The Perception of School Superintendent Leadership Behavior in Missouri Public Schools Accredited with Distinction in Performance PDF Download
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Author: Michael D. Murphy
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 214
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Book Description
Author: Michael D. Murphy
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 214
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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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
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Author: Richard L. Asbill
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 216
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Author: Andrew Williams Halpin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 126
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Author: Missouri. Office of State Superintendent of Public Schools
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 18
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Author: Edna Yvonne Davis Kennedy
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 368
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Book Description
The purpose of the present study was to determine if a relationship existed between the perceived Leadership Orientation Styles (LOS) of Texas Public School Superintendents and district performance outcomes. Lee G. Bolman and Terrence E. Deal's Leadership Orientation Survey (1990), which defines action and behaviors into the four frames described below, was used to determine and form a contemporary profile of superintendent leadership styles. Superintendents in Texas (N=1037) were sent electronic surveys to assess perceived leadership styles of orientation. Data was collected and analyzed using the self-reporting Leadership Orientation Style Survey developed by Bolman and Deal (1990). Preliminary steps in the study included identification of a systematic approach to define and measure district performance outcomes as indicated on the Texas Academic Excellence Indicator System (AEIS). In order to identify district performance outcomes and quantify data as factor scores, variables from the Texas AEIS database were subjected to factor analysis. The analysis of the relationship between superintendent leadership orientation styles and district performance outcomes was reported by using canonical correlation and multiple regression interpretations. The model for Bolman and Deal's Leadership Orientation Survey (1990) views leadership from four differing frames of organizational thought: structural, human resource, political, and symbolic. Bolman and Deal (1990) describe these perspectives as a lens, or window, which frame tools of action and behavior. District performance outcomes included academic, advanced academic, and teacher characteristics to form a Valence Index of Performance (VIP) score. As educational systems and public schools become increasingly complex and reach levels of crisis proportion, superintendent must use sophisticated and creative leadership to approach today's epic demand must deal with the orientational school structure from a leadership vantage point of flexibility and multi-dimensional thought processes. Therefore, a study that reveals the style of superintendent leadership orientations can assist leaders to comprehend and address issues that arise in a school district. In conclusion, while the preset research study did not contribute to the superintendent leadership orientation style relationship to district performance outcomes many questions are still left unanswered. The demand for substantive research linking student achievement to superintendent leadership practices remains unchanged.
Author: Missouri. Office of State Superintendent of Public Schools
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 362
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Author: Lawrence Warder Goslin
Publisher:
ISBN:
Category : Curriculum consultants
Languages : en
Pages : 152
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Author: James Robert Haley
Publisher:
ISBN:
Category : School boards
Languages : en
Pages : 260
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Purpose of the study. The purpose of this study was to determine the perceived level of authority for leadership responsibilities being performed by school boards and superintendents in Missouri public schools. A common list of responsibilities throughout the state for each of the groups could lessen the opportunity for conflict and lead to more effective schools. Methodology. The population for this study were 448 public school districts in the state of Missouri. School districts excluded from this study were the 79 elementary (K-8) districts in Missouri and the Special School District St. Louis County, St. Louis City School District, and the Kansas City 33 School District. The sample consisted of 210 school districts selected from the population, with school board presidents and superintendents as units of measure. Survey instruments were designed to collect information concerning the level of authority for leadership responsibilities both school board members and superintendents actually have, and the level of authority for leadership responsibilities school board members and superintendents believed they ideally should have. All data collected were subjected to descriptive statistical analysis. Three hypotheses were developed for testing. Findings. The following statements briefly describe the status of board members' and superintendents' perceptions on authority of leadership responsibilities. Significant difference was found between the actual level of authority and the ideal level of authority which board presidents and superintendents believed should exist for each group. Significant difference was found between board presidents and superintendents concerning the level of authority which each group ideally should possess. Though both groups indicated that more authority should be directed to the superintendent's position, board presidents chose a lower level than that of the superintendents.
