, and Creative Assertives--afford valuable insight into your own behaviors and the strengths of those around you. Glanz uses vivid, authentic scenarios to illustrate the qualities of each leadership type, and identifies seven virtues that are critical for all leaders and yet are often overlooked in educational leadership programs. An invaluable aid to teachers, supervisors, and district leaders, this book provides questionnaires and focus questions to help you analyze leadership potential in yourself and in colleagues. The author also shows you how to go about the crucial process of matching leadership qualities with specific jobs in the educational system, from teacher to superintendent. Understanding the natural leadership qualities and virtues helps you to create an educational environment that is characterized by excellence. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Christine Anne Harris
Publisher:
ISBN:
Category :
Languages : en
Pages : 112
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Book Description
Author: Faye Ann Oakes
Publisher:
ISBN:
Category :
Languages : en
Pages : 398
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Book Description
Author: Malcolm Wayne Gilbert
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 258
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Book Description
Author: Larry Dake
Publisher: Rowman & Littlefield
ISBN: 1475859597
Category : Education
Languages : en
Pages : 111
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Book Description
This book will assist aspiring and practicing school leaders with strategies to navigate transitions, balance relationships, and manage their time more effectively. All three components are necessary to manage stress and avoid burnout in today’s fast-paced and always-on world of school leadership. While prep programs teach several important facets for the job, nothing quite prepares school leaders for the job’s stress, time expectations, and public face. This book can help all school leaders in these areas!
Author: Shvilla Bryan Gaines
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Book Description
This study utilized the descriptive and quantitative approaches to examine elementary school principals' leadership style and school climate in an urban school district. Research supports the relationship of leadership styles, school climate and student achievement does exist and this study identified and explored how it exists between the school principals' leadership style and school climate. Participants consisted of elementary principals and teachers in an urban school district within the southeastern region of the United States. The purpose of this study was to determine the existence of a relationship between elementary school principals' leadership styles and school climate in an urban school district. Survey instruments were the Leader Behavior Description Questionnaire (LBDQ) Form XII Self and the Organizational Climate Description Questionnaire for elementary schools (OCDQ-RE). Demographic information was gathered from the principals and teachers that were subjects of this research (Table 3 and Appendix C). The following research question was posed: Does a relationship exist between the elementary school principals' leadership style and school climate in an urban school district? Descriptive statistics summarized the data characteristics of the independent variable (principal leadership style) and dependent variable (school climate). The data was analyzed using the Pearson Correlation Coefficient. A Positive linear relationship in climate was found for three different groups. These three groups had a statistically significant correlations coefficient and p-values between the LBDQ-Form XII Self and OCDQ-RE subscales. The school principals must be able to access and evaluate the impact they may have on the climate of the school. This study proposed strategies school principals from the participating school district can use to create a more open school climate.
Author: Arthur Blumberg
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 274
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Book Description
