Leadership Styles and Personality Types of Minnesota School Superintendents PDF Download
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Author: Kenneth Henry Berg
Publisher:
ISBN:
Category :
Languages : en
Pages : 510
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Author: Kenneth Henry Berg
Publisher:
ISBN:
Category :
Languages : en
Pages : 510
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Author: Donald Warren Helmstetter
Publisher:
ISBN:
Category :
Languages : en
Pages : 396
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Author: Joseph M. Sencibaugh
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 262
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Author: Mary Turner Maher
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Author: Dale R. Larson
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 272
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Author: Judy Snellgrove Huffty
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 264
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Author: Karen Wong-Chin
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 334
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Author: Evetta Lawrence-Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 260
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The threefold purpose of this research study was: (a) to measure and compare the leadership styles of elementary school administrators in adequate performance schools in North Carolina with those in exemplary schools in North Carolina; (b) to measure and compare the personality types of elementary school elementary school administrators in adequate performance schools in North Carolina with those in exemplary schools in North Carolina; (c) to explore possible relationships among the four leadership styles and adaptability scores identified by the Leadership Effectiveness and Adaptability Description Instrument, the 16 groups of personality types as identified by the Myers-Briggs Type, Form M, and specified administrator demographic variables of elementary school administrator in North Carolina. Data on the leadership styles and personality types were obtained from a research sample of 130 elementary school administrators within the Central and Southeast Regions of North Carolina. Administrators were randomly selected based on individual school performances on the North Carolina End-of-Grade Test. Participants in this study were asked to answer the 93 items on the Myers-Briggs Personality Type Indicator, Form M (MBTI); respond to 12 situations compiled on the Leadership Effectiveness and Adaptability Descriptions Instrument (LEAD-Self); and complete a Biographical Data Sheet for Principals. The data were analyzed using descriptive and inferential statistics. The descriptive statistics provided a profile of the principals and their schools. Inferential statistical procedures were used to test the five research questions and three hypotheses. The administrators from the two school categories did not differ significantly on three of the four styles of leadership. A significant relationship was identified between the administrators from adequate performance and exemplary schools on Participating Leadership Style (S3). A statistical relationship between personality types and school categories was not identified; however, the introverted, sensing, thinking, and judging (INTJ) personality type was identified by more administrators. Two reliable and interpretable components were identified among the 12 variables examined through factor analysis.
Author: Jane A. G. Kise
Publisher: Corwin Press
ISBN: 1452293228
Category : Education
Languages : en
Pages : 233
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"The personality type framework allows administrators to know their staff in ways that can be applied every day. Twenty years in the principalship have given me some of the same understandings as those found here, but this book allows those lessons to be learned more quickly and with less cost." —Brian Doty, Principal Caledonia Middle School, MN "This book is research-based and grounded in practice and practical application. A wonderful resource for ensuring high-quality learning environments that honor students′ learning preferences." —Mark Bower, Director of Elementary Education and Staff Development Hilton Central School District, NY A dynamic model for transforming leadership teams into powerful agents for school change! How can you help your leadership team collaborate and resolve conflicts in ways that improve student achievement? The authors demonstrate how an understanding of personality types and adults′ individual leadership styles can help school leaders and team members understand one another′s personal working preferences, work from individual strengths, uncover new areas for development, and distribute leadership responsibilities more effectively. This text provides: Descriptions of leadership styles Ways to build a team Strategies for coping with leadership stress A model for problem solving Differentiated School Leadership is an ideal resource for principals, teacher leaders, superintendents, and those leading or serving on school improvement teams.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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