Missouri Superintendent Perceptions of Leadership Impact on School Performance PDF Download
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Author: Richard L. Asbill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 216
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Book Description
Author: Richard L. Asbill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 216
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Author: Susan Gauzy
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 205
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Book Description
This exploratory study examined the relationship between superintendents' perceived sense of urgency and student academic performance. More specifically, the study examined the leadership of Missouri superintendents based upon a district's Annual Performance Report. The Missouri Annual Performance Report ranks districts from highest to lowest with the following designations: performance with distinction; full waiver; limited waiver; provisionally accredited; and, unaccredited. This study focused only on the sense of urgency in the districts performing with distinction, performing with a full waiver, and performing with a limited waiver due to limited sample size in the lower levels of provisionally accredited and unaccredited. A total of 98 superintendents in Missouri were included in this study. Quantitative data were collected using survey responses. Superintendents responded to items about their perceptions of their own sense of urgency to improve student academic performance, the source of their urgency, their purposeful communication of urgency, their perceptions of change of urgency in district stakeholders, and the strategies used to communicate the urgency. Data from the surveys were analyzed using analysis of variance, analysis of covariance, and step-wise linear regression. Superintendents in districts performing with a limited waiver reported a significantly stronger sense of urgency to improve student academic performance than did superintendents in districts performing with distinction at the end of the first year in their position as superintendent. Superintendents in districts with a limited waiver also reported a significantly stronger sense of urgency to improve student academic performance than did superintendents in districts performing with distinction at the time of the survey. Superintendents in districts with a limited waiver purposefully communicated significantly more often than superintendents in districts performing with distinction with boards of education. In addition, superintendents in districts with a limited waiver purposefully communicated significantly more frequently with all district teachers than superintendents in districts performing with distinction. Superintendents leading districts performing with a limited waiver and superintendents leading districts with a full waiver identified an impending crisis to communicate a sense of urgency to improve student academic performance significantly more often than superintendents leading districts performing with distinction. Through regression analysis, Providing Opportunities for Success, Identifying an Impending Crisis, Setting Goals and Targets, and Utilizing Data were communication strategies significantly associated with the degree to which the sense of urgency to improve student academic performance increased throughout the district. Regression findings also implied that utilizing the communication strategy "providing opportunities for success" could increase the sense of urgency for boards of education, district administrators, building principals, teacher leaders, all district teachers and the media. Throughout this study it was evident that superintendents leading districts with a limited waiver, which indicates lower student academic performance, reported a stronger sense of urgency to improve student achievement than did their counterparts in higher performing districts. These superintendents purposefully communicated a sense of urgency more often and they used the communication strategy of "identifying an impending crisis" more frequently to increase a sense of urgency across their districts than did superintendents in districts with higher student performance. In addition, when superintendents utilize the communication strategy of "providing opportunities for success," which includes actions such as articulating a vision and implementing a purposeful school improvement process, an increase in a sense of urgency to improve student achievement is more likely to occur.
Author: Michael D. Murphy
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 214
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Author: Brandon S. Pardoe
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 106
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Book Description
This qualitative study investigated superintendent perceptions of effective principal leadership and its impact on school culture in high schools. The three research questions examined superintendents' perceptions on the components of a healthy high school culture, and the qualities that effective principals employ to directly impact the culture of their high schools in their school districts. Thirty-nine superintendents from across central and northeastern Pennsylvania participated in this study and completed the researcher developed online survey. Of those, five participated in a telephone interview with the researcher. The findings from the research revealed that superintendents perceive that effective principal leadership does influence the culture of high schools. The results from the study implicated identifiable qualities and strategies of principals that superintendents expect to enhance the school culture of high schools located in their school districts. These qualities and strategies include principal risk taking, continuous professional development, and the ability to communicate a clear vision and mission of the school. These findings may provide valuable information to superintendents and other school administrators to help inform decisions on how to effectively improve the culture of their high schools and improve student learning in their own school systems.
Author: E. Nyle Klinginsmith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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This study examined the relationship of three factors of principal leadership, managerial, instructional, and transformational. A total of 1,703 teachers from 133 middle level public schools in Missouri were included in the study, which was part of a larger study of middle level education being conducted by the Middle Level Leadership Center at the University of Missouri-Columbia. Two survey forms were used to collect data for this study. One survey collected data on managerial and instructional leadership, and the second collected data on transformational leadership. Data from the surveys were aggregated and analyzed using Pearson product-moment correlations, analyses of variance, and multiple regression equation estimates. Student achievement data were obtained from the spring 2006 administration of the Missouri Assessment Program (MAP) tests. The study found relationships between factors of leadership with each other and with student achievement. School and principal demographic variables were also shown to correlate with achievement.
Author: David Brian Wilson
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 116
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The purpose of this study was to determine which leadership practices are the most crucial in helping school superintendents be successful as school leaders. This is a qualitative study in which six rural Missouri superintendents were interviewed to determine the answers to the following research questions: (a) What leadership practices are perceived by established school superintendents to be crucial to successful school leadership? and (b) What do established superintendents perceive are the leadership practices that warrant the most attention from the school superintendent? A review of the literature identified nine commonly used research practices: vision, communication, visibility, inspiring followers, shared leadership and collaboration, professional growth, ethical behavior, political awareness, and building relationships. The qualitative interviews focused on the impressions, the perceptions, and the experiences of the superintendents as answers were sought concerning which leadership practices were considered the most crucial. Once the interviews were completed and the data were analyzed, the findings provided evidence to support recommendations for superintendents concerning communication, having an ethical focus, being effective managers, and utilizing combinations of leadership practices.
Author: Amy H. Lingren
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 170
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Author: Warren Leroy Moss
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 310
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Purpose. Using previous research (Deal & Peterson; 1994; Smith, 1996) as a conceptual framework, this study examined the leadership orientations of district superintendents in a mid-western state. The investigation explored two types of leadership orientations: technical and symbolic leadership. District superintendents as well as their board-president were asked to assess the leadership orientation of the district superintendent. Also, this study analyzed the relationship of the superintendents' leadership orientation with their annual evaluation. Superintendents' evaluations were utilized to explore whether or not the leadership orientation of the superintendent influenced the level of a school board's satisfaction as expressed by the annual evaluation. Leadership orientations were analyzed in relationship to various personal, professional, and district demographic variables in order to provide an understanding of how different leadership orientations were perceived by the school board presidents in particular demographic areas. This study will provide a better understanding of the two types of leadership orientations discussed and how these orientations have an influence on the perceptions of board presidents. Procedures. Two hundred and sixty-two public school superintendents were selected to participate in the study. Three survey instruments were used to analyze leadership orientation and the district superintendent's personal, professional, and district demographics. Quantitative research methods were used to provide information on superintendent and school board president's perceptions of the superintendent's leadership orientation. The superintendent's annual formal evaluation was explored with the perceived leadership orientation. Findings. The findings of this study revealed that superintendents perceived themselves as being symbolic in their leadership, whereas school board presidents' perceptions indicated the superintendents were more technical in their leadership orientation. Yet, school board presidents expressed more satisfaction with the symbolic leadership orientation than technical orientation they perceived their superintendents to have exhibited. Therefore, the findings of this study suggested that school board presidents revealed a preference in symbolic leadership orientation in their superintendents' performance to influence and create satisfaction.
Author: Gwendolyn M. Fleming
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Nancy L. Lawler
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 304
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Book Description
The purpose of the study was to examine the impact of the Missouri Leadership Academy on improving a principal's ability to be an effective leader as perceived by superintendents, self, and teachers. Constructs of research pertaining to the study included leadership, effective leadership, professional development for leaders, and academies. In this study, the researcher administered the Leadership Practices Inventory developed by Kouzes and Posner (1995) to 37 Missouri principals, their superintendents, and a random selection of teachers. The LPI identified five key leadership practices: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. The data collected were analyzed to compare participants in each of the five leadership areas as perceived by self, managers, and followers. The findings of the study suggest that teachers and superintendents perceived principals who participated in the Missouri Leadership Academy as more effective in the area of challenging the process and inspiring a shared vision. The other three leadership practices were found to parallel, regardless of participation in the academy.
