The Leadership Behavior of School Superintendents PDF Download
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Author: Andrew Williams Halpin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 126
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Book Description
Author: Andrew Williams Halpin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 126
Get Book Here
Book Description
Author: Andrew Williams Halpin
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 109
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Book Description
Author: John Paul Giesy
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 28
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Book Description
Author: Randy Sprick
Publisher:
ISBN: 9781599090818
Category :
Languages : en
Pages :
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Book Description
Author: John V. Richard
Publisher:
ISBN:
Category : School board members
Languages : en
Pages : 119
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Book Description
"Leadership and school leadership have been topics of considerable investigation over the past century. However, there has not been a similar literature base specifically focused on school board members and their perceptions of school superintendents' leadership behavior. The current study provides a framework for understanding this important subject and develops several hypotheses suggesting that board members views of superintendents' leader behavior may be influenced by demographic factors. The Leader Behavior Description Questionnaire (LBDQ)-Form XII was used in gathering information from board members. Through multivariate analysis of variance (MANOVA) the data were analyzed. Results indicated that significant differences might be influenced by superintendents' and board members' years of experience, as well as the gender of board members."--Abstract.
Author: Melvin Milton Villarreal
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 314
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Book Description
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935542362
Category : Education
Languages : en
Pages : 297
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Book Description
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Author: Walter S. Polka
Publisher: R&L Education
ISBN: 1578868823
Category : Education
Languages : en
Pages : 221
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Book Description
A valuable resource to institutions of higher education and various state and national superintendent organizations and agencies, The Dark Side of Educational Leadership provides valuable insights into specific resiliency behaviors that contribute to superintendents' abilities to overcome the trauma associated with being a professional victim. Specifically illuminating those issues that contribute most often to the victimization of superintendents, well-researched chapters demonstrate strategies employed by superintendents to prevent similar issues from causing additional pain. Polka and Litchka identify resiliency factors of most significance to superintendents in dealing with the professional victim syndrome, helping superintendents to better prepare for the professional victim syndrome during their professional career.
Author: JoAnn A. Sternke
Publisher:
ISBN:
Category : School superintendents
Languages : en
Pages : 264
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Book Description
The research question guiding this study was: How are the traits and behaviors of school superintendents in highly successful K-12 Wisconsin public school settings similar to or different from the traits and behaviors exhibited by the successful CEOs identified in the research of Collins in Good to Great (2001)? ... The research design was a qualitative case study employing the data collection method of interview. Research findings were: 1. The study confirmed that superintendents who served as research participants possessed the common leadership traits of personal humility and professional will found in Level 5 Leaders identified by Collins. 2. Additionally, this study confirmed that the leadership behaviors of successful CEOs identified by Collins were exhibited by research participants. Superintendents studies exhibited the behaviors of First Who ... Then What, Confronting the Brutal Facts, the Hedgehog Concept, and Creating a Culture of Discipline. 3. Research participants also exhibited two distinguishing leadership behaviors not identified by Collins. Study participants recognized the importance of and made a commitment to building quality relationships. This finding confirmed the findings of Gray (2005) who researched Collins work in an educational setting. A unique leadership behavior emerged from this study: a strong community mindedness. Superintendents believed in serving their communities and involving the community in developing a shared vision for student achievement.
Author: William C. Neale
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 125
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Book Description
The purpose of the study was to determine the relationship between superintendent instructional leadership behaviors and the fidelity of implementation of the Instructional Practices Inventory. The leadership behaviors examined by this study were identified by Marzano and Waters (2006) including Collaborative Goal Setting, Non-negotiability of Goals for Achievement and Instruction, Monitoring Progress Toward Goals, Providing Resources to Support Goal Attainment, and Providing Defined Autonomy for Principals. The Instructional Practices Inventory (IPI) was developed by Valentine and Painter and subsequently refined by Valentine (Valentine, 2007). The IPI is a research-based instructional intervention that embeds the reflective study of instructional practices and student engagement in a collaborative model of continuous school improvement. Data were collected from 43 superintendents using surveys adapted from the work of Leithwood, Aitken, & Jantzi (2006) as found in Making Schools Smarter: Leading with Evidence (MSS). Follow-up interviews were conducted with 28% of the superintendents. Data analyses produced no significant differences in superintendent instructional leadership behavior when schools were categorized by the fidelity with which the IPI was implemented. Data analyses were confounded by problematic data in one of the reporting categories. However, post-hypothesis testing produced intriguing patterns. Qualitative data analyses produced evidence of noticeable differences in leadership dispositions and behavior when fidelity of implementation groups were compared. While no statistically significant differences were found in leadership behavior across Fidelity of Implementation groups, interesting patterns in means for each leadership behavior emerged when examined across Fidelity of Implementation group when those groups were disaggregated by the presence or absence of an assistant superintendent. Poverty rates were found to be positively and significantly associated with four of the five leadership behaviors analyzed by this study. Qualitative analyses indicated that superintendents from schools classified as High Fidelity Implementers reported a sense of responsibility for outcomes as well as greater influence than subordinates in the area of change implementation. The character of collaboration varied across implementation categories with High Fidelity Implementers reporting greater preparation, respect for other stakeholders, and clearer vision for outcomes than their peers. High Fidelity Implementers were more inclined than their peers to grant freedom to principals and teachers to make decisions, formulate plans, and put those plans into action, once the superintendents were sure that the other professionals were clear on the goals and constraints. Interestingly, all superintendents were able to articulate how they implemented change but were challenged to articulate their own leadership skills. Data analyses did not allow statistically significant differences to be determined in how superintendents lead. However, post-hypothesis analyses did find a link between low SES and collaborative setting of goals, of non-negotiable goals for achievement and instruction, monitoring of progress toward those goals, and providing resources for goal attainment. Further, the presence of an assistant superintendent decreased the degree to which superintendents felt closely tied to instructional leadership. Qualitative data analyses produced findings that implementation of the Instructional Practices Inventory (IPI) process with high fidelity fostered second-order change in teaching practices and was closely aligned to instructional improvement recommendations by Marzano and Waters (2009). Superintendents who implemented the IPI with high fidelity were more likely to communicate respect for others with whom they collaborated, were more likely to thoroughly prepare when they facilitated collaboration, felt a greater sense of burden for positive student outcomes, and were more likely to empower others to act once a vision and set of boundaries were clearly established. Superintendents uniformly expressed some level of resentment at the mandated goals of No Child Left Behind. However, they did so while simultaneously requiring that those goals be adopted at the district level, even when a collaborative planning process was used, and insisting on articulation of supportive building level goals. Superintendents did not comment on the irony of this situation and uniformly expressed pride when goals were met. When asked directly about power, influence, and their own leadership skills, superintendents' responses were ambiguous. While some superintendents spoke frankly about differences in power and influence, others reported substantial equality among all of their districts stakeholders. Superintendents spoke not of their leadership skill but of personal qualities such as trustworthiness that supported their success. However, analysis of the stated actions of High Fidelity Implementing superintendents indicated that these superintendents engaged in aspects of research-based transformational leadership (Leithwood & Jantzi, 1990) and leadership through relationships (Ogawa & Bossert, 1995).
