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Investigation Of The Self Perceived Leadership Orientations Of School Principals Serving Alliance Schools Within The State Of Connecticut
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Book Synopsis Investigation of the Self-Perceived Leadership Orientations of School Principals Serving Alliance Schools Within the State of Connecticut by : Sam T. Galloway
Download or read book Investigation of the Self-Perceived Leadership Orientations of School Principals Serving Alliance Schools Within the State of Connecticut written by Sam T. Galloway and published by . This book was released on 2016 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods study examined the self-perceived leadership orientation of principals serving Alliance school districts within the state of Connecticut. The Connecticut State Department of Education has classified the 30 lowest performing districts as Alliance school districts. This study expanded the existing body of knowledge pertaining to the Bolman and Deal (2003) multiframe explanation of organizational leaders by applying various leadership frames to identify and effectively respond to organizational situations and by including Alliance school principals in the sample population. The data analysis confirmed that Alliance principals use all four of the Bolman and Deal leadership frames in their decision-making process (i.e., structural, human resource, political, and symbolic). The analysis also found that principals apply reframing as a decision-making strategy as situations evolve. Effective leaders apply one or more of the four leadership frames to determine the best course of action. The 15 interviews conducted for this study revealed that all of the participating principals had experienced the need to make decisions during crisis events such as school evacuations and lockdowns, as well as medical emergencies, and they applied the reframing process. The data also revealed that, contrary to their personal descriptions of themselves, the participating principals are political leaders. Through their descriptions of the manner in which they changed the cultures of their schools or advocated for their schools at the district and community levels, they demonstrated a high level of political acumen. The complexities of the principalship were clearly evident in the data collected for this study. The principals managed challenging crisis situations, during which the school community relied upon them for leadership. Every principal will be called upon to manage a crisis event at some point during his or her career. This study not only confirmed this certainty, but provides recommendations for both aspiring and current administrators as they seek to effectively support all stakeholders through such challenging, and often traumatic, events.
Book Synopsis The Self-perceived Leadership Orientations of Principals by : Xiuyu Liu
Download or read book The Self-perceived Leadership Orientations of Principals written by Xiuyu Liu and published by . This book was released on 2007 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive Case Study Examining the Perceptions of Novice Urban High School Principals Regarding how Well Their Graduate Educational Leadership Programs Prepared Them to Implement the Connecticut Standards for School Leaders by : Lenford G. Lawes
Download or read book A Descriptive Case Study Examining the Perceptions of Novice Urban High School Principals Regarding how Well Their Graduate Educational Leadership Programs Prepared Them to Implement the Connecticut Standards for School Leaders written by Lenford G. Lawes and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this action research study was to both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. To date no studies have demonstrated that following novice principals induction into Connecticut's urban high schools, that these same principals perceive their graduate educational leadership programs prepared them to implement Connecticut State Standards for School Leaders. The sample consisted of nine principals. Two sources of data were obtained. The Educational Leadership Self Inventory (ELSI) Survey was used to collect data via mail and online, and interview was conducted using guided questions. The ELSI specifically addresses the 12 Connecticut Standards for School Leaders (CSDE, 1998). The survey consists of closed-ended questions. The closed-ended questions are rated using a four point Likert Scale with the following anchors: (1) Did not prepare, (2) Limited Preparation, (3) Somewhat Prepared, (4) Well Prepared. The ELSI generated ordinal data. Respondents were asked to review statements relating to what extent do they feel their graduate school leadership program prepared them with respect to the Connecticut Standards for School Leaders by categorizing each statement in accordance with a Likert Scale. Multiple sources of data were analyzed and compared to triangulate findings. Prior to the principal interviews, a pilot interview was utilized to test the interview questions. Conclusions were drawn from findings in each of the four major areas found in the Connecticut Standards for School Leaders. It was concluded that novice urban high school principals are likely to report a wide range of areas in which their preparation programs satisfactorily prepared them or unsatisfactorily prepared them for the principalship. It was recommended that graduate educational leadership programs further their efforts to ensure that candidates are well prepared in areas such as student assessment, teaching, teachers' evaluation, providing opportunity for meaningful collaborative leadership, professional development, active family engagement, harness community resources and developing healthy community partnership to improve learning for all students. They must also make effort to provide high quality internships for candidates.
Book Synopsis Analysis of Situational Leadership Styles of Principals of More Effective Elementary Schools in Connecticut by : Monty A. Escabi
Download or read book Analysis of Situational Leadership Styles of Principals of More Effective Elementary Schools in Connecticut written by Monty A. Escabi and published by . This book was released on 1988 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Self-perceived Leadership Behavior of Male and Female Elementary School Principals in Wisconsin Public Schools by : Tina Ego Enemuoh
Download or read book The Self-perceived Leadership Behavior of Male and Female Elementary School Principals in Wisconsin Public Schools written by Tina Ego Enemuoh and published by . This book was released on 1991 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-perceptions of Leadership Behaviors and Decisionmaking Orientations of Men and Women Elementary School Principals in Chicago Public Schools by : Kathryn Irene Quinn
Download or read book Self-perceptions of Leadership Behaviors and Decisionmaking Orientations of Men and Women Elementary School Principals in Chicago Public Schools written by Kathryn Irene Quinn and published by . This book was released on 1976 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Authenticity and Leadership by : Thomas John McInnis
Download or read book Authenticity and Leadership written by Thomas John McInnis and published by . This book was released on 1973 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Professional Development Needs of Principals in Connecticut's Alliance Districts by : Trevor L. Ellis
Download or read book The Professional Development Needs of Principals in Connecticut's Alliance Districts written by Trevor L. Ellis and published by . This book was released on 2016 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in the Interstate School Leaders Licensure Consortium (ISLLC) Standards and the leadership competencies to facilitate a comprehensive school improvement process, Salazar's (2001) needs assessment survey instrument was modified to quantify the professional development needs of 133 of Connecticut's Alliance District principals. The Alliance District program is a critical part of Connecticut's education reform effort and was designed to compel and equip school leaders to focus on turning around persistently low-performing schools and closing the achievement gap. If schools are to successfully meet the demands of a changing society and improve student achievement, then principals must be provided with professional development activities that enhance their ability to lead schools through a school improvement process. The purpose of this study was to determine the professional development needs of Connecticut's Alliance District principals and to identify their preferred delivery mode for that professional development. Findings suggest that there is merit in allowing principals to direct and determine how and what activities are essential for their professional development. Data indicates that the principals required ongoing, workshop-oriented, and goal driven professional development that focuses on analyzing data, defining the core values and beliefs of education, building team commitment, and creating a learning organization to successfully lead a school improvement process. These results provide direction for professional development programs and teaching and learning practices that are necessary to enhance the leadership knowledge and skills principals require to guide school reform and increase student achievement. The new millennium reflects a period of rapid, endless change ushered in by constant advancements in science, technology, and globalization. As a result, the ways we communicate with one another, access and share information, teach, learn, and process knowledge have been intimately altered. Hence, we must acknowledge, although carefully, the value and importance of context independent understandings and their potential implications for future work. Future research must include finding ways to better support and equip principals to address the demands associated with leading school reform, as they continue to manifest in school districts in need of improvement, such as those that participated in this study.
Book Synopsis An Investigation of the Self-Perceived Principal Leadership Styles in an Era of Accountability by : Kathlene L. Bentley
Download or read book An Investigation of the Self-Perceived Principal Leadership Styles in an Era of Accountability written by Kathlene L. Bentley and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The findings of the study may also provide a benefit for principals of schools examining alternative leadership methods to motivate teachers and students to improve academic outcomes.
Book Synopsis A Study of the Perceptions of Connecticut Superintendents on Professional Development and Mentoring of Public-school Principals by : Thomas Eugene Maynard
Download or read book A Study of the Perceptions of Connecticut Superintendents on Professional Development and Mentoring of Public-school Principals written by Thomas Eugene Maynard and published by . This book was released on 2021 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study uses qualitative methods to investigate the perceptions of public-school superintendents on professional learning for public-school principals in the state of Connecticut. Mentoring and professional development are two major components of professional learning, and in this study the superintendents reflect on both during in-depth interviews. Individually, they discuss how mentoring and professional development are used in their districts to implement strategic goals, and to enhance the effectiveness of the building principal. All the superintendents viewed principal professional learning as important to successfully articulating and implementing district goals. In addition, the superintendents viewed professional learning as an essential tool for supporting their principals. This was especially true for developing competence in emerging constructs such as social emotional learning (SEL) or hybrid classrooms. Four themes emerged from a multi-step collection/processing/analysis of the data on superintendent perceptions on mentoring and professional development. These four themes were: relationship(s), vision, climate and culture, and organizational perspective. The themes are unpacked and discussed along with implications for policy and practice. In this study superintendents provide their perceptions on professional learning among principals in public schools and the findings will be of interest to principals, aspiring superintendents pland administrators, school boards, search committees, and educational policy makers.
Book Synopsis An Examination of the Leadership Style and the Rule Administration Behavior of Secondary School Principals in Selected Districts in Connecticut by : Jorge L. Esquilin
Download or read book An Examination of the Leadership Style and the Rule Administration Behavior of Secondary School Principals in Selected Districts in Connecticut written by Jorge L. Esquilin and published by . This book was released on 1982 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Quantitative Study on the Relationship Between the Building Principal's Leadership Style, Gender, Job Satisfaction, and Perceived Bias in the Workplace by : Tara M. Bunchalk-Orefice
Download or read book A Quantitative Study on the Relationship Between the Building Principal's Leadership Style, Gender, Job Satisfaction, and Perceived Bias in the Workplace written by Tara M. Bunchalk-Orefice and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many public schools within the United States have a similar school leadership structure with a principal as the lead administrator. More specifically, at the secondary level, there are more male secondary school principals than female secondary school principals. While many factors may lead to this gender imbalance, this dissertation seeks to understand this uneven representation of female leadership by focusing on leadership styles. This quantitative research study utilized the frameworks of critical theory and feminism as a means to understand possible reasons for this imbalance and to answer the following research guiding question: Is there a relationship between the building principal’s leadership style, gender, job satisfaction, and perceived bias experienced in the work place? This study analyzes the perceptions of secondary school principals who are currently serving in the specified leadership role in four geographic regions of Pennsylvania. Through the use of the multifactor leadership questionnaire (MLQ), the leadership behaviors and characteristics were analyzed for transformational and transactional styles. This study concludes that there is an association between gender and two of the five characteristics of transformational leadership style and both characteristics of transactional leadership style. Although all females reported they were satisfied with their jobs and more females than males reported having experienced bias, no conclusive association with gender can be stated. This study suggests that the differences are not insurmountable barriers towards a gender balance with the secondary principalship and may be changed through education, mentoring, and institutional changes.
Book Synopsis Principal Leadership Styles in an Era of Accountability by : Kathlene Bentley
Download or read book Principal Leadership Styles in an Era of Accountability written by Kathlene Bentley and published by LAP Lambert Academic Publishing. This book was released on 2012-04 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive, quantitative, non-experimental, cross-sectional study was to determine the self-perceived leadership style of principals in an era of accountability. The research instrument was the Multifactor Leadership Questionnaire with added demographic questions. In addition to the determination of the self-perceived principal leadership style, the intention of this study was to determine the possible relationship of demographic variables such as principal gender, experience, ethnicity, school type, school grade, and school socioeconomic status determined by Title I on leadership styles. The participants of the study were principals from three large school districts in the state of Florida. The dependent variable was the principal leadership style categorized on the MLQ as transactional, transformational, or laissez-faire. The MLQ also determined the use of behaviors categorized as laissez-faire, authoritative, or participative. The independent variables were the demographic variables, principal gender, ethnicity, years of experience as a school principal, school type, school grade, and school socioeconomic status defined by Title I.
Book Synopsis A Study of Principals' and Assistant Principals' Self-Perceived Leadership Behaviors in Relation to the Pennsylvania Inspired Leadership Initiative by : Anthony R. DiLella (IV.)
Download or read book A Study of Principals' and Assistant Principals' Self-Perceived Leadership Behaviors in Relation to the Pennsylvania Inspired Leadership Initiative written by Anthony R. DiLella (IV.) and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio by : Anna M. McGuire
Download or read book A Study of Teacher and Principal Perceptions to the LBDQ Relative to Leader Behavior in Effective and Ineffective Schools in Selected Schools in Northeast Ohio written by Anna M. McGuire and published by . This book was released on 1984 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Purpose. The purpose of this investigation of teacher's perceptions of principal's leadership behavior and student achievement (reading) was to explore those factors of principal's leader behaviors that differentiate low achieving and high achieving schools as perceived by teachers. Sample. Two hundred sixty-one teachers in seven selected northeast Ohio school district and seventeen buildings participated in this study. Teachers in this study had at least three years of experience and one or more years of supervision from the principals whose leadership behavior they described. Instrument. The revised Leader Behavior Description Questionnaire Form XII was used. This instrument measured only four subscales, consideration Initiating Structure, Persuasion and Superior Orientation. This instrument was used to explore answer to five research questions. Findings. The study results did not support the premise that the leader behavior task structure differentiated effective from ineffective schools. Teachers in both groups of schools perceived that principals exhibited this characteristic. However, the results revealed that the leader behavior, consideration, did differ at the .05 level of significance as perceived by teachers between principals in high and low achieving schools. The data also showed that discrepancy existed between principals self perception and teacher perceptions of the leader behavior, superior orientation at the .05 level of significance. The data also revealed that the level of staff involvement, such as awareness, implementation, and curricular focus was more evident in low achieving than in high achieving schools. Conclusion. The investigation concluded that there is substantial need for further exploration of the leadership variable. An important recommendation is that additional research be initiated using the LBDQ and other research instruments as a strategy to consistently operationalize the leadership characteristics of Effective Schools Movement.
Book Synopsis Explorations Among Perceptions of the Leadership Orientations of Secondary School Principals and the Organizational Climates of the Schools They Administer by : James P. Hall
Download or read book Explorations Among Perceptions of the Leadership Orientations of Secondary School Principals and the Organizational Climates of the Schools They Administer written by James P. Hall and published by . This book was released on 1970 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of Their Principals' Leadership Styles by : Marty A Cosby
Download or read book Teachers' Perceptions of Their Principals' Leadership Styles written by Marty A Cosby and published by . This book was released on 2021-04-05 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative case study examined teacher perceptions within one rural, public East Tennessee school district of principal leadership styles based upon Kouzes and Posner's five domains: challenge the process, enable others to act, encourage the heart, inspire a shared vision, and model the way to determine if a dominate domain existed within teacher perception of the principal's leadership style. Principals who understand the effectiveness and impact that different leadership styles have upon the school environment, specifically teacher perceptions, generally identify with a particular style allowing the creation of a positive educational environment (Rowland, 2008). Teacher understanding of principals' leadership styles increased self-awareness and job satisfaction the teacher achieved. Effectively decreasing the chances of teacher burnout and job-related stress (Meador, 2016).
