The Examination of the Missouri Leadership Academy and Principal Leadership Effectiveness PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Examination of the Missouri Leadership Academy and Principal Leadership Effectiveness PDF full book. Access full book title The Examination of the Missouri Leadership Academy and Principal Leadership Effectiveness by Nancy L. Lawler. Download full books in PDF and EPUB format.
Author: Nancy L. Lawler
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 304
Get Book Here
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.
Author: Nancy L. Lawler
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 304
Get Book Here
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.
Author: Robert J. Cowles
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 192
Get Book Here
Book Description
Author: Catherine H. Augustine
Publisher: Rand Corporation
ISBN: 0833048910
Category : Business & Economics
Languages : en
Pages : 179
Get Book Here
Book Description
Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
Author: Timothy Andrew Taylor
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 340
Get Book Here
Book Description
The purpose of this study was to conduct an analysis which compared and contrasted the leadership practices of principals who utilized servant leadership with those who do not utilize servant leadership. This analysis served to assess the leadership strengths and weaknesses utilizing the "best" leadership practices advocated by Kouzes and Posner's (1997). Though servant leadership has been written about and practiced by many leaders and researchers in the past few years it has had limited research conducted in a systematic quantitative manner. Due to the growing popularity of servant leadership the researcher felt that it was imperative to takes steps to not only explore its meaning but to examine the effectiveness this leadership provides. This study was divided into two phases. In the first phase the Self-Assessment of Servant Leadership (SASL) was used to survey Missouri public school principals to create two groups of principals for the second phase of the study. The results of the SASL were analyzed and one group of principals who utilize servant leadership and another group who do not utilize servant leadership were created. The second phase, utilizing Kouzes and Posner's (1997) Leadership Practices Inventory (LPI), examined the leadership effectiveness of each of the two identified groups of principals. Once the data were collected an analysis comparing and contrasting the "best leadership practices" of the two principal groups was conducted. Statistical analysis included a multi variate test which was conducted to determine if the demographic variables (prior educational experience, administrative experience, gender, ethnic background, school building level and personal level of education) were significantly related to the overall self assessed rating. An additional statistical analysis was conducted to examine the possible relationships between the five "best" leadership practices advocated by Kouzes and Posner (1997), as they relate to both the servant leader and non-servant leader principal groups. These "best" practices include: (1) challenging the process; (2) inspiring a shared vision; (3) enabling others to act; (4) modeling the way; (5) encouraging the heart. The data obtained from the Leadership Practices Inventory were analyzed using descriptive statistics and univariate analysis of variance (ANOVA). The research findings revealed that no demographic variable was significantly related to the overall SASL rating. The research findings also revealed that public school principals in Missouri who rate themselves high on the SASL are rated significantly higher by their teachers in the five leadership areas highlighted by the LPI. From these results one can assume that servant leaders, as identified using the SASL, are perceived by their teachers as more effective leaders as measured by the LPI.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 0470579951
Category : Education
Languages : en
Pages : 426
Get Book Here
Book Description
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
Author: Pamela Kay Sells
Publisher:
ISBN:
Category : School administrators
Languages : en
Pages : 254
Get Book Here
Book Description
Purpose of the study . The purpose of this study was determine if significant change occurred in self-esteem, leadership style and leadership skill of administrators who participated in the Leadership "Academy's Satellite Academy Program". The Coopersmith Self-Esteem Inventory, Life Styles Inventory, and the Educational Administrator Effectiveness Profile, pre and posttest were used to determine change in self esteem and leadership skills. Design . Data from a survey, and other tests were collected from participants and non-participants of the Leadership Satellite Academy Program. Data were analyzed using t-tests, analysis of variance and analysis of covariance. Summary of findings . (1) The analysis of data from this study indicated that no significant differences could be shown at the.05 or less level between Leadership Academy Participants Pre-Experiences Scores and Post-Experiences Scores on the Coopersmith. (2) The analysis of data from this study indicated that no significant differences could be shown at the.05 or less level between Leadership Academy Participants Pre-Experience Scores and Post-Experiences Scores on the LSI. (3) Data indicated that one item on the EAEP showed significant differences at the.05 or less level in the Leadership Academy Participants Pre-tests and Post-test scores. That item was Building and Maintaining Relationships. Data indicates that Goal Seven of the Leadership Academy Satellite Academy Program has been met. (4) Data indicated there was no significance difference between the Leadership Academy Participants and Non-Participants scores on the Coopersmith, LSI, or the EAEP at a.05 or less level.
Author: E. Nyle Klinginsmith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
Get Book Here
Book Description
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: Stephen R. Covey
Publisher: Simon and Schuster
ISBN: 147110446X
Category : Self-Help
Languages : en
Pages : 218
Get Book Here
Book Description
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Author: Ronald W. Rebore
Publisher: Corwin Press
ISBN: 1452295433
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
"I especially like the sections that address the educational leader as one who has a calling to serve. This is the first and only text that has adequately addressed why educational leaders do what they do!" —Jill Gildea, Superintendent Harrison Elementary School District #36, IL Transform your leadership practice by incorporating values, ideals, and ethics! How can an educational leader practice moral leadership and successfully engage teachers, students, and the surrounding community? In Genuine School Leadership, the authors explore the influence of personal values, experience, and beliefs on a leader′s effectiveness. The book analyzes the scientific and sociological foundations of morality, examines current research on ethics, and explains how values develop within the context of educational leadership. With numerous examples, case studies, and exercises, this resource demonstrates how leaders can: Analyze their leadership style through reflective practice Use personal values to support authentic, moral leadership Evaluate decisions based on the ethical norms of the surrounding community Engage educators, students, and community members in developing a collective morality Nurture schools and districts as values-based learning communities This insightful resource provides all educators and school leaders with the necessary tools to develop a positive ethical and spiritual basis for their leadership practice and school culture.
Author: Michael E. Prater
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 462
Get Book Here
Book Description
This study examined the relationships between principal managerial leadership, principal instructional leadership, and principal transformational leadership and student achievement. A total of 131 public high schools in Missouri participated in the study. Demographic information was obtained from the head principals in each of the schools, and 443 teachers completed a survey that measured their perceptions of principal effectiveness in nine factors measuring managerial, instructional, and transformational leadership behaviors. 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 most recent testing of the Missouri Assessment Program (MAP). The study found significant correlationships among all nine factors of principal leadership. There were significant differences in student achievement on all four subtests of the MAP when schools were grouped according to principal leadership factors. Principal education level positively correlated with all nine factors of principal leadership and the four assessments of student achievement. Principal gender and school socio-economic status also had a positive relationship with student achievement. Principal leadership behaviors promoting instructional and curriculum improvement influenced student achievement, while the principal's ability to identify a vision and provide an appropriate model appeared to have the greatest impact on student achievement. A model of the relationships among the nine principal leadership factors and their relative impact on student achievement scores was developed, and implications for research, practice, and the preparation of educational leaders were discussed.
